Voluntary State Curriculum
2.D.1: Identify and describe the variety of objects in the universe through firsthand observations using the unaided eye, binoculars or telescopes or videos and/or pictures from reliable sources.
2.D.1.b: Identify the sun as the Earth's closest star.
2.E.2: Recognize and describe that each season has different weather conditions.
2.E.2.b: Compare average daily temperatures during different seasons.
3.C.1: Explain that in order for offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next.
3.C.1.a: Describe traits found in animals and plants, such as eye color, height, leaf shape, seed type that are passed from one generation to another
3.C.1.b: Explain that some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants) and other likenesses are learned (such as language in humans or songs in birds).
3.C.1.c: Raise questions based on observations of a variety of parent and offspring likenesses and differences, such as "Why don't all the puppies have the same traits, such as eye color and size as their parents?" or " How do traits get transferred?"
3.C.1.d: Develop a reasonable explanation to support the idea that information is passed from parent to offspring.
3.E.1: Recognize food as the source of materials that all living things need to grow and survive.
3.E.1.b: Describe what happens to food in plants and animals.
3.E.1.b.1: Contributes to growth
3.E.1.b.3: Provides energy
3.E.1.c: Identify the things that are essential for plants to grow and survive.
3.F.1: Explain ways that individuals and groups of organisms interact with each other and their environment.
3.F.1.a: Identify and describe the interactions of organisms present in a habitat.
3.F.1.a.1: Competition for space, food, and water
3.F.1.a.2: Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc.
3.F.1.a.3: Roles within food chains and webs: scavengers, decomposers, producers, consumers.
4.A.1: Provide evidence to support the fact that matter has observable and measurable properties
4.A.1.b: Describe and compare the physical properties of samples of matter.
4.A.1.b.4: Ability to conduct heat
4.A.1.b.5: Ability to conduct electricity
4.A.1.b.6: Ability to be attracted by magnets
4.A.1.c: Compare samples of like materials using appropriate tools to measure, estimate, and calculate size, capacities, masses and weights.
5.B.1: Provide evidence that heat can be transferred in different ways.
5.B.1.a: Recognize and explain that heat can be transferred either by direct contact between objects at different temperatures or without direct contact.
5.B.1.a.1: A spoon in hot water
5.B.1.a.2: Heat from a flame
5.B.1.b: Observe, describe, and compare materials that readily conduct heat and those that do not conduct heat very well.
5.B.1.c: Classify materials as conductors or insulators based on how easily heat flows through them.
5.C.1: Recognize and describe the effects of static electric charges.
5.C.1.b: Observe the phenomena produced by the static charges.
5.C.1.b.4: Attracting lightweight materials over a distance without making contact
5.C.2: Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects.
5.C.2.a: Identify the source of electricity needed to produce various effects:
5.C.2.a.1: Light - flashlight (battery)
5.C.2.a.2: Heat - hot plate, hairdryer (outlet, battery)
5.C.2.a.3: Sound - Ipod (battery) , doorbell(electrical wiring)
5.C.2.a.4: Movement - mechanical toys (battery, outlet)
5.C.2.b: Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer.
5.C.2.c: Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer.
5.C.2.d: Observe, describe and compare materials that readily conduct electricity and those that do not conduct electricity.
5.C.2.e: Provide evidence from observations and investigations that electrical circuits require a complete loop through which electricity can pass.
5.C.3: Cite evidence supporting that forces can act on objects without touching them.
5.C.3.a: Investigate and describe the effect that two magnets have on each other.
5.C.3.a.1: Like poles repel
5.C.3.a.2: Opposite poles attract
5.C.3.b: Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or made with other metals; and on other magnets.
5.C.3.d: Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond.
5.C.3.g: Cite examples showing that magnetic, electrical, and gravitational forces can act at a distance.
Correlation last revised: 10/22/2009