Missouri

1 Properties and Principles of Matter and Energy

• 1 Changes in properties and states of matter provide evidence of the atomic theory of matter

  • A Objects, and the materials they are made of, have properties that can be used to describe and classify them

  • B Properties of mixtures depend upon the concentrations, properties, and interactions of particles

  • C Properties of matter can be explained in terms of moving particles too small to be seen without tremendous magnification

    • a Describe how changes in state (i.e., freezing/melting, condensation/evaporation/boiling) provide evidence that matter is made of particles too small to be seen

  • D Physical changes in the state of matter that result from thermal changes can be explained by the Kinetic Theory of Matter

    • a Classify matter as a solid, a liquid, or a gas, as it exists at room temperature, using physical properties (i.e., volume, shape, ability to flow)

      • Identify and sort solids, liquids, and gases (4-C.1)

    • b Predict the effect of heat (thermal energy) on the physical properties of water as it changes to and from a solid, liquid, or gas (i.e., freezes/melts, evaporates/condenses/boils)

      • Change-of-state diagrams: melting, freezing, vaporizing, and condensing (5-C.1)
      • Change-of-state diagrams: melting, freezing, vaporizing, condensing, and sublimating (5-C.2)
      • Heating, cooling, and changes of state (5-C.3)
      • Predict temperature changes (5-C.5)
      • How are temperature and mass related to thermal energy? (5-C.6)

  • E The atomic model describes the electrically neutral atom

  • F The periodic table organizes the elements according to their atomic structure and chemical reactivity

  • G Properties of objects and states of matter can change chemically and/or physically

  • H Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties

  • I Mass is conserved during any physical or chemical change

    • a Observe the mass of water remains constant as it changes state (as evidenced in a closed container)

• 2 Energy has a source, can be stored, and can be transferred but is conserved within a system

  • A Forms of energy have a source, a means of transfer (work and heat), and a receiver

    • a Observe and explain light being transferred from the source to the receiver (eye) through space in straight lines

    • b Observe and explain how an object (e.g., moon, mirror, objects in a room) can only be seen when light is reflected from that object to the receiver (eye)

  • B Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object

  • C Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth

    • a Identify the Sun as the primary source of energy for temperature change on Earth

  • D Chemical reactions involve changes in the bonding of atoms with the release or absorption of energy

  • E Nuclear energy is a major source of energy throughout the universe

  • F Energy can be transferred within a system as the total amount of energy remains constant (i.e., Law of Conservation of Energy)

2 Properties and Principles of Force and Motion

• 1 The motion of an object is described by its change in position relative to another object or point

  • A The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference)

  • B An object that is accelerating is speeding up, slowing down, or changing direction

  • C Magnetic forces are related to electrical forces as different aspects of a single electromagnetic force

• 2 Forces affect motion

  • A Forces are classified as either contact (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be described in terms of direction and magnitude

    • a Identify the forces acting on a load and use a spring scale to measure the weight (resistance force) of the load

  • B Every object exerts a gravitational force on every other object

  • C Magnetic forces are related to electrical forces as different aspects of a single electromagnetic force

  • D Newton's Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion

    • a Describe how friction affects the amount of force needed to do work over different surfaces or through different media

  • E Perpendicular forces act independently of each other

  • F Work transfers energy into and out of a mechanical system

    • a Explain how work can be done on an object (force applied and distance moved)

    • b Identify the simple machines in common tools and household items

    • c Compare the measures of effort force (measured using a spring scale to the nearest Newton) needed to lift a load with and without the use of simple machines

    • d Observe and explain that simple machines change the amount of effort force and/or direction of force

3 Characteristics and Interactions of Living Organisms

• 1 There is a fundamental unity underlying the diversity of all living organisms

  • A Organisms have basic needs for survival

  • B Organisms progress through life cycles unique to different types of organisms

  • C Cells are the fundamental units of structure and function of all living things

  • D Plants and animals have different structures that serve similar functions necessary for the survival of the organism

    • a Compare structures (e.g., wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that serve similar functions for animals belonging to different vertebrate classes

      • Animal adaptations: beaks, mouths, and necks (5-M.1)
      • Animal adaptations: feet and limbs (5-M.2)
      • Animal adaptations: skins and body coverings (5-M.3)

  • E Biological classifications are based on how organisms are related

    • a Explain how similarities are the basis for classification

      • Identify mammals, birds, fish, reptiles, and amphibians (5-I.1)
      • Identify vertebrates and invertebrates (5-I.2)
      • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (5-I.3)
      • Use evidence to classify animals (5-I.4)
      • Describe, classify, and compare kingdoms (5-I.5)

    • b Distinguish between plants (which use sunlight to make their own food) and animals (which must consume energy-rich food)

    • c Classify animals as vertebrates or invertebrates

      • Identify vertebrates and invertebrates (5-I.2)

    • d Classify vertebrate animals into classes (amphibians, birds, reptiles, mammals, fish) based on their characteristics

      • Identify mammals, birds, fish, reptiles, and amphibians (5-I.1)
      • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (5-I.3)
      • Use evidence to classify animals (5-I.4)

    • e Identify plants or animals using simple dichotomous keys

• 2 Living organisms carry out life processes in order to survive

  • A The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means

  • B All living organisms have genetic material (DNA) that carries hereditary information

  • C Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means

    • a Compare the major organs/organ systems (e.g., support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes

      • Body systems: circulation and respiration (5-K.4)
      • Body systems: digestion (5-K.5)
      • Body systems: removing waste (5-K.6)
      • Body systems: perception and motion (5-K.7)

  • D Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

  • E Protein structure and function are coded by the DNA (Deoxyribonucleic acid) molecule

  • F Cellular activities and responses can maintain stability internally while external conditions are changing (homeostasis)

  • G Life processes can be disrupted by disease (intrinsic failures of the organ systems or by infection due to other organisms)

• 3 There is a genetic basis for the transfer of biological characteristics from one generation to the next through productive processes

  • A Reproduction can occur asexually or sexually

  • B All living organisms have genetic material (DNA) that carries hereditary information

  • C Chromosomes are components of cells that occur in pairs and carry hereditary information from one cell to daughter cells and from parent to offspring during reproduction

  • D There is heritable variation within every species of organism

  • E The pattern of inheritance for many traits can be predicted by using the principles of Mendelian genetics

4 Changes in Ecosystems and Interactions of Organisms with their Environments

• 1 Organisms are interdependent with one another and with their environment

  • A All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem

  • B Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite

  • C All organisms, including humans, and their activities cause changes in their environment that affect the ecosystem

  • D The diversity of species within an ecosystem is affected by changes in the environment, which can be caused by other organisms or outside processes

• 2 Matter and energy flow through an ecosystem

  • A As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use

  • B Matter is recycled through an ecosystem

• 3 Genetic variation sorted by the natural selection process explains evidence of biological evolution

  • A Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record

  • B Reproduction is essential to the continuation of every species

  • C Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem

5 Processes and Interactions of the Earth's Systems

• 1 Earth's systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures

  • A The Earth's crust is composed of various materials, including soil, minerals, and rocks, with characteristic properties

  • B The hydrosphere is composed of water (a material with unique properties) and other materials

    • a Classify major bodies of surface water (e.g., rivers, lakes, oceans, glaciers) as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or groundwater

      • Water on Earth (3-T.1)

  • C The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles

    • a Recognize the atmosphere is composed of a mixture of gases, water, and minute particles.

  • D Climate is a description of average weather conditions in a given area over time

• 2 Earth's systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

  • A The Earth's materials and surface features are changed through a variety of external processes

  • B There are internal processes and sources of energy within the geosphere that cause changes in Earth's crustal plates

  • C Continual changes in Earth's materials and surface that result from internal and external processes are described by the rock cycle

  • D Changes in the Earth over time can be inferred through rock and fossil evidence

  • E Changes in the form of water as it moves through Earth's systems are described as the water cycle

    • a Describe and trace the path of water as it cycles through the hydrosphere, geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/ groundwater flow)

    • b Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle

  • F Climate is a description of average weather conditions in a given area due to the transfer of energy and matter through Earth's systems

    • a Identify and use appropriate tools (i.e., thermometer, anemometer, wind vane, rain gauge, satellite images, weather maps) to collect weather data (i.e., temperature, wind speed and direction, precipitation, cloud type and cover.)

      • Collect and graph temperature data (5-T.1)

    • b Identify and summarize relationships between weather data (e.g., temperature and time of day, cloud cover and temperature, wind direction and temperature) collected over a period of time

      • Use climate data to make predictions (5-T.5)
      • Use data to describe climates (5-T.6)

• 3 Human activity is dependent upon and affects Earth's resources and systems

  • A Earth's materials are limited natural resources affected by human activity

    • a Explain how major bodies of water are important natural resources for human activity (e.g., food recreation, habitat, irrigation, solvent, transportation)

    • b Describe how human needs and activities (e.g., irrigation damming of rivers, waste management, sources of drinking water) have affected the quantity and quality of major bodies of fresh water

    • c Propose solutions to problems related to water quality and availability that result from human activity

6 Composition and Structure of the Universe and the Motion of the Objects Within It

• 1 The universe has observable properties and structure

  • A The Earth, Sun, and Moon are part of a larger system that includes other planets and smaller celestial bodies

    • a Observe and identify the Earth is one of several planets within a solar system that orbits the Sun

    • b Observe and identify the Moon orbits the Earth in about a month

    • c Identify that planets look like stars and appear to move across the sky among the stars

  • B The Earth has a composition and location suitable to sustain life

    • a Describe physical features of the planet Earth that allows life to exist (e.g., air, water, temperature) and compare these to the physical features of the Sun, the Moon, and other planets

  • C Most of the information we know about the universe comes from the electromagnetic spectrum

• 2 Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces

  • A The apparent position of the Sun and other stars, as seen from Earth, change in observable patterns

  • B The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns

    • a Sequence images of the lit portion of the Moon seen from Earth as it cycles day-to-day in about a month in order of occurrence

  • C The regular and predictable motions of the Earth and Moon relative to the Sun explain natural phenomena on Earth, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons

    • a Identify that the Earth rotates once every 24 hours

    • b Relate changes in the length and position of a shadow to the time of day and apparent position of the Sun in the sky, as determined by Earth's rotation

    • c Relate the apparent motion of the Sun, Moon, and stars in the sky to the rotation of the Earth

  • D Gravity is a force of attraction between objects in the solar system that governs their motion

7 Scientific Inquiry

• 1 Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

  • A Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation

    • a Formulate testable questions and explanations (hypotheses)

    • b Recognize the characteristics of a fair and unbiased test

    • c Conduct a fair test to answer a question

    • d Make suggestions for reasonable improvements or extensions of a fair test

  • B Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations

    • a Make qualitative observations using the five senses

      • Compare properties of objects (4-A.1)
      • Compare properties of materials (4-A.2)
      • Identify and sort solids, liquids, and gases (4-C.1)
      • Compare properties of objects (5-A.1)

    • b Determine the appropriate tools and techniques to collect data

    • c Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scales)

      • Collect and graph temperature data (5-T.1)

    • d Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force/weight to the nearest Newton

      • Collect and graph temperature data (5-T.1)

    • e Compare amounts/measurements

      • Compare temperatures on thermometers (4-U.2)

    • f Judge whether measurements and computation of quantities are reasonable

  • C Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in light of evidence (data) and scientific principles (understandings)

    • a Use quantitative and qualitative data as support for reasonable explanations

      • Use evidence to classify mammals, birds, fish, reptiles, and amphibians (5-I.3)
      • Use evidence to classify animals (5-I.4)
      • Inherited and acquired traits: use evidence to support a statement (5-N.3)
      • Interpret evidence from fossils in rock layers (5-S.5)
      • Weather or climate? Cite text (5-T.4)
      • Use climate data to make predictions (5-T.5)
      • Use data to describe climates (5-T.6)

    • b Use data as support for observed patterns and relationships, and to make predictions to be tested

      • Use climate data to make predictions (5-T.5)
      • Use data to describe climates (5-T.6)

    • c Evaluate the reasonableness of an explanation

    • d Analyze whether evidence supports proposed explanations

      • Inherited and acquired traits: use evidence to support a statement (5-N.3)
      • Interpret evidence from fossils in rock layers (5-S.5)

  • D The nature of science relies upon communication of results and justification of explanations

    • a Communicate the procedures and results of investigations and explanations through:

      • oral presentations

      • drawings and maps

      • data tables

        • Compare fossils to modern organisms (5-S.3)

      • graphs (bar, single line, pictograph)

        • Collect and graph temperature data (5-T.1)

      • writings

8 Impact of Science, Technology and Human Activity

• 1 The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs

  • A Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all

    • a Design and construct a machine, using materials and/or existing objects, that can be used to perform a task

  • B Advances in technology often result in improved data collection and an increase in scientific information

    • a Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, electronic microscopes, x-ray technology, computers, ultrasounds, computer probes such as thermometers)

  • C Technological solutions to problems often have drawbacks as well as benefits

    • a Identify how the effects of inventions or technological advances (e.g., complex machinery, technologies used in space exploration, satellite imagery, weather observation and prediction, communication, transportation, robotics, tracking devices) may be helpful, harmful, or both

• 2 Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time

  • A People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations

    • a Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology

  • B Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity

• 3 Science and technology affect, and are affected by, society

  • A People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done

    • a Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery)

    • b Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member

  • B Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology

  • C Scientific ethics require that scientists must not knowingly subject people or the community to health or property risks without their knowledge and consent

  • D Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-credible