Science GLE 6-10

Know that living things are made of small parts.

Know processes that change the surface of Earth including earthquakes, erosion, landslides, volcanic eruptions, and weathering.

Understand the processes that continually change the surface of the Earth.

Analyze the processes, including plate tectonics that have caused the features of Earth’s surface.

Understand how fossils and other evidence are used to document life and environmental changes over time.

Synthesize a variety of evidence including fossils, radioactive elements, and other evidence to construct a sequence of geologic events.

Know the daily movement of the Sun as seen from Earth.

Know the movement patterns of Earth and the Moon in relation to each other and to the Sun.

Understand how the Sun’s energy and Earth’s cloud cover, movements, atmosphere, surface features, and oceans affect local weather and regional climate.

Understand how the regular and predictable motions of planets and moons in the solar system account for planetary phenomena including days, years, seasons, eclipses and phases of moons.

Understand that in ecosystems, substances such as air, water, nutrients, and the chemicals in food are continually recycled.

Know that plants and animals need food, light, and habitat to live.

Understand the relationships among the components of the solar system including the Sun, Earth, the Moon, asteroids, comets, the other planets and their moons.

		Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.
Earth and Space Systems	GLE	K	1	2	3	4	5
	1.2.4	Know that Earth is a round planet surrounded by air with land and water on the surface. § State that Earth is round (a sphere) and is mainly solid inside and surrounded by air. § Identify land masses, bodies of water, and landforms on a globe (e.g., continents, oceans, rivers, mountains). § Describe evidence of the presence of air (e.g., leaves moving on trees).			Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. § Know various landmasses, bodies of water, and landforms (e.g., continents, oceans, seas, rivers, mountains, plains) from a globe and a map. § Construct a model that demonstrates understanding of Earth’s structure as a system made of parts (e.g., solid surface, water, atmosphere).
	Components and Patterns of Earth Systems
	1.2.5	Know that Earth orbits the Sun, and that the Moon orbits Earth. (as seen from an Earth) § Observe and illustrate the changes in the Sun during the day and the Moon from day to day (e.g., record the Moon on daily calendar). § Observe the phases of the Moon.			Know that Earth is one of several planets that orbits the Sun, and that the Moon orbits Earth. (as seen from Earth) § Observe and illustrate the changes in the Moon from day to day (e.g., record the Moon on daily calendar). § Illustrate and describe the solar system showing the orbits of planets around the Sun. § Illustrate the Moon's orbit around Earth.
	Components of the solar System and Beyond (Universe)

		Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems
Living Systems	GLE	K	1	2	3	4	5
	1.2.6	Know that living things are made of small parts. § Observe and identify how living things look different under a magnifier. § Observe and identify the parts of an object seen under a magnifier. § Illustrate or draw the small parts that make up the whole living thing.			Understand that organisms can be a single cell or many cells that form parts with different functions. § Explain that all living things (plants, animals, and single-celled organisms) are made of cells). § Describe how plant and animal cells are similar and different. § Identify and describe the life functions of living things and cells (e.g., extracting energy from food, using energy, and getting rid of waste). § Observe, identify, and describe cells with a microscope.
	Structure and Organization of Living Systems
	1.2.7	Understand that plants and animals have life cycles. § Describe the life cycle of a plant or animal when given a labeled picture or diagram of that plant or animal. § Describe that the young of plants and animals grow to resemble their parents as they grow into adults.			Understand the life cycles of plants and animals, and the differences between inherited and acquired characteristics. § Describe the life cycle of a plant or animal. § Describe the difference between an inherited and an acquired characteristic. § Identify and explain which traits of plants or animals are likely to be inherited and which are likely to be acquired during an organism’s life. § Explain why plants and animals resemble their parents.
	Molecular Basis of Heredity
	1.2.8	Understand that human body parts are organized to work together. § Label external parts of the human body. § Label and match body parts with their functions. § Explain how one body part works with another (e.g., hand with mouth; knee with leg, eye with brain; heart with lungs).			Understand the organization and function of human body structures and organs and how those structures and organs interconnect. § Recognize, explain and give examples of human systems that are composed of organs. § Describe how the systems allow the human body to take in and use nutrients (air, food, water) for living, growth, and repair. § Describe the functions of major organs. § Describe the interdependence of organ systems in the human body. § Describe the organs that make up human systems. § Describe how the systems allow the human body to take in and use nutrients (air, food, water) for living, growth, and repair.
	Human Biology

		Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.
Living Systems	GLE	6	7	8	9	10
	1.2.6	Understand that specialized cells within multi-cellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions. § Describe and identify how plant and animal cells are similar and different in structure and function. § Identify and explain basic cell functions (extracting energy from food, using energy, and getting rid of waste). § Describe how plant and animal cells are similar and different in structure and function. § Describe how cells are arranged into body structures and how these structures work together and depend on each other to sustain life.			Understand the structures within cells and how specific genes regulate the functions performed by these structures. § Identify and describe the cellular structures that allow cells to extract energy from food, using energy, get rid of wastes, and respond to the environment. § Describe how genes control protein synthesis. § Describe how proteins control life functions within different parts of the cells.
	Structure and Organization of Living Systems
	1.2.7	Understand that organisms pass on genetic information as they reproduce and that an organism’s characteristics are determined by both genetic and environmental influences. § Identify and describe how genes inherited from parents are combined in their offspring. § Identify the role of sex cells in reproduction. § Describe the role of reproduction in the survival and maintenance of a species. § Explain how physical traits of living things can be affected by genetic information and/or by interactions with the environment (e.g., nutrition, disease, sanitation).			Understand how genetic information (DNA) in the cell is encoded at the molecular level and provides genetic continuity between generations. § Identify and describe how genes are combined from sex cells to create offspring. § Describe and explain the significance of the steps of the cell cycle. § Describe the relationship between genes and chromosomes. § Illustrate and explain the processes of transcription and translation and their role in protein production. § Explain how organisms pass on genetic information via both asexual and sexual reproduction, including the role of DNA, chromosomes, and Mendelian genetics. § Explain how organisms can be affected by both genetic information and interactions with the environment.
	Molecular Basis of heredity
	1.2.8	Understand human life functions and the interconnecting organ systems necessary to maintain human life, including circulatory, digestive, excretory, respiratory, and the muscular-skeletal systems. § Describe the components and functions of the organ systems. § Describe relationships among the organ systems of the human body.			Understand how the human organ systems regulate growth, development, and life functions, including the endocrine, immune, nervous, reproductive, and integumentary systems. § Name the structural and functional characteristics of each system. § Describe how homeostasis is maintained by organ systems. § Explain how each system helps maintain human health. § Describe the role of human systems during human growth and development.
	Human Biology

		Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
Physical Systems	GLE	K	1	2	3	4	5
	1.3.1	Know that a force is a push or a pull and know that some forces act over distances and some act through touch. § Identify a push or a pull as a force. § Know that things near the earth fall to the ground unless something holds them up. § Describe that magnets can make some things move without being touched			Understand forces in terms of strength and direction. § Describe attraction (pull) and repulsion (push) of electrical and magnetic forces in terms of strength and direction. § Identify and describe the distance a force is acting on an object(s) (e.g., magnetic, electrical, gravity). § Recognize that a force occurs when objects are touching (in contact). § Compare the strength of one force and another force in the same or opposite direction (e.g., stronger, weaker).
	Nature of Forces
	1.3.2	Know that a force can change the motion of familiar objects. § Observe that a force can cause an object to move in a particular direction (e.g., up, down, right, left, above, below). § Observe whether the force on an object causes it to speed up, slow down, or maintain speed § Arrange familiar objects in the order of heaviest to lightest and easiest to greatest to push or pull.			Understand that forces change the motion of familiar objects, including strength and direction of force and the weight of the objects. § Investigate and report how the same force causes objects of different weights to move differently. § Investigate and report the difference in the motion of an object when the same force is applied from different directions. § Illustrate how different forces cause the same weight to move differently.
	Components of the solar System and Beyond (Universe)
	1.3.3	Know that water can exist in three different states, solid, liquid, and gas. § List states of matter. § Observe water changing from solid to liquid. § State that water can exist in three states.			Understand that a substance can change state and still be the same substance, and that two or more substances can react to become new substances. § Observe and describe evaporation, condensation, freezing and melting (thawing). § Identify and name the different states of matter for an object or material. § Describe how matter changes state as it is heated or cooled. § Observe and describe a simple chemical reaction (e.g., baking soda and vinegar, breaking a glow stick to make it glow).
	Physical and Chemical Changes

		Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
Physical Systems	GLE	6	7	8	9	10
	1.3.1	Understand factors that affect the strength and direction of the resulting force on the object. § Label the forces acting on an object and identify the factors determining the strength of interaction. § Identify the forces in a system and explain the factors that determine their strength. § Use an example to explain that gravitational force is difficult to detect unless at least one object has a lot of mass. § Explain that any two objects exert a mutual gravitational force and that the force depends on the mass of the objects and the distance between them.			Analyze the forces acting on objects in simple everyday situations. § Differentiate between contact forces and forces acting over a distance. § Explain everyday situations in terms of force. (e.g., radioactive decay in power plants and nuclear medicines--weak nuclear, orbit of planets around the sun—gravitational, protons held together in nucleus of an atom—strong nuclear force, electric motors and generators—electromagnetic). § Analyze the forces acting on an object. § Identify, describe, and predict the magnetic forces between magnetic poles.
	Nature of Force
	1.3.2	Understand the effects of balanced and unbalanced forces on the motion of an object along a straight line. § Cite factors that affect the motion of an object § Explain the effects of an unbalanced force on an object moving in a straight line. § Identify and describe how unbalanced forces can change the speed or direction of motion of an object or how mass can affect the speed of an object. § Measure the change in an object’s motion due to a change in the force on the object. § Describe how changing the mass of an object affects the object’s motion.			Analyze the effects of forces on the motion of an object. § Explain the laws of motion to interpret the effect of forces on the motion of an object. § Determine the relative magnitude and direction of a force needed to change the speed of an object. § Describe the forces acting on an object traveling a constant speed in a circular path or orbit. § Analyze the direction and magnitude of forces acting on an object. § Compare and contrast the effects of a force acting upon different masses or different forces acting upon the same mass.
	Forces to Explain Motion
	1.3.3	Understand physical and chemical changes at the molecular/atomic level and understand that matter is conserved during these changes. § Describe that the motion of the particles changes with different states of matter but the number of particles remain constant. § Explain that matter is neither created nor destroyed when substances undergo (non-nuclear) physical and/or chemical changes (e.g., law of conservation of matter and energy). § Observe and explain that matter is conserved during chemical changes (e.g., baking soda and vinegar in a Ziploc bag weighs the same before and after, glow stick has the same mass before, during, and after reaction). § Observe and explain that matter is conserved during physical changes (e.g., ice melting, sugar dissolving in water). Describe physical and chemical changes in terms of atoms and molecules.			Analyze the factors that affect physical, chemical, and nuclear changes and understand that matter and energy are conserved. § Analyze how matter and energy are conserved in a system. § Investigate and analyze the effect of different physical factors upon a rate of change (e.g., temperature, surface area, pressure). § Explain how energy inputs into a system affects phase changes at the molecular level. § Explain radioactive decay by accounting for mass and energy changes to date substances (e.g., Carbon 14, Potassium-Argon, Uranium 238). § Explain how chemical changes produce chemicals with different properties but identical mass.
	Changes in Matter

		Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
Earth and Space Systems	GLE	K	1	2	3	4	5
	1.3.4	Understand that the surface of Earth changes. § Tell about changes to Earth’s landforms when shown examples (e.g., landslides, volcanic eruptions, earthquakes).			Know processes that change the surface of Earth including earthquakes, erosion, landslides, volcanic eruptions, and weathering. § Know that weathering and erosion change the surface of the Earth. § Know that volcanic eruptions, landslides, and earthquakes change Earth’s surface.
	Processes and Interactions in the Earth System
	1.3.5	Know that fossils provide evidence of plants, animals that existed long ago. § Identify a fossil in a rock. § Observe fossils as the remains of prehistoric plants and animals.			Understand that fossils provide evidence of plants, animals, and environments that existed long ago. § State what fossil remains can tell us about plants, animals, and environments in the past (e.g., tropical ferns indicate climate). § Explain how fossils are used as evidence of prehistoric plants, animals, and environments (e.g., the age of fossilized amber with insects can be determined). § Demonstrate how fossils are formed.
	History and Evolution of the Earth)

		Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
Earth and Space Systems	GLE	K	1	2	3	4	5
	1.3.6	Know familiar weather indicators and understand that weather conditions change from season to season. § Observe, measure, and record weather conditions, noting changes and patterns from day to day and over the seasons (e.g., temperature, wind, precipitation). § Name common weather conditions.			Understand how to observe and measure weather indicators including daily temperatures, precipitation, wind directions and speeds, and understand how water cycles through the atmosphere. § Observe and measure and describe weather patterns from simple data tables (e.g., measurements collected by students). § Observe and measure weather indicators such as temperature, wind direction and speed, and precipitation, noting changes and patterns of change from day-to-day and over the seasons. § Explain the water cycle as a system that affects weather (e.g., cloud formation). § Describe the weather patterns of each season.
	Hydrosphere and Atmosphere
	1.3.7	Know the daily movement of the Sun as seen from Earth. § Observe and record where that the Sun rises and sets in different locations. § Observe and record daily change in shadows.			Know the movement patterns of Earth and the Moon in relation to each other and to the Sun. § Observe and record the movement patterns in the rising and setting of the sun and moon as seen from the earth. § Observe and record the movement patterns in the rising and setting of the sun and moon. § Know that there are more daylight hours during the summer and less during the winter.
	Interactions in the Solar System and Beyond (Universe)

		Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
Living Systems	GLE	K	1	2	3	4	5
	1.3.8	Know that most living things need food, water, and air. § List what most living things water, food, and air. § State that the human body breathes in air in order to live.			Understand that in ecosystems, substances such as air, water, nutrients, and the chemicals in food are continually recycled. § Diagram or trace the path of how substances such as air, water, nutrients, and chemicals in food are recycled within a food web chain. § Identify sources of energy and nutrients used by plants and animals to grow and sustain life (e.g., air, water, light, nutrients, shelter). § Explain how plants and animals obtain food (e.g., plants make food from air, water and sunlight, animals obtain food from other living things).
	Life Processes and the Flow of Matter and Energy
	1.3.9	Understand that fossils show how organisms looked long ago. § Know that some things that once lived are now extinct. § Explain that some extinct things left traces called fossils (e.g., a leaf or shell in plaster of Paris).			Understand how fossil records show patterns of structural change in species over time. § Describe how fossils are formed. § Compare and contrast the remains of existing organisms with fossil remains of similar organisms and explain how structural variations can show change over time.
	Biological Evolution
	1.3.10	Know that plants and animals need food, light, and habitat to live. § Understand that plants and animals both need to take in water. § Understand that animals need to take in food. § Understand that plants need light. § Identify organisms that survive in specific habitats and explain why they do.			Understand that in ecosystems, substances such as air, water, nutrients, and the chemicals in food are continually recycled and that an organism’s ability to survive is influenced by the availability of these substances, the environment, and other life forms. § Diagram or trace the path of how substances such as air, water, nutrients, and chemicals in food are recycled within a food chain. § Describe the effects of a major increase or decrease (or elimination) of an organism from a simple food chain. § Predict and support the effects of a major environmental change on the maintenance or survival of a species. § Identify the characteristics of organisms living in a given habitat and explain how those characteristics allow the organisms to survive in that habitat. § Describe the role of an organism in the balance of an ecosystem (e.g., predator, prey, consumer, producer, provides shelter).
	Interdependence of Life

		Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
Living Systems	GLE	6	7	8	9	10
	1.3.8	Understand that individual organisms, including cells use matter and energy for life processes, and the mechanisms accomplishing these processes are complex, integrated, and regulated. § Describe the processes of photosynthesis and cellular respiration in terms of solar energy, carbon dioxide, water, oxygen, and sugar. § Describe how organisms acquire materials needed for photosynthesis and cellular respiration. § Describe how systems interact to distribute materials and eliminate wastes produced by metabolic processes. § Explain how both plants and animals use cellular respiration.			Understand how organisms, including cells, use matter and energy to sustain life. § Describe ATP production and use in terms of matter and energy transformations during photosynthesis and cellular respiration. § Explain how organisms can sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy.
	Life Processes and the Flow of Matter and Energy
	1.3.9	Understand that organisms pass on genetic information as they reproduce and that an natural selection, extinction, and change in species over time. § Describe how natural selection functions and how it leads to changes in species over time. § Using external and/or internal characteristics, explain how several species could have a common ancestor. § Explain how environmental changes can lead to the extinction of one species or the emergence of a new species. § Describe why more recently deposited rock layers are more likely to contain fossils resembling existing species.			Analyze the scientific evidence used to develop the theory of biological evolution and the concepts of speciation, adaptation, and biological diversity. § Describe several forms of evidence that support the theory of evolution. § Explain how natural selection provides the mechanism for evolution. § Predict and explain the likely impact on survival and/or extinction of certain organisms based upon the principles of natural selection as environmental conditions change over time. § Describe how molecular and anatomical similarities and differences among organisms and the fossil record can be used to describe an evolutionary lineage. § Provide an explanation for speciation in organisms as environmental conditions change over time. § Describe inherited characteristics and learned behaviors that enable organisms to survive and leave offspring.
	Biological Evolution
	1.3.10	Understand how organisms in ecosystems interact with and respond to their environment and other organisms as the organisms carry out life functions. § Illustrate the cycle of nutrients and the flow of energy through a food chain or web. § Explain how an organism’s role (predator, prey, consumer, producer, decomposer, scavenger) and non-living factors contribute to the balance of an ecosystem. § Describe how population changes in an ecosystem can affect other species in that ecosystem. § Identify and describe one or more competitive or mutually beneficial relationships among populations in an ecosystem. § Describe how substances such as air, water, and nutrients are continually recycled in ecosystems.			Analyze the biotic and abiotic factors that affect living organisms in ecosystems. § Compare characteristics of biomes, ecosystems, communities, and populations. § Compare the cycles of nutrients and flow of energy among living and non-living components of the biosphere. § Illustrate how energy is transferred through trophic levels. § Describe how changes in an ecosystem can impact organisms in that ecosystem. § Describe how population changes cause changes in the cycle of matter and the flow of energy in ecosystems.
	Interdependence of Life

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
Investigating Systems	GLE	K	1	2	3	4	5
	2.1.1	Understand how to ask a question about objects, organisms and events in the environment. § Ask questions about objects, organisms and events based on observations of the familiar world.	Understand how to ask a question about objects, organisms and events in the environment. § Ask questions about objects, organisms and events based on observations of the familiar world.	Understand how to ask a question about objects, organisms and events in the environment. § Ask questions about objects, organisms and events based on observations of the natural world.	Understand how to ask a question about objects, organisms and events in the environment. § Ask questions about objects, organisms and events based on observations of the natural world.	Understand how to ask a question about objects, organisms and events in the environment. § Ask questions about objects, organisms and events based on observations of the natural world.	Understand how to ask a question about objects, organisms and events in the environment. § Ask questions about objects, organisms and events based on observations of the natural world.
	Questioning

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
	GLE	6	7	8	9	10
Investigating Systems	2.1.1	Understand how to generate a question that can be answered through scientific investigation. § Generate multiple questions based on observations. § Identify a question that can be investigated § Generate a question that was investigated in a scientific investigation. § Generate a new question that can be investigated in the same scientific investigation.	Understand how to generate a question that can be answered through scientific investigation. § Generate multiple questions based on observations. § Identify a question that can be investigated § Generate a question that was investigated in a scientific investigation. § Generate a new question that can be investigated in the same scientific investigation.	Understand how to generate a question that can be answered through scientific investigation. § Generate multiple questions based on observations. § Identify a question that can be investigated § Generate a question that was investigated in a scientific investigation. § Generate a new question that can be investigated in the same scientific investigation.	Synthesize and evaluate how to formulate questions that can be answered through measurements and/or observations. § Formulate and evaluate questions that can be answered through measurements and/or observations.	Synthesize and evaluate how to formulate questions that can be answered through measurements and/or observations. § Formulate and evaluate questions that can be answered through measurements and/or observations.
	Questioning

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
Investigating Systems	GLE	K	1	2	3	4	5
	2.1.2	Understand how to conduct a simple investigation. § Make predictions about familiar events. § Makes observations about characteristics or properties. § Use simple equipment and tools (such as magnifiers rulers, balances, scales, and thermometers) to extend the senses. § Follow and describe safety rules during investigations.	Understand how to conduct simple investigations. § Make predictions and give reasons for the predictions. § Conduct an observational investigation that collects information about characteristics or properties. § Use simple equipment and tools (such as magnifiers rulers, balances, scales, and thermometers) to gather data and extend the senses. § Collect, categorize, and order observational data from multiple trials. § Follow and describe safety rules during investigations.	Understand how to plan and conduct simple investigations § Make predictions and give reasons for the predictions. § Plan and conduct an observational investigation that collects information about characteristics or properties. § Use simple equipment and tools (such as magnifiers rulers, balances, scales, and thermometers) to gather data and extend the senses. § Collect, categorize, order, and organize observational data from multiple trials. § Follow and describe safety rules during investigations.	Understand how to plan and conduct simple investigations § Make predictions and give reasons for the predictions. § Plan and conduct a simple investigation and identify: § Variables kept the same (controlled). § Changed variable (manipulated or independent). § Measured variable (responding or dependent). § Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to for gathering data and extending the senses. § Collect, categorize, order, and organize observational data. § Identify and use appropriate units for the investigation. § Identify possible improvements in design. § Follow and describe safety rules during investigations.	Understand how to plan and conduct simple investigations § Make predictions and give reasons for the predictions. § Plan and conduct a simple investigation and identify: § Variables kept the same (controlled). § Changed variable (manipulated or independent). § Measured variable (responding or dependent). § Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to for gathering data and extending the senses. § Collect, categorize, order, and organize observational data from multiple sources. § Identify and use appropriate units for the investigation. § Identify possible improvements in design. § Follow and describe safety rules during investigations.	Understand how to plan and conduct simple investigations § Make predictions and give reasons for the predictions. § Plan and conduct a simple investigation and identify: § Variables kept the same (controlled). § Changed variable (manipulated or independent). § Measured variable (responding or dependent). § Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to for gathering data and extending the senses. § Collect, categorize, order, organize, and interpret observational data from multiple trials. § Identify and use appropriate units for the investigation. § Identify possible improvements in investigative design. § Follow and describe safety rules during investigations.
	Planning and Conducting Safe Investigations

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
	GLE	6	7	8	9	10
Investigating Systems	2.1.2	Understand how to design and conduct scientific investigations. § Make predictions and give reasons (hypotheses) for the predictions. § Design and conduct an investigation that identifies one variable: § kept the same (controlled). § changed (manipulated or independent). § measured (responding or dependent). § Use appropriate tools and techniques, including mathematical analysis and available computer technology to collect, analyze, and interpret data from multiple trials. § Identify and use appropriate units for the investigation. § Identify and describe possible sources of error in the investigation and suggest an improved design. § Identify and explain safety requirements that would be needed in the investigation.	Understand how to design and conduct scientific investigations. § Make predictions and give reasons (hypotheses) for the predictions. § Design and conduct an investigation that identifies one variable: § kept the same (controlled). § changed (manipulated or independent). § measured (responding or dependent). § Use appropriate tools and techniques, including mathematical analysis and available computer technology, to collect, analyze, and interpret data from multiple trials. § Identify and use appropriate units for the investigation. § Identify and describe possible sources of error in the investigation. § Identify and explain safety requirements that would be needed in the investigation.	Understand how to design and conduct scientific investigations. § Make predictions and give reasons (hypotheses) for the predictions. § Design and conduct an investigation that identifies one variable: § kept the same (controlled). § changed (manipulated or independent). § measured (responding or dependent). § Use appropriate tools and techniques, including mathematical analysis and available computer technology, to collect, analyze, and interpret data from multiple trials. § Identify and use appropriate units for the investigation. § Identify and describe possible sources of error in the investigation and suggest an improved design. § Identify and explain safety requirements that would be needed in the investigation.	Understand how to design and conduct systematic and complex scientific investigations. § Make predictions and give reasons (hypotheses) for the predictions. § Design and conduct a complex scientific investigation using one or more controlled, manipulated (independent), and responding (dependent) variables. § Select and use appropriate tools and available computer technology to gather data for the investigation . § Identify and use appropriate units for the investigation. § Differentiate and explain the difference between results and conclusions. § Predict, measure, and explain the responding variables. § Identify and describe possible sources of error in the investigation and suggest an improved design. § Identify and explain safety requirements that would be needed in an investigation	Understand how to design and conduct systematic and complex scientific investigations. § Make predictions and give reasons (hypotheses) for the predictions. § Design and conduct a complex scientific investigation using one or more controlled, manipulated (independent), and responding (dependent) variables. § Select and use appropriate tools and available computer technology to gather data for the investigation. § Identify and use appropriate units for the investigation. § Differentiate and explain the difference between results and conclusions. § Predict, measure, and explain the responding variables. § Identify and describe possible sources of error in the investigation and suggest an improved design. § Identify and explain safety requirements that would be needed in an investigation
	Planning and Conducting Safe Investigations

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
Investigating Systems	GLE	K	1	2	3	4	5
	2.1.3	Apply observations to construct a reasonable explanation using data. § Explain an event or phenomena using observations of shape, texture, size, weight, color, motion and/or other physical properties.	Apply evidence to construct a reasonable explanation using data. § Explain an event or phenomena using observations of shape, texture, size, weight, color, motion and/or other physical properties.	Apply evidence to construct a reasonable explanation using data. § Explain an event or phenomena using observations of shape, texture, size, weight, color, motion and/or other physical properties.	Apply evidence to construct a reasonable explanation using data. § Explain an event or phenomena using observations of shape, texture, size, weight, color, motion and/or other physical properties.	Apply evidence to construct a reasonable explanation using data. § Use data from repeated investigations to generate a scientific explanation. § Explain how the original prediction was or was not supported by the data.	Apply evidence to construct a reasonable explanation using data. § Use data from repeated investigations to generate a scientific explanation. § Explain how the original prediction was or was not supported by the data.
	Explaining

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
	GLE	6	7	8	9	10
Investigating Systems	2.1.3	Synthesize evidence from scientific investigations to construct descriptions, explanations and predictions. § Write an explanation based on results and support that interpretation with specific observations or data. § Explain how the prediction is or is not supported by the data § Predict what logically might occur if the investigation lasted longer or changed. § Explain the results drawn from repeated or a number of related investigations.	Synthesize evidence from scientific investigations to construct descriptions, explanations and predictions. § Write an explanation based on results and support that interpretation with specific observations or data. § Explain how the prediction is or is not supported by the data § Predict what logically might occur if the investigation lasted longer or changed. § Explain the results drawn from repeated or a number of related investigations.	Synthesize evidence from scientific investigations to construct descriptions, explanations and predictions. § Write an explanation based on results and support that interpretation with specific observations or data. § Explain how the prediction is or is not supported by the data § Predict what logically might occur if the investigation lasted longer or changed. § Explain the results drawn from repeated or a number of related investigations.	Evaluate evidence to formulate, revise, and analyze scientific explanations. § Formulate explanations supported by experimental variables (manipulated and responding), possible cause-effect relationships and data from the investigation. § Evaluate evidence to determine the scientific validity of claims and explanations. § Evaluate an investigation and suggest revisions to that investigation, including the types of data to be collected, in order to make the relationship between evidence and explanation clearer. § Compare and contrast the results drawn from repeated or a number of related investigations. § Evaluate whether the explanations support the hypothesis. § Identify and describe ways to improve the quality of the investigation to obtain clearer results. § Predict what reasonably might happen if the investigation lasted longer or was changed.	Evaluate evidence to formulate, revise, and analyze scientific explanations. § Formulate explanations supported by experimental variables (manipulated and responding), possible cause-effect relationships and data from the investigation. § Evaluate evidence to determine the scientific validity of claims and explanations. § Evaluate an investigation and suggest revisions to that investigation, including the types of data to be collected, in order to make the relationship between evidence and explanation clearer. § Compare and contrast the results drawn from repeated or a number of related investigations. § Evaluate whether the explanations support the hypothesis. § Identify and describe ways to improve the quality of the investigation to obtain clearer results. § Predict what reasonably might happen if the investigation lasted longer or was changed.
	Explaining

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
Investigating Systems	GLE	K	1	2	3	4	5
	2.1.4	Understand that real objects, events, or processes can be represented by models. § Describe how a model (e.g., diagram and /or physical model) of something is similar to the real thing (an object, event, or process), and how it is different.	Understand that real objects, events, or processes can be represented by models. § Describe how a model of something is similar to the real thing (an object, event, or process), and how it is different. § Create a simple model (e.g., diagram and /or physical model) of a familiar object, event, or process.	Understand that real objects, events, or processes can be represented by models. § Describe how a model (e.g., diagram and /or physical model) of something is similar to the real thing (an object, event, or process), and how it is different. § Create a simple model (e.g., diagram and /or physical model) of a familiar object, event, or process.	Understand how to model object, events, or processes. § Create a model (e.g., diagram and /or physical model) to represent familiar objects, events or processes. § Identify or describe the similarities or differences between a model, event or object and a scientific phenomenon.	Understand how to model object, events, or processes. § Create a model (e.g., diagram and /or physical model) to represent familiar objects, events or processes. § Identify or describe the similarities or differences between a model, event or object and a scientific phenomenon.	Understand how to model object, events, or processes. § Create a model (e.g., diagram and /or physical model) to represent familiar objects, events or processes. § Identify or describe the similarities or differences between a model, event or object and a scientific phenomenon.
	Modeling

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
	GLE	6	7	8	9	10
Investigating Systems	2.1.4	Apply modeling to investigate objects, events and/or processes. § Identify and explain how a model is often used to think about the behavior of an object, event, or process. § Use changes in a model to predict outcomes of changes in a real system. § Identify and describe how to manipulate or modify a model to investigate changes in a system. § Identify strengths and limitations in a given model. § Construct and test a scale model of a physical or biological object, event, or process.	Apply modeling to investigate objects, events and/or processes. § Identify and explain how a model is often used to think about the behavior of an object, event, or process. § Use changes in a model to predict outcomes of changes in a real system. § Identify and describe how to manipulate or modify a model to investigate changes in a system. § Identify strengths and limitations in a given model. § Construct and test a scale model of a physical or biological object, event, or process.	Apply modeling to investigate objects, events and/or processes. § Identify and explain how a model is often used to think about the behavior of an object, event, or process. § Use changes in a model to predict outcomes of changes in a real system. § Identify and describe how to manipulate or modify a model to investigate changes in a system. § Identify strengths and limitations in a given model. § Construct and test a scale model of a physical or biological object, event, or process.	Apply appropriate mathematics and/or technology to model the behavior of objects, events, processes and evaluate these models. § Develop a mathematical, technological, and/or physical representation (model) of an object, event, or process under investigation that gives insight about how it really works. § Display and explain models using appropriate technology and modify the model to see what happens. § Evaluate a model in regards to its advantages and limitations.	Apply appropriate mathematics and/or technology to model the behavior of objects, events, processes and evaluate these models. § Develop a mathematical, technological, and/or physical representation (model) of an object, event, or process under investigation that gives insight about how it really works. § Display and explain models using appropriate technology and modify the model to see what happens. § Evaluate a model in regards to its advantages and limitations.
	Modeling

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
Investigating Systems	GLE	K	1	2	3	4	5
	2.1.5	Understand how to record and report investigations and results. § Verbally describe observations of simple investigations. § Verbally describe the materials used in the investigation using numbers, shapes, colors, etc. § Retell events of a simple investigation.	Understand how to record and report investigations, results, and explanations. § Accurately report observations of simple investigations using drawings and simple sentences. § Describe and or draw the materials used in the investigation using numbers, shapes, colors, etc. § Report the process used and results of the investigation using verbal, visual, written, and/or mathematical formats.	Understand how to record and report investigations, results, and explanations. § Accurately report observations of simple investigations using drawings and simple sentences. § Describe and or draw the materials used in the investigation using numbers, shapes, colors, etc. § Report the process used and results of the investigation using verbal, visual, written, and/or mathematical formats.	Understand how to record and report investigations, results, and explanations. § Accurately report observations of simple investigations. § Describe the materials used in the investigation using numbers, shapes, colors, etc. § Report the process used and results of the investigation using verbal, visual, written, and mathematical formats. § Describe connections between the results, prediction, and phenomenon.	Understand how to record and report investigations, results, and explanations. § Accurately report observations of simple investigations. § Describe the materials used in the investigation using numbers, shapes, colors, etc. § Report the process used and summarize the results of the investigation using verbal, visual, written, and mathematical formats. § Describe connections between the results, prediction, and phenomenon.	Understand how to record and report investigations, results, and explanations. § Accurately report observations of simple investigations. § Describe the materials used in the investigation using numbers, shapes, colors, etc. § Report the process used and summarize the results of the investigation using verbal, visual, written, and mathematical formats. § Describe connections between the results, prediction, and phenomenon.
	Communicating

		Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
	GLE	6	7	8	9	10
Investigating Systems	2.1.5	Understand how to record scientific procedures, investigations and explanations. § Accurately communicate and report procedures, data, and conclusions of investigations orally, in writing, with available computer-based technology, and in the language of mathematics. § Explain the purpose of each step in a given investigation. § Use mathematics (including units) appropriately to collect and analyze data. § Plan and deliver a written or oral presentation about science using effective logic, supportive data, and appropriate science and mathematical terminology. § Describe connections between the results, prediction (hypothesis), and phenomenon.	Understand how to record scientific procedures, investigations and explanations. § Accurately communicate and report procedures, data, and conclusions of investigations orally, in writing, with available computer-based technology, and in the language of mathematics. § Explain the purpose of each step in a given investigation. § Use mathematics (including units) appropriately to collect and analyze data. § Plan and deliver a written or oral presentation about science using effective logic, supportive data, and appropriate science and mathematical terminology. § Describe connections between the results, prediction (hypothesis), and phenomenon.	Understand how to record scientific procedures, investigations and explanations. § Accurately communicate and report procedures, data, and conclusions of investigations orally, in writing, with available computer-based technology, and in the language of mathematics. § Explain the purpose of each step in a given investigation. § Use mathematics (including units) appropriately to collect and analyze data. § Plan and deliver a written or oral presentation about science using effective logic, supportive data, and appropriate science and mathematical terminology. § Describe connections between the results, prediction (hypothesis), and phenomenon.	Understand how to research, interpret and defend scientific investigations, conclusions, or arguments. § Identify and explain the rationale used in conducting a scientific investigation. § Produce written and oral science reports and explanations that are coherent, logical, and scientifically accurate, and include appropriate science vocabulary and mathematical expressions. § Identify and describe patterns found in results using words, numbers, symbols, graphics, and tables. § Use the scientific information to support a position on a scientific issue.	Understand how to research, interpret and defend scientific investigations, conclusions, or arguments. § Identify and explain the rationale used in conducting a scientific investigation. § Produce written and oral science reports and explanations that are coherent, logical, and scientifically accurate, and include appropriate science vocabulary and mathematical expressions. § Identify and describe patterns found in results using words, numbers, symbols, graphics, and tables. § Use the scientific information to support a position on a scientific issue.
	Communicating

		Component 2.2 Nature of Science: Understand the nature of scientific inquiry.
Nature of Science	GLE	K	1	2	3	4	5
	2.2.1	Understand that all scientific observations should be reported accurately even when they contradict expectations. § Accurately report what is observed.	Understand that all scientific observations should be reported accurately even when they contradict expectations. § Accurately record what is observed. § Keep records and do not change records when they do not match initial expectations.	Understand that all scientific observations should be reported accurately even when they contradict expectations. § Accurately record what is observed. § Keep records and do not change records when they do not match initial expectations.	Understand that all scientific observations should be reported accurately even when they contradict expectations. § Accurately record what is observed. § Keep records and do not change records when they do not match initial expectations. § Identify and describe an appropriate scientific response to unexpected results. § Acknowledge contributions of others and give credit to information sources.	Understand that all scientific observations should be reported accurately even when they contradict expectations. § Accurately record what is observed. § Keep records and do not change records when they do not match initial expectations. § Identify and describe an appropriate scientific response to unexpected results. § Acknowledge contributions of others and give credit to information sources.	Understand that all scientific observations should be reported accurately even when they contradict expectations. § Accurately record what is observed. § Keep records and do not change records later. § Identify an appropriate scientific response to unexpected results. § Acknowledge contributions of others and give credit to information sources.
	Intellectual Honesty

Component 2.2 Nature of Science: Understand the nature of scientific inquiry.

GLE

Nature of Science

2.2.1

Apply the operational and ethical traditions of science and technology, such as skepticism, cooperation, intellectual honesty, and proprietary discovery.

§ Explain why science is done using a specific methodology.

§ Explain why scientists are expect

Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.

Physical Systems

Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another.

§   Determine and describe the factors that affect heat energy transfer (e.g., properties of substances/materials, distance, direction, position).

§   Provide examples of materials that are heat conductors and materials that are heat insulators.

§   Describe the transfer of energy by waves.

§   Describe how an increase in one type of energy of an object or system results in a decrease in other types of energy within that object or system.

§   Trace and explain the transfer of energy within a system (e.g., simple machines).

Analyze energy transfers and transformations within a system including energy conservation.

§   Analyze conditions likely to transfer energy from one part of a system to another.

§   Explain how chemical or nuclear reactions can absorb or release energy in a system.

§   Examine and explain how energy is transferred within and among systems.

§   Describe what happens to the system’s total energy as energy is transferred or transformed (e.g., the sum of kinetic and potential remains somewhat constant).

§   Explain and give examples of how changes in the atomic or molecular configuration can result in an input or a release of energy.

§   Measure decreases and increases of energy during energy transfers in terms of energy conservation.

Energy Transfer and Transformation

Understand that all matter is made up of atoms and that atoms may combine to form molecules.

§   Show that atoms may be combined in various ways and numbers to form different substances.

§   Diagram what happens as atoms form compounds (e.g., ball and stick diagrams).

§   Describe the differences between compounds, mixtures and solutions.

§   Describe the relative amounts of atoms or molecules in a mixture

§   Build a model of a substance such as table salt (NaCl) using simple materials.

§   Build a model showing the rearrangement of atoms before and after a chemical reaction (H₂ and O₂ forming H₂O).

Analyze the relationship between the structural characteristics of atoms and how atoms bond to form molecules.

§   Describe the characteristics of electrons, neutrons, and/or protons.

§   Describe the role of the electrons, neutrons, and/or protons in atomic/molecular attractions and bonds.

§   Diagram and explain what occurs at the electron level during atomic bonding.

§   Predict and explain whether an atom will lose, gain, or share electrons when forming chemical bonds with another atom.

Structure of Matter