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Bullitt County Public Schools Science Enduring Knowledge - Understandings |
| Physical Science |
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Program of Studies Big Idea: Structure and Transformation of Matter (Physical Science) A basic understanding of matter is essential to the conceptual development of other big ideas in science. In the elementary years of conceptual development, students will be studying properties of matter and physical changes of matter at the macro level through direct observations, forming the foundation for subsequent learning. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. Primary Enduring Knowledge Understandings Students will understand that objects are made of one or more materials and investigating the properties of those materials helps in sorting and describing them. tools such as thermometers, magnifiers, rulers and balances can give more information about objects than can be obtained by just making observations. things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them. water can be a liquid, solid, or gas and can go back and forth from one form to another. in science, it is often helpful to work with a team and to share findings with others. All team members should reach their own individual conclusions, however, about what the findings mean. Primary Skills and Concepts Students will use senses to observe and describe properties of material objects (color, size, shape, texture, flexibility, magnetism) use appropriate tools (e.g., balance, metric ruler, thermometer, graduated cylinder) to measure and record length, width, volume, temperature and mass of material objects and to answer questions about objects and materials investigate the physical properties of water as a solid, liquid and gas classify water and other matter using one or more physical properties observe and predict the properties of material objects work with others to investigate questions about properties of materials, documenting and communicating observations, designs, procedures and results Big Idea: Motion and Forces (Physical Science) Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors (e.g., pushing, pulling) that affect motion. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. Primary Enduring Knowledge Understandings Students will understand that things move in many different ways (e.g., fast and slow, back and forth, straight, zig zag, etc.). forces (pushes or pulls) can cause objects to start moving, go faster, slow down, or change the direction they are going. the position of an object can be described by locating it relative to another object or the background. vibration is a type of motion that is responsible for making sound. magnetism is a force that can make some things move without touching them. discovering patterns through investigation/observation allows predictions, based on that evidence, to be made about future events. Primary Skills and Concepts Students will identify points of reference/reference objects in order to describe the position of objects observe and describe (e.g., using words, pictures, graphs) the change in position over time (motion) of an object make qualitative (e.g., hard, soft, fast, slow) descriptions of pushes/pulls and motion use tools (e.g., timer, meter stick, balance) to collect data about the position and motion of objects in order to predict changes resulting from pushes and pulls explore differences in sounds (high and low pitch) produced by vibrations (e.g., making musical instruments that have moving parts that vibrate to produce sound) observe interactions of magnets with other magnets and with other matter (e.g., magnets have a force that can make some things move without touching them; larger size of a magnet does not have to mean it has greater force) in order to make generalizations about the behavior of magnets use standard units of measurement (e.g., meters, inches, seconds) during investigations to evaluate/compare results ask questions about motion, magnetism and sound and use a variety of print and non-print sources to gather and synthesize information |
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Critical Vocabulary
The learner will be able to comprehend Lower Primary Vocabulary: Measure Sort Solid Liquid Gas Change Patterns Temperature .
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SC-EP-1.1.1 Material Obj / Properties
The learner will be able to classify material objects by their properties providing evidence to support their classifications. Objects are made of one or more materials such as paper, wood and metal. Objects can be described by the properties of the materials from which they are made. Those properties and measurements of the objects can be used to separate or classify objects or materials. DOK 3 .
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SC-EP-1.1.2 Objects / Properties
The learner will be able to understand that objects have many observable properties such as size, mass, shape, color, temperature, magnetism, and the ability to interact and/or to react with other substances. Some properties can be measured using tools such as metric rulers, balances, and thermometers.
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SC-EP-1.1.3 Matter / Solid , Liquid, Gas
The learner will be able to describe the properties of water as it occurs as a solid, liquid, or gas. Matter (water) can exist in different states--solid, liquid, and gas. Properties of those states of matter can be used to describe and classify them. DOK 2 .
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SC-EP-1.2.1 Magnets and Interation
The learner will be able to describe and make inferences about the interactions of magnets with other magnets and other matter (e.g., magnets can make some things move without touching them). Magnets have observable properties that allow them to attract and repel each other and attract certain kinds of other materials (e.g., iron). Based on the knowledge of the basic properties of magnets, predictions can be made and conclusions drawn about their interactions with other common objects. DOK 3 .
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SC-EP-1.2.2 Object / Positon
The learner will be able to describe the change in position over time (motion) of an object. An object's motioncan be observed, described, compared and graphed by measuring its change in position over time. DOK 2.
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SC-EP-1.2.3 Objects / Motion
The learner will be able to describe the position and motion of objects and predict changes in position and motion as related to the strength of pushes and pulls. The position and motion of objects can be changed by pushing or pulling, and can be explored in a variety of ways (such as rolling different objects down different ramps). The amount of change in position and motion is related to the strength of the push or pull (force). The force with which a ball is hit illustrates this principle. By examining cause and effect relationships related to forces and motions, consequences of change can be predicted. DOK 2 .
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SC-EP-1.2.4 Objects / Relative Position
The learner will be able to understand that the position of an object can be described by locating it relative to another object or the background. The position can be described using phrases such as to the right, to the left, 50 cm from the other object.
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| Earth / Space Science |
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The Earth and the Universe The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the middle level, students investigate how these changes occur. Finally, at the high school level, most of the emphasis is on why these changes occur. An understanding of systems and their interacting components will enable students to evaluate supporting theories of earth changes. At the heart of elementary students' initial understanding of the Earth's place in the universe is direct observation of the earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. In middle school, students begin to look beyond what can be directly observed as they explore the earth-sun-moon system, as well as the rest of our solar system, employing the concept of scale within their models. Patterns play an important role as students seek to develop a conceptual understanding of gravity in their world and in the universe. High school is the time to bring all of the ideas together to look at the universe as a whole. Students will use evidence to evaluate and analyze theories related to the origin of the universe and all components of the universe.Program of Studies Big Idea: The Earth and the Universe (Earth/Space Science) The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the heart of elementary students initial understanding of the Earths place in the universe is direct observation of the Earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. Primary Enduring Knowledge Understandings Students will understand that people use a variety of earth materials for different purposes because of their different properties. All products that people use somehow come from the Earth. some events in nature have a repeating pattern. Weather changes from day to day, but things such as temperature or precipitation tend to be similar (high, medium or low) in the same months every year. the sun, moon and stars appear to move slowly across the sky at different speeds and we can see patterns in their movement with careful observation. the sun can only be seen in the daytime. The moon can sometimes be seen during the day and sometimes be seen at night and its shape changes in a predictable pattern. observable interactions of the sun, moon and the Earth can be used to identify the apparent pattern of their movement. raising questions about the Earth and the Universe and seeking answers to some of them (by careful observation and/or investigation) is what science is all about. Primary Skills and Concepts Students will use senses and scientific tools (e.g., hand lens/magnifier, metric ruler, balance, etc.) to observe, describe and classify earth materials (solid rocks, soils, water and air) using their physical properties explore how earth materials are used for certain things because of their properties observe weather conditions and record weather data over time using appropriate tools (e.g., thermometer, wind vane, rain gauge, etc.) use weather data to describe weather conditions and make simple predictions based on patterns observed (e.g., daily, weekly, seasonal patterns) observe the locations and real or apparent movements of the sun and the moon investigate evidence of interaction between the sun and the Earth (e.g., shadows, position of sun relative to horizon) to support inferences about movements in the Earth/Sun system communicate observations, investigations and conclusions orally and with written words, charts and diagrams |
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SC-EP-2.3.1 Earth Materials
The learner will be able to describe and classify earth materials (solid rocks, soils, water, and gases of the atmosphere) using their properties. Earth materials include solid rocks and soils, water, and the gases of the atmosphere. Minerals that make up rocks have properties of color, luster and hardness. Soils have properties of color, texture, the capacity to retain water, and the ability to support plant growth. Water on Earth and in the atmosphere can be a solid, liquid, or gas. DOK 2 .
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SC-EP-2.3.2 Weather Patterns
The learner will be able to describe patterns in weather and weather data in order to make simple predictions based on those patterns discovered. Weather changes from day to day and over seasons. Weather can be described using observations and measurable quantities such as temperature, wind direction, wind speed and precipitation. Simple predictions can be made by analyzing collected data for patterns. DOK 2 .
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SC-EP-2.3.3 Objects in Sky
The learner will be able to describe the properties, locations and real or apparent movements of objects in the sky (Sun, moon). Objects in the sky have properties, locations and real or apparent movements that can be observed and described. Observational data, patterns and models should be used to describe real or apparent movements. DOK 2.
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SC-EP-2.3.4 Sun / Earth / Movements
The learner will be able to describe the movement of the sun in the sky using evidence of interactions of the sun with the earth (e.g., shadows, position of sun relative to horizon) to identify patterns of movement. Changes in movement of objects in the sky have patterns that can be observed and described. The Sun appears to move across the sky in the same way every day, but the Sun's apparent path changes slowly over seasons. Recognizing relationships between movements of objects and resulting phenomena, such as shadows, provides information that can be used to make predictions and draw conclusions about those movements. DOK 2 .
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SC-EP-2.3.5 Moon
The learner will be able to understand that the moon appears to move across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month.
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| Biological Science |
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Unity and Diversity All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike. In middle school, students begin to compare, contrast, and classify the microscopic features of organisms-the cells, as well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are made between learned behaviors and inherited traits. At the high school level, an in-depth study of the specialization and chemical changes occurring at the cellular level builds upon the foundational ideas developed earlier to investigate DNA and effects of alterations in DNA for an individual organism as well as for a species. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. Biological Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changesBig Idea: Unity and Diversity (Biological Science) All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. Primary Enduring Knowledge Understandings Students will understand that most living things need water, food and air, while nonliving things can continue to exist without any requirements. plants and animals have features that help them live in different environments. some animals are alike in the way they look and in the things they do, and others are very different from one another. the offspring all living things are very much like their parents, but not exactly alike. organisms may not be able to survive if some of their parts are missing. Primary Skills and Concepts Students will describe the basic needs of organisms and explain how these survival needs can be met only in certain environments identify the characteristics that define a habitat investigate adaptations that enable animals and plants to grow, reproduce and survive (e.g., movements, body coverings, method of reproduction) analyze structures of plants and animals to make inferences about the types of environments for which they are suited use scientific tools (e.g., hand lens/magnifier, metric ruler, balance) to observe and make comparisons of organisms; and to classify organisms using one or more of their external characteristics (e.g., body coverings, body structures) analyze and compare a variety of plant and animal life cycles in order to uncover patterns of growth, development, reproduction and death of an organism ask questions that can be investigated, plan and conduct fair tests, and communicate (e.g., write, draw, speak, multi-media) findings to others Big Idea: Biological Change (Biological Science) The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment, and observing fossils found in or near their environment. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.6 Students understand how living and nonliving things change over time and the factors that influence the changes. Primary Enduring Knowledge Understandings Students will understand that fossils found in Earth materials indicate that organisms and environmental conditions may have been different in the past. living things are found almost everywhere on our planet, but organisms living in one place may be different from those found somewhere else. some changes are so slow or so fast that they are hard to see. things change in some ways and stay the same in some ways. Primary Skills and Concepts Students will identify and describe evidence of organisms that no longer exist (fossils) examine fossils/representations of fossils and make comparisons between organisms that lived long ago and organisms of today (e.g., compare a fern to a fossil of a fern-like plant) make inferences about the basic environments represented by fossils found in earth materials (e.g., fossils of fish skeletons represent an aquatic environment) investigate and describe occurrences in the environment that illustrate change (e.g., erosion, earthquakes, weather phenomena, human intrusion) compare fossils, plants and animals from similar environments in different geographic locations describe in words, pictures and/or measurements, changes that occur quickly (e.g., puddles forming from rain, cutting hair, burning paper) and changes that occur more slowly (e.g., hair growing, water evaporating in an open container, growing in height), noting the factors that influence the change |
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SC-EP-3.4.1 Organisms / Basic Needs
The learner will be able to explain the basic needs of organisms. Organisms have basic needs. For example, animals need air, water and food; plants need air, water, nutrients and light. Organisms can survive only in environments in which their needs can be met. DOK 2 .
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SC-EP-3.4.2 Classification/ living/nonli
The learner will be able to understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).
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SC-EP-3.4.3 Structures / plants / anim
The learner will be able to describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival. Each plant or animal has observable structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking, holding, seeing and talking. These observable structures should be explored to sort, classify, compare and describe organisms. DOK 2 .
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SC-EP-3.4.4 Life Cycles /Plant /Animal
The learner will be able to describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism. Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and death. The details of a life cycle are different for different organisms. Observations of different life cycles should be made in order to identify patterns and recognize similarities and differences. DOK 2 .
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SC-EP-3.5.1 Fossils /Describe
The learner will be able to describe fossils as evidence of organisms that lived long ago, some of which may be similar to others that are alive today. Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time. Making observations of fossils, describing them and using those descriptions as evidence to draw conclusions about the organisms and basic environments represented by the fossils should occur in order to promote understanding. DOK 2 .
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SC-EP-4.6.1 Ecosystems
The learner will be able to describe basic relationships of plants and animals in an ecosystem (food chains). Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. Basic relationships and connections between organisms in food chains can be used to discover patterns within ecosystems. DOK 2 .
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SC-EP-4.6.2 Sun / ligh and heat
The learner will be able to describe evidence of the sun providing light and heat to the Earth. Simple observations and investigations begin to reveal that the Sun provides the light and heat necessary to maintain the temperature of Earth. Based on those experiences, the conclusion can be drawn that the Sun's light and heat are necessary to sustain life on Earth. DOK 2 .
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SC-EP-4.6.3 Electricty / Circuits
The learner will be able to analyze models of basic electrical circuits using batteries, bulbs and wires, in order to determine whether a simple circuit is open or closed. Electricity in circuits can produce light. Describing and comparing models demonstrates basic understanding of circuits. DOK 2 .
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SC-EP-4.6.4 Light / Describe
The learner will be able to describe light as traveling in a straight line until it strikes an object. Light can be observed and described as it travels in a straight line until it strikes an object. DOK 2 .
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| Unifying Ideas |
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Energy Transformations Energy transformations are inherent in almost every system in the universe-from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). Students in high school expand their understanding of constancy through the study of a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics connect ideas about matter with energy transformations within all living, physical, and earth systems. Interdependence It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. Elementary learners need to become acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many types of local organisms. Students begin to investigate the survival needs of different organisms and how the environment affects optimum conditions for survival. In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the interactions that take place among organisms and their surroundings. At the high school level, the concept of an ecosystem should bring coherence to the complex array of relationships among organisms and environments that students have encountered. Students growing understanding of systems in general will reinforce the concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number and kinds of species, productivity, and the effect of human intervention. (adapted from Benchmarks for Science Literacy)Big Idea: Energy Transformations (Unifying Concepts) Energy transformations are inherent in almost every system in the universefrom tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. 2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. Primary Enduring Knowledge Understandings Students will understand that energy makes things move, grow or work. Everything that changes uses energy to make those changes happen. Sometimes evidence of these changes can be seen, but not always. almost all kinds of food that animals eat can be traced back to plants. Food chains/webs are useful models of these relationships. the sun warms the air, land and water, and lights the Earth. light can be observed to determine how it travels and how it interacts with different materials (e.g. reflects, is absorbed, passes through). electricity can only flow when it has a closed path (circuit) to follow. Closed electric circuits can produce light and sound. Primary Skills and Concepts Students will identify examples and sources of energy create or interpret sketches, diagrams, 3-dimensional constructions and concept maps as models that can be used to represent things that can be seen, cannot be seen, or cannot be seen easily or in their entirety observe, illustrate and explain basic relationships of plants and animals in an ecosystem (e.g., use simple food chains and webs to explain how plants and animals get food/energy to live and grow) observe and describe evidence of the sun providing light and heat to the Earth demonstrate open and closed circuits using batteries, bulbs and wires and analyze models of basic electrical circuits in order to determine whether a simple circuit is open or closed investigate light traveling in a straight line until striking an object by observing the shapes of the shadows that are produced explore a variety of models (e.g., food chains, webs, circuit diagrams) to infer whether the representation is complete or only part of the actual event/object Big Idea: Interdependence (Unifying Concepts) It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. Elementary learners need to become acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many types of local organisms. Students begin to investigate the survival needs of different organisms and how the environment affects optimum conditions for survival. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve reallife problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. 2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. Primary Enduring Knowledge Understandings Students will understand that the world has many different environments. Distinct environments support the lives of different types of organisms. when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. Primary Skills and Concepts Students will identify the characteristics of an ecosystem observe, document and explain how organisms depend on their environments describe and explain how the environment can be affected by the organisms living there describe how changes in an environment might affect plants and animals ability to survive ask questions that can be explored using a variety of appropriate print and non-print resources (e.g., why certain plants can not survive in a particular area; why some animals are endangered or extinct; why some areas are protected |
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SC-EP-4.7.1 Relations / Cause /Effect
The learner will be able to describe the cause and effect relationships existing between organisms and their environments. The world has many different environments. Organisms require an environment in which their needs can be met. When the environment changes some plants and animals survive and reproduce and others die or move to new locations. DOK 2 .
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