SC-EP-1: Physical Science

SC-EP-1.1: Structure and Transformation of Matter

SC-EP-1.1.1: Students will classify material objects by their properties providing evidence to support their classifications.

Mineral Identification
Weight and Mass

SC-EP-1.1.1.a: 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.

Mineral Identification
Weight and Mass

SC-EP-1.1.2: Students will 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.

Mineral Identification
Weight and Mass

SC-EP-1.1.3: Students will describe the properties of water as it occurs as a solid, liquid or gas.

Phases of Water

SC-EP-1.1.3.a: 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.

Phases of Water

SC-EP-1.2: Motion and Forces

SC-EP-1.2.1: Students will 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).

SC-EP-1.2.1.a: 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.


SC-EP-1.2.2: Students will describe the change in position over time (motion) of an object.

SC-EP-1.2.2.a: An object?s motion can be observed, described, compared and graphed by measuring its change in position over time. DOK 2

Free Fall Tower

SC-EP-2: Earth/Space Science

SC-EP-2.3.1: Students will describe earth materials (solid rocks, soils, water and gases of the atmosphere) using their properties.

SC-EP-2.3.1.a: 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.

Mineral Identification

SC-EP-2.3.3: Students will describe the properties, locations and real or apparent movements of objects in the sky (Sun, moon).

SC-EP-2.3.3.a: 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.

Phases of the Moon
Seasons: Earth, Moon, and Sun

SC-EP-2.3.4: Students will 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.

SC-EP-2.3.4.a: 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.

Seasons: Earth, Moon, and Sun

SC-EP-2.3.5: Students will 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.

Phases of the Moon

SC-EP-3: Biological Science

SC-EP-3.4.2: Students will 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).

Pond Ecosystem

SC-EP-3.4.3: Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival.

SC-EP-3.4.3.a: 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.

Flower Pollination

SC-EP-4: Unifying Concepts

SC-EP-4.6.1: Students will describe basic relationships of plants and animals in an ecosystem (food chains).

SC-EP-4.6.1.a: 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.

Forest Ecosystem
Prairie Ecosystem

SC-EP-4.6.3: Students will analyze models of basic electrical circuits using batteries, bulbs and wires, in order to determine whether a simple circuit is open or closed.

SC-EP-4.6.3.a: Electricity in circuits can produce light. Describing and comparing models demonstrates basic understanding of circuits.

Energy Conversions

Correlation last revised: 5/11/2018

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.