2: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

2.A: Materials and Processes That Shape A Planet

2.A.2: Cite and describe the processes that cause rapid or slow changes in Earth?s surface.

2.A.2.c: Cite examples that demonstrate how the natural agents of wind , water, and ice produce slow changes on the Earth?s surface such as carving out deep canyons and building up sand dunes.

Rock Cycle

2.A.3: Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains?and also contains many living organisms.

2.A.3.a: Observe and classify a collection of minerals based on their physical properties.

2.A.3.a.1: Color

Mineral Identification

2.A.3.a.2: Luster

Mineral Identification

2.A.3.a.3: Hardness

Mineral Identification

2.A.3.a.4: Streak

Mineral Identification

2.D: Astronomy

2.D.1: Identify and compare properties, location, and movement of celestial objects in our solar system.

2.D.1.b: Identify the properties of the planet Earth that make it possible for the survival of life as we know it.

2.D.1.b.2: Location

Solar System

2.D.1.c: Compare the properties of at least one other planet in our solar system to those of Earth to determine if it could support life, as we know it.

Solar System

2.D.2: Recognize and describe the causes of the repeating patterns of celestial events.

2.D.2.a: Describe the rotation of the planet Earth on its axis.

Comparing Earth and Venus
Seasons: Earth, Moon, and Sun

2.D.2.b: Recognize and describe that the rotation of planet Earth produces observable effects

2.D.2.b.1: The day and night cycle.

Seasons: Earth, Moon, and Sun

2.D.2.b.2: The apparent movement of the sun, moon, planets, and stars

Comparing Earth and Venus
Seasons: Earth, Moon, and Sun

2.D.2.d: Recognize and describe that the revolution of the planet Earth produces effects.

2.D.2.d.2: Length of year

Comparing Earth and Venus

2.E: Interactions of Hydrosphere and Atmosphere

2.E.1: Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.

2.E.1.b: Explain that the sun is the main source of energy that causes the changes in the water on Earth.

Water Cycle

2.E.1.c: Describe the relationship between the amount of energy from the sun and the quantity of water that is changed.

Water Cycle

2.E.1.d: Describe the processes that maintain a continuous water cycle.

Water Cycle

3: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

3.E: Flow of Matter and Energy

3.E.1: Recognize that some source of energy is needed for all organisms to grow and survive.

3.E.1.a: Identify the sun as the primary source of energy for all living organisms.

3.E.1.a.1: Plants use sunlight to make food

Energy Conversions

3.E.1.c: Provide examples that justify the statement ?Most animals? food can be traced back to plants.?

Forest Ecosystem

4: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations

4.C: States of Matter

4.C.1: Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.

4.C.1.a: Observe and describe the changes heating and cooling cause to the different states in which water exists.

4.C.1.a.1: Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).

Phases of Water

4.C.1.a.2: Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.

Phases of Water

5: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.

5.A: Mechanics

5.A.1: Describe the motion of objects using distance traveled, time, direction, and speed.

5.A.1.a: Observe, describe, and compare types of motion.

5.A.1.a.1: Uniform motion as equal distances traveled in equal times, such as escalators, conveyor belts.

Distance-Time Graphs

5.A.1.a.2: Variable motion as different distances traveled in equal times, such as an accelerating car, falling objects.

Free Fall Tower

5.A.1.b: Use measurements to describe the distance traveled as the change in position.

Free Fall Tower

5.A.1.c: Based on data describe speed as the distance traveled per unit of time.

Distance-Time Graphs
Free Fall Tower
Measuring Motion

5.A.2: Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it.

5.A.2.a: Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object:

5.A.2.a.1: Friction

Force and Fan Carts

5.A.2.b: Observe and explain the changes in selected motion patterns using the relationship between force and mass.

Force and Fan Carts

5.A.4: Cite evidence that energy in various forms exists in mechanical systems.

5.A.4.c: Observe and cite examples showing that stored energy may be converted to energy of motion and vice versa.

Energy Conversions

5.D: Wave Interactions

5.D.3: Provide evidence to show that light travels in a straight line until it is reflected or refracted.

5.D.3.c: Observe and describe that a ray of light changes direction when it crosses the boundary between two materials such as air and water or air to glass.

Basic Prism

5.D.4: Recognize and describe how light interacts with different materials.

5.D.4.b: Explain that shadows are formed when objects block light.

Penumbra Effect

5.D.4.c: Observe and describe that prisms separate white light into its component colors.

Basic Prism

6: Students will use scientific skills and processes to explain the interactions of environmental factors (living and nonliving) and analyze their impact from a local to a global perspective.

6.A: Natural Resources and Human Needs

6.A.1: Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.

6.A.1.a: Identify and compare Maryland?s renewable resources and nonrenewable resources.

Energy Conversions

6.A.1.b: Describe how humans use renewable natural resources, such as plants, soil, water, animals.

Energy Conversions

6.B: Environmental Issues

6.B.2: Recognize and describe that consequences may occur when Earth?s natural resources are used.

6.B.2.b: Explain how human activities may have a negative consequence on the natural environment.

6.B.2.b.1: Damage or destruction done to habitats

Rabbit Population by Season

6.B.2.b.2: Air, water, and land pollution

Pond Ecosystem
Water Pollution

Correlation last revised: 1/19/2015

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