Montana

1 Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.

• 1 Develop the abilities necessary to safely conduct scientific inquiry, including (a step-by-step sequence is not implied): (a) asking questions about objects, events, and organisms in the environment, (b) planning and conducting simple investigations

  • A Use observations to ask questions about objects, events and organisms in the environment

  • B Recognize testable questions

  • C Follow appropriate safety rules

  • D Design the steps of a simple investigation, with guidance

  • E Follow step-by-step directions to conduct a simple investigation

• 2 Select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations

  • A Select appropriate tools for an investigation

  • B Demonstrate proper use of tools

    • Read a thermometer (3-S.1)
    • Compare temperatures on thermometers (3-S.2)

  • C Recognize and use metric measurements

    • Read a thermometer (3-S.1)
    • Compare temperatures on thermometers (3-S.2)

  • D Display measurements using simple tables and graphs

    • Collect and graph temperature data (3-S.3)

• 3 Use data to describe and communicate the results of scientific investigations

  • A Share results with classmates

  • B Compare the results to the testable question

• 4 Use models that illustrate simple concepts and compare those models to the actual phenomenon

  • A Match models to actual phenomenon

  • B Use models to demonstrate understanding

    • Change-of-state diagrams: solid, liquid, and gas (3-C.1)
    • Heating, cooling, and changes of state (3-C.2)
    • Predict heat flow (3-D.1)
    • Predict temperature changes (3-D.2)
    • Read animal life cycle diagrams (3-K.1)
    • Construct animal life cycle diagrams (3-K.2)
    • Compare stages of an animal's life cycle (3-K.3)
    • Compare different animals' life cycles (3-K.4)
    • Identify plant parts and their functions (3-L.2)
    • Read and construct flowering plant life cycle diagrams (3-L.4)
    • Read a plant pedigree chart (3-O.4)
    • Read an animal pedigree chart (3-O.5)
    • Collect and graph temperature data (3-S.3)
    • Use climate data to make predictions (3-S.7)
    • Use data to describe U.S. climates (3-S.8)
    • Use data to describe world climates (3-S.9)

• 5 Identify a valid test in an investigation

  • A Define valid

  • B Identify components of an investigation that make it valid

• 6 Identify how observations of nature form an essential base of knowledge among the Montana American Indians

  • A Identify ways that some American Indians used observation for survival (i.e. natural phenomenon, animal and insect behaviors, weather changes)

2 Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.

• 1 Create mixtures and separate them based on different physical properties (e.g., salt and sand, iron filings and soil, oil and water)

  • A Define a mixture

    • Identify mixtures (3-F.1)

  • B Identify basic physical properties (size, shape, color)

  • C Make a mixture

  • D Identify methods used to separate mixtures (filtering, manual and evaporation)

  • E Separate a mixture

• 2 Examine, measure, describe, compare and classify objects in terms of common physical properties

  • A Describe objects according to common physical properties

    • Identify properties of an object (3-A.1)
    • Compare properties of objects (3-A.2)
    • Compare properties of materials (3-A.3)
    • Identify materials in objects (3-A.4)
    • Identify multiple materials in objects (3-A.5)
    • Identify solids, liquids, and gases (3-B.2)

  • B Classify objects according to their physical properties. i.e., size, shape, color, texture, mass

    • Classify matter as solid, liquid, or gas (3-B.1)
    • Identify solids, liquids, and gases (3-B.2)
    • Classify rocks and minerals by color, shape, and texture (3-Q.1)

• 3 Identify the basic characteristics of light, heat, motion, magnetism, electricity, and sound

  • A Identify energy as the ability to cause change

  • B List examples of energy (light, heat, motion, magnetism, electricity, sound)

• 4 Model and explain that matter exists as solids, liquids, and gases and can change form one form to another

  • A Classify tools that measure states of matter. i.e., balance scale, graduated cylinders, beakers, gram weights

  • B Describe the three states of matter i.e., solid, liquid, and gas

    • Classify matter as solid, liquid, or gas (3-B.1)
    • Identify solids, liquids, and gases (3-B.2)
    • Sort solids, liquids, and gases (3-B.3)

  • C Describe the physical changes in matter, i.e., ice to water; water to vapor

    • Change-of-state diagrams: solid, liquid, and gas (3-C.1)
    • Heating, cooling, and changes of state (3-C.2)

  • D Observe and record the processes of changing states of matter (heating and cooling)

  • E List examples of things that heat up and cool down

• 5 Identify that the position of an object can be described by its location relative to another object and its motions described, and measured by external forces action upon it

  • A Identify a force as a push or a pull

    • Identify pushes and pulls (3-G.1)

  • B Observe changes in speed or direction of motion are caused by forces

    • Identify pushes and pulls (3-G.1)

  • C Investigate how the amount of the force affects the change in motion

    • How do mass and force affect motion? (3-G.3)

• 6 Identify, build, and describe mechanical systems and the forces acting within those systems

• 7 Observe, measure and manipulate forms of energy: sound, light, heat, electrical, magnetic

3 Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.

• 1 Identify that plants and animals have structures and systems that serve different functions for growth, survival, and reproduction

  • A List the five needs of every living thing. (energy, habitat, water, nutrients, air)

  • B Identify plant and animal structures, i.e., plants: root, stem, leaf. animal: bones, skin

    • Identify mammals, birds, fish, reptiles, and amphibians (3-J.3)
    • Identify vertebrates and invertebrates (3-J.4)
    • Classify fruits and vegetables as plant parts (3-L.1)
    • Identify plant parts and their functions (3-L.2)
    • How do flowering plants make new plants? (3-L.5)
    • Animal adaptations: beaks, mouths, and necks (3-N.2)
    • Animal adaptations: feet and limbs (3-N.3)
    • Animal adaptations: skins and body coverings (3-N.4)

• 2 Describe and use models that trace the life cycles of different plants and animals and discuss how they are differ from species to species

  • A Identify that from food, animals obtain energy and materials for body repair and growth

    • Body systems: digestion (4-L.5)

  • B Identify that solar energy is the primary source of energy for plants

    • How do plants make food? (3-L.3)

  • C Describe how and why energy sources are needed to sustain life

• 3 Describe and use models that trace the life cycles of different plants and animals and discuss how they are differ from species to species

  • A Define species

  • B Compare the life cycle of two different organisms in the animal kingdom

    • Read animal life cycle diagrams (3-K.1)
    • Construct animal life cycle diagrams (3-K.2)
    • Compare stages of an animal's life cycle (3-K.3)
    • Compare different animals' life cycles (3-K.4)

  • C Compare the life cycle of two different plant species

    • Read and construct flowering plant life cycle diagrams (3-L.4)
    • Describe and construct conifer life cycles (4-M.6)

• 4 Explain cause and effect relationships between nonliving and living components with ecosystems; and explain individual response to the changes in the environment including identifying differences between inherited, instinctual, and learned behaviors

• 5 Create and use a classification system to group a variety of plants and animals according to their similarities and differences

4 Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth's systems and other objects in space.

• 1 Describe and give examples of Earth's changing features

  • A Identify examples of Earth's features, i.e., rocks and soil

    • Classify rocks and minerals by color, shape, and texture (3-Q.1)
    • Identify minerals using properties (3-Q.2)
    • Identify rocks using properties (3-Q.3)

  • B List materials that make up soil, i.e., weathered rock, humus, water, and air

  • C Describe the steps that rocks go through in weathering

  • D Identify causes of erosion

• 2 Describe and measure the physical properties of Earth's basic materials (including soil, rocks, water and gases) and the resources they provide

• 3 Investigate fossils and make inferences about life, the plants, animals, and the environment at that time

• 4 Observe and describe the water cycle and the local weather and demonstrate how weather conditions are measured

  • A Differentiate between melting, freezing, evaporation, condensation, and precipitation

    • Change-of-state diagrams: solid, liquid, and gas (3-C.1)
    • Heating, cooling, and changes of state (3-C.2)

  • B Illustrate or create a model of the water cycle

  • C Explain the changes that occur to water as it moves through the cycle

  • D Identify the instruments used for measuring temperature and precipitation

  • E Record local temperature and precipitation

    • Read a thermometer (3-S.1)
    • Compare temperatures on thermometers (3-S.2)

  • F Describe local weather using recorded data

    • Use climate data to make predictions (3-S.7)
    • Use data to describe U.S. climates (3-S.8)
    • Use data to describe world climates (3-S.9)

• 5 Identify seasons and explain the difference between weather and climate

  • A Distinguish between weather and climate

    • What's the difference between weather and climate? (3-S.4)
    • Weather and climate around the world (3-S.5)
    • Weather or climate? Cite text (3-S.6)

  • B Describe local climate conditions for each season

• 6 Identify objects (e.g., moon, stars, meteors) in the sky and their patterns of movement and explain that light and heat comes from a star called the sun

  • A Recognize that planets can have moons

  • B Identify the planets in our solar system

  • C Identify the relative location of planets and the sun

• 7 Identify technology and methods used for space exploration (e.g., star patterns, space shuttles, telescopes)

  • A Identify the current types of technology and methods being used for space exploration

  • B Discuss the types of information that can be learned from these methods

5 Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.

• 1 Describe and discuss examples of how people use science and technology

• 2 Describe a scientific or technological innovation that impacts communities, cultures, and societies

  • A Identify technology as the knowledge, processes and products used to solve problems and make lives easier

  • B Define and discuss what constitutes a society

  • C Identify examples of scientific or technological discoveries that impact societies

• 3 Simulate scientific collaboration by sharing and communicating ideas to identify and describe problems

• 4 Use scientific knowledge to make inferences and propose solutions for simple environmental problems

  • A List and discuss environmental problems and concerns

  • B Propose solutions for environmental problems using scientific knowledge

• 5 Identify how the knowledge of science and technology influences the development of the Montana American Indian cultures

  • A Identify how tools for a specific use have changed over time

  • B Identify how the change in tools have influenced Montana American Indian cultures

  • C Research local American Indian people who have made notable contributions

  • D Discuss how these works contributed to communities and society at large

6 Students understand historical developments in science and technology.

• 1 Give historical examples of scientific and technological contributions to communities, cultures and societies, including Montana American Indian examples

  • A Define and discuss what constitutes a community

  • B Identify historical examples of scientific or technological contributions that impacted societies, including Montana American Indians

• 2 Describe how scientific inquiry has produced much knowledge about the world and a variety of contributions toward understanding events and phenomenon within the universe

  • A Identify examples where scientific inquiry is used to gain understanding of the natural world

• 3 Describe science as a human endeavor and an ongoing process

  • A Identify examples of science as an ongoing process