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NH.ESS1.Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
S:ESS1:2:1.1. Atmosphere, Climate, and Weather: Students will recognize that weather conditions change frequently, and that weather patterns change over the seasons.Quiz, Flash Cards, Worksheet, Game & Study Guide The seasons Quiz, Flash Cards, Worksheet, Game & Study Guide Weather
S:ESS1:2:1.2. Atmosphere, Climate, and Weather: Students will describe and compare weather using observations and measurements of local weather conditions.Quiz, Flash Cards, Worksheet, Game & Study Guide Weather
S:ESS1:2:2.1. Composition and Features: Students will recognize that solid rocks, soils, and water in its liquid and solid states can be found on the Earth's surface.
S:ESS1:2:2.2. Composition and Features: Students will use observable properties, such as color and texture, to classify and organize rocks and minerals.
S:ESS1:2:2.3. Composition and Features: Students will recognize that Earth materials have a variety of properties, including size, shape, color and texture.
S:ESS1:2:5.1. Processes and Rates of Change: Students will recognize that some changes are too slow or too fast to be easily observed.
S:ESS1:2:6.2. Rock Cycle: Students will describe rocks and soils in terms of their physical properties.
S:ESS1:2:7.1. Water: Students will recognize that water can be a liquid or a solid; and explain that it can be made to change from one state to the other, but the amount (mass) of water always remains the same in either state.
NH.ESS2.Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.
Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.
S:ESS2:2:1.1. Earth, Sun, and Moon: Students will recognize the basic patterns of the Sun, including its appearance during the daytime, and how its position in the sky changes through the seasons.Quiz, Flash Cards, Worksheet, Game & Study Guide The seasons Quiz, Flash Cards, Worksheet, Game & Study Guide The Sky
S:ESS2:2:1.2. Earth, Sun, and Moon: Students will recognize the basic patterns of the Moon, including its appearance sometimes at night and sometimes during the day; and how it appears to change shape through the month.
S:ESS2:2:4.1. View from Earth: Students will recognize that the Sun, Moon and stars all appear to move slowly across the sky.
S:ESS2:2:4.2. View from Earth: Students will recognize that as the position of the Sun changes in relation to the Earth it creates shadows of varying length and direction.
NH.ESS3.Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
S:ESS3:2:2.1. Stars and Galaxies: Students will recognize there are too many stars to count, and that they are unequal in their brightness.Quiz, Flash Cards, Worksheet, Game & Study Guide The Sky
NH.ESS4.Earth Space Science: The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Earth Space Science: The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:ESS4:2:3.1. Local and Global Environmental Issues: Students will differentiate between natural and man-made materials.
S:ESS4:2:3.2. Local and Global Environmental Issues: Students will identify environments that are natural, such as a forest, meadow, or mountains and those that have been built or modified by people, including cities, roads, farms, and houses.
S:ESS4:2:3.3. Local and Global Environmental Issues: Students will describe actions that can help the environment, such as recycling and proper disposal of waste materials.
NH.LS1.Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).
Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).
S:LS1:2:1.1. Classification: Students will differentiate between living and nonliving things; and categorize objects in each group using the significant observable characteristics they share, such as color, shape and size.
S:LS1:2:1.2. Classification: Students will recognize plants and animals as living things and describe how they are alike and different.Quiz, Flash Cards, Worksheet, Game & Study Guide Plants
S:LS1:2:3.2. Reproduction: Students will recognize that living things have a life cycle, during which they are born, grow, and die.Quiz, Flash Cards, Worksheet, Game & Study Guide Plants
NH.LS2.Life Science: Energy flows and matter recycles through an ecosystem.
Life Science: Energy flows and matter recycles through an ecosystem.
S:LS2:2:1.1. Environment: Students will recognize that living things can be found almost anyplace in the world; and that specific types of environments are required to support the many different species of plant and animal life.
S:LS2:2:1.2. Environment: Students will recognize that animals, including humans, interact with their surroundings using their senses; and that different senses provide different kinds of information.Quiz, Flash Cards, Worksheet, Game & Study Guide My senses
S:LS2:2:2.1. Flow of Energy: Students will identify the resources plants and animals need for growth and energy, and describe how their habitat provides these basic needs.Quiz, Flash Cards, Worksheet, Game & Study Guide Animals
NH.LS3.Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
S:LS3:2:1.1. Change: Students will recognize that some living things, which lived on Earth long ago, are now extinct, such as dinosaurs, mammoths, giant tree ferns, and horsetail trees.
S:LS3:2:3.1. Natural Selection: Students will recognize and describe the similarities and differences in both behavior and appearance of plants and animals.Quiz, Flash Cards, Worksheet, Game & Study Guide Plants
NH.LS4.Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
S:LS4:2:1.1. Behavior: Students will recognize and describe how living things respond when exposed to helpful and harmful situations.
S:LS4:2:2.1. Disease: Students will recognize that proper nutrition, exercise and rest are all important factors in maintaining good health.
S:LS4:2:3.2. Human Identity: Students will identify the sense organs, including eyes, ears, nose mouth, and skin; and describe how each can warn an individual about danger.Quiz, Flash Cards, Worksheet, Game & Study Guide My senses
S:LS4:2:3.4. Human Identity: Students will recognize and describe the human life cycle from birth to old age.
S:LS4:2.2.3. Disease: Students will identify and describe the basic personal hygiene habits for maintaining good health, such as washing one's hands with soap and water and brushing one's teeth.
NH.LS5.Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:LS5:2:1.1. Design Technology: Students will recognize that new products can be made out of natural materials, such as paper from trees and cloth from various plants and animals.
NH.PS1.Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).
Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).
S:PS1:2:1.1. Composition: Students will recognize that objects can be composed of different types of materials, such as wood, metal, and paper.
S:PS1:2:1.2. Composition: Students will recognize that objects can be made of one or more materials.
S:PS1:2:2.1. Properties: Students will identify the observable properties of different objects, such as color, size, shape, weight and texture.
NH.PS2.Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
S:PS2:2:1.2. Change: Students will recognize that not all materials react the same way when an action is applied to them.
S:PS2:2:3.1. Energy: Students will recognize that sound is produced by vibrating objects and that the pitch of the sound can be varied by changing the rate of vibration.
NH.PS3.Physical Science: The motion of an object is affected by force.
Physical Science: The motion of an object is affected by force.
S:PS3:2:1.1. Forces: Students will describe the properties of magnetism and demonstrate how magnets can be used to move some things without touching them.Quiz, Flash Cards, Worksheet, Game & Study Guide Magnets Quiz, Flash Cards, Worksheet, Game & Study Guide Magnets
S:PS3:2:1.2. Forces: Students will describe and demonstrate that things close to the Earth drop to the ground unless something supports them.
S:PS3:2:2.1. Motion: Students will describe the many different ways things can move, such as in a straight line, zigzag or circular motion, back and forth, and fast and slow.
S:PS3:2:2.3. Motion: Students will describe the position of an object by referencing its location in relation to another object or background.
NH.PS4.Physical Science: The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Physical Science: The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:PS4:2:2.1. Tools: Students will identify tools and simple machines, such as a wheel, and explain how they work.
S:PS4:2:2.2. Tools: Students will demonstrate how to use tools, such as rulers, scales, balances, magnifiers and thermometers to measure properties of objects, such as size, weight, temperature.
S:PS4:2:3.2. Social Issues (Local and Global): Energy, Power, and Transportation Manufacturing: Students will provide examples of items that are manufactured or produced.
NH.SPS1.Science Process Skills: Scientific Inquiry and Critical Thinking Skills
Science Process Skills: Scientific Inquiry and Critical Thinking Skills
S:SPS1:2:1.5. Making Observations and Asking Questions: Students will sort and classify object materials and events based on one or more attributes; and explain the methods used for sorting.
S:SPS1:2:4.1. Representing and Understanding Results of Investigations: Students will represent and interpret information and observations in many ways (such as in tally, pictographs, bar graphs, tables).
S:SPS1:2:4.2. Representing and Understanding Results of Investigations: Students will identify and describe patterns and relationships in observed objects and events.
NH.SPS2.Science Process Skills: Unifying Concepts of Science
Science Process Skills: Unifying Concepts of Science
S:SPS2:2:3.2. Models and Scale: Students will explain how one way to describe something is to say how it is like something else.
S:SPS2:2:3.3. Models and Scale: Students will provide examples to explain that things in nature and things people make have very different sizes, weights, ages and speeds.
S:SPS2:2:4.1. Patterns of Change: Students will discover that things change in some ways and stay the same in some ways.
S:SPS2:2:4.2. Patterns of Change: Students will understand that people can keep track of some things by seeing where they come from and where they go.
S:SPS2:2:4.3. Patterns of Change: Students will observe that things can change in different ways, such as in size, weight, color and movement.Quiz, Flash Cards, Worksheet, Game & Study Guide Animals
S:SPS2:2:5.1. Form and Function: Students will identify shape and use of objects.
S:SPS2:2:5.2. Form and Function: Students will draw an object and the object in use.
NH.SPS3.Science Process Skills: Personal, Social, and Technological Perspectives
Science Process Skills: Personal, Social, and Technological Perspectives
S:SPS3:2:3.1. Science and Technology, Technological Design and Application: Students will demonstrate that all tools have a special purpose (e.g., to measure, to help in observations, to make things or to make things better).
NH.SPS4.Science Process Skills: Science Skills for Information, Communication and Media Literacy
Science Process Skills: Science Skills for Information, Communication and Media Literacy
S:SPS4:2:1.2. Information and Media Literacy: Students will use tools.
S:SPS4:2:3.3. Critical Thinking and Systems Thinking: Students will make a graph to represent data.
S:SPS4:2:4.2. Problem Identification, Formulation, and Solution: Students will compile observations (one to one relationship) by making or using simple pictographs, tally charts or simple graphs.