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UT.1.Intended Learning Outcome: Use Science Process and Thinking Skills.
Intended Learning Outcome: Use Science Process and Thinking Skills.
1.a. Observe simple objects and patterns and report their observations.
1.b. Sort and sequence data according to a given criterion.
1.c. Make simple predictions and inferences based upon observations.
1.d. Compare things and events.Quiz, Flash Cards, Worksheet, Game & Study Guide Animals
1.e. Use instruments to measure length, temperature, volume, and weight using appropriate units.
1.f. Conduct a simple investigation when given directions.
1.g. Develop and use simple classification systems.
1.h. Use observations to construct a reasonable explanation.
UT.3.Intended Learning Outcome: Understand Science Concepts and Principles.
Intended Learning Outcome: Understand Science Concepts and Principles.
3.c. Explain science concepts and principles using their own words and explanations.
UT.4.Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
4.a. Record data accurately when given the appropriate form and format (e.g., table, graph, chart).
4.c. Use scientific language appropriate to grade level in oral and written communication.
UT.I.Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky.
Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky.
I.1. Describe the appearance of Earth and the moon.I.1.a. Describe the shape of Earth and the moon as spherical.
I.1.b. Explain that the sun is the source of light that lights the moon.
I.1.c. List the differences in the physical appearance of Earth and the moon as viewed from space.
I.2. Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky.I.2.a. Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun).
I.2.b. Use a chart to show that the moon orbits Earth approximately every 28 days.
I.2.c. Use a model of Earth to demonstrate that Earth rotates on its axis once every 24 hours to produce the night and day cycle.
UT.II.Students will understand that organisms depend on living and nonliving things within their environment.
Students will understand that organisms depend on living and nonliving things within their environment.
II.1. Classify living and nonliving things in an environment.II.1.a. Identify characteristics of living things (i.e., growth, movement, reproduction).
II.1.b. Identify characteristics of nonliving things.
II.1.c. Classify living and nonliving things in an environment.
II.2. Describe the interactions between living and nonliving things in a small environment.II.2.a. Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things.
II.2.b. Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism.
II.2.c. Observe and record the effect of changes (e.g., temperature, amount of water, light) upon the living organisms and nonliving things in a small-scale environment.
II.2.e. Pose a question about the interaction between living and nonliving things in the environment that could be investigated by observation.
UT.III.Students will understand the relationship between the force applied to an object and resulting motion of the object.
Students will understand the relationship between the force applied to an object and resulting motion of the object.
III.1. Demonstrate how forces cause changes in speed or direction of objects.III.1.a. Show that objects at rest will not move unless a force is applied to them.
III.1.b. Compare the forces of pushing and pulling.
III.1.c. Investigate how forces applied through simple machines affect the direction and/or amount of resulting force.
III.2. Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.III.2.a. Predict and observe what happens when a force is applied to an object (e.g., wind, flowing water).
III.2.e. Show how these concepts apply to various activities (e.g., batting a ball, kicking a ball, hitting a golf ball with a golf club) in terms of force, motion, speed, direction, and distance (e.g. slow, fast, hit hard, hit soft).
UT.IV.Students will understand that objects near Earth are pulled toward Earth by gravity.
Students will understand that objects near Earth are pulled toward Earth by gravity.
IV.1. Demonstrate that gravity is a force.IV.1.a. Demonstrate that a force is required to overcome gravity.
IV.1.b. Use measurement to demonstrate that heavier objects require more force than lighter ones to overcome gravity.
IV.2. Describe the effects of gravity on the motion of an object.IV.2.a. Compare how the motion of an object rolling up or down a hill changes with the incline of the hill.
IV.2.b. Observe, record, and compare the effect of gravity on several objects in motion (e.g., a thrown ball and a dropped ball falling to Earth).
IV.2.c. Pose questions about gravity and forces.
UT.V.Students will understand that the sun is the main source of heat and light for things living on Earth. They will also understand that the motion of rubbing objects together may produce heat.
Students will understand that the sun is the main source of heat and light for things living on Earth. They will also understand that the motion of rubbing objects together may produce heat.
V.1. Provide evidence showing that the sun is the source of heat and light for Earth.V.1.b. Observe and report how sunlight affects plant growth.
V.3. Demonstrate that heat may be produced when objects are rubbed against one another.V.3.b. Compare relative differences in the amount of heat given off or force required to move an object over lubricated/non-lubricated surfaces and smooth/rough surfaces (e.g., waterslide with and without water, hands rubbing together with and without lotion).