P: Physical Sciences

P.1: Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:

P.1.c: Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals.

Circuit Builder
Conduction and Convection
Circuit Builder
Conduction and Convection

P.1.d: Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.

Element Builder
Element Builder

L: Life Sciences

L.2: Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:

L.2.b: Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

Circulatory System
Circulatory System

L.2.f: Students know plants use carbon dioxide (CO 2 and energy from sunlight to build molecules of sugar and release oxygen.

Cell Energy Cycle
Pond Ecosystem
Cell Energy Cycle
Pond Ecosystem

L.2.g: Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).

Cell Energy Cycle
Cell Energy Cycle

E: Earth Sciences

E.3: Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:

E.3.b: Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

Phases of Water
Water Cycle
Phases of Water
Water Cycle

E.3.c: Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

Water Cycle
Water Cycle

E.4: Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept:

E.4.b: Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

Water Cycle
Water Cycle

E.4.d: Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.

Weather Maps
Weather Maps

E.5: The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept:

E.5.a: Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.

Solar System
Solar System

E.5.b: Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.

Comparing Earth and Venus
Solar System
Comparing Earth and Venus
Solar System

E.5.c: Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.

Gravity Pitch
Gravity Pitch

I: Investigation and Experimentation

I.6: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

I.6.c: Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

Effect of Environment on New Life Form
Pendulum Clock

I.6.d: Identify the dependent and controlled variables in an investigation.

Effect of Environment on New Life Form
Pendulum Clock

I.6.e: Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

Effect of Environment on New Life Form
Pendulum Clock

I.6.f: Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

Effect of Environment on New Life Form
Pendulum Clock
Weight and Mass

I.6.g: Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

Graphing Skills

I.6.i: Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

Growing Plants
Pendulum Clock
Seed Germination