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 Ask a testable question using observations and prior knowledge
B Identify appropriate safety procedures
C Identify materials needed for an investigation
D List a step-by-step procedure for an investigation
E Conduct a student designed simple investigation
2 Select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations
A Use the appropriate tools to collect data, i.e., rulers, meter sticks, digital probes, thermometers, stop watches, scales, balances, beakers, graduated cylinders, etc.
6 Identify, build, and describe mechanical systems and the forces acting within those systems
A Explore and identify simple machines, including real life examples
B Build simple machines and explain how they make work easier
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 Identify the parts of plants. (stem, root, leaf, flower)
2 Identify, measure, and describe basic requirements of energy and nutritional needs for an organism
A Define producer, consumer, decomposer, food chain, food web
B Explain the difference between a food chain and a food web
C Illustrate and describe the relationships in food chains and food webs
3 Describe and use models that trace the life cycles of different plants and animals and discuss how they differ from species to species
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