Sunshine State Standards with Grade Level Expectations
SC.A.1.2: The student understands that all matter has observable, measurable properties.
SC.A.1.2.1: The student determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers).
SC.A.1.2.1.1: uses metric tools to determine the density and volume of materials.
Density
Measuring Volume
Density
Measuring Volume
SC.A.1.2.4: The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials.
SC.A.1.2.4.1: knows that different materials can be physically combined to produce different substances.
Phases of Water
Phases of Water
SC.B.1.2: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.2.1: The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem).
SC.B.1.2.1.1: knows how to trace the flow of energy in a system (for example, electricity in a circuit to produce heat, light, sound, or magnetic fields).
SC.B.1.2.5: The student knows that various forms of energy (e.g., mechanical, chemical, electrical, magnetic, nuclear, and radiant) can be measured in ways that make it possible to determine the amount of energy that is transformed.
SC.B.1.2.5.1: extends and refines use of a variety of tools to measure the gain or loss of energy.
Energy Conversions
Energy Conversions
SC.B.1.2.6: The student knows ways that heat can move from one object to another.
SC.B.1.2.6.1: knows that some materials conduct heat better than others.
Conduction and Convection
Heat Transfer by Conduction
Conduction and Convection
Heat Transfer by Conduction
SC.B.1.2.6.2: understands that convection, radiation, and conduction are methods of heat transfer.
Conduction and Convection
Heat Absorption
Heat Transfer by Conduction
Radiation
Conduction and Convection
Heat Absorption
Heat Transfer by Conduction
Radiation
SC.C.1.2: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.2.1: The student understands that the motion of an object can be described and measured.
SC.C.1.2.1.1: uses scientific tools (for example, stopwatch, meter stick, compass) to measure speed, distance, and direction of an object.
Measuring Motion
Measuring Motion
SC.C.1.2.2: The student knows that waves travel at different speeds through different materials.
SC.C.1.2.2.1: knows that waves travel at different speeds through different materials.
SC.C.2.2: The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.
SC.C.2.2.1: The student recognizes that forces of gravity, magnetism, and electricity operate simple machines.
SC.C.2.2.1.1: understands the relationship between force and distance as it relates to simple machines (for example, levers and fulcrums working to lift objects).
Ants on a Slant (Inclined Plane)
Levers
Wheel and Axle
Ants on a Slant (Inclined Plane)
Levers
Wheel and Axle
SC.C.2.2.2: The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object.
SC.C.2.2.2.1: knows that objects do not change their motion unless acted upon by an outside force.
Force and Fan Carts
Force and Fan Carts
SC.C.2.2.2.2: understands how friction affects an object in motion.
Force and Fan Carts
Force and Fan Carts
SC.C.2.2.3: The student knows that the more massive an object is, the less effect a given force has.
SC.C.2.2.3.1: knows the relationship between the strength of a force and its effect on an object (for example, the greater the force, the greater the change in motion; the more massive the object, the smaller the effect of a given force).
Weight and Mass
Weight and Mass
SC.C.2.2.4: The student knows that the motion of an object is determined by the overall effect of all of the forces acting on the object.
SC.C.2.2.4.1: knows that motion in space is different from motion on Earth due to changes in gravitational force and friction.
Free Fall Tower
Free Fall Tower
SC.C.2.2.4.2: understands how inertia, gravity, friction, mass, and force affect motion.
Force and Fan Carts
Force and Fan Carts
SC.D.1.2: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.2.1: The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic material to form soil.
SC.D.1.2.1.1: knows that rocks are constantly being formed and worn away.
SC.D.1.2.5: The student knows that some changes in the Earth's surface are due to slow processes and some changes are due to rapid processes.
SC.D.1.2.5.1: understands how the surface of the Earth is shaped by both slow processes (for example, weathering, erosion, deposition) and rapid, cataclysmic events (for example, earthquakes, tsunamis, volcanoes).
SC.E.1.2: The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth.
SC.E.1.2.1: The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the Sun causes changes in season, length of day, and energy available.
SC.E.1.2.1.2: knows that the angle that the rays of the Sun strike the surface of the Earth determines the amount of energy received and thus the season of the year.
Summer and Winter
Summer and Winter
SC.E.1.2.1.3: knows the effect of the tilt of the Earth on polar climates.
Summer and Winter
Summer and Winter
SC.E.1.2.4: The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System.
SC.E.1.2.4.1: knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System.
Gravity Pitch
Solar System
Gravity Pitch
Solar System
SC.E.1.2.5: The student understands the arrangement of planets in our Solar System.
SC.E.1.2.5.1: knows the arrangement of the planets and the asteroid belt in our Solar System.
Comparing Earth and Venus
Solar System
Comparing Earth and Venus
Solar System
SC.F.1.2: The student describes patterns of structure and function in living things.
SC.F.1.2.1: The student knows that the human body is made of systems with structures and functions that are related.
SC.F.1.2.1.1: understands how body systems interact (for example, how bones and muscles work together for movement).
SC.F.2.2: The student understands the process and importance of genetic diversity.
SC.F.2.2.1: The student knows that many characteristics of an organism are inherited from the parents of the organism, but that other characteristics are learned from an individual's interactions with the environment.
SC.F.2.2.1.1: knows that many characteristics of an organism are inherited from the genetic ancestors of the organism (for example, eye color, flower color).
SC.G.1.2: The student understands the competitive, interdependent, cyclic nature of living things in the environment.
SC.G.1.2.2: The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment.
SC.G.1.2.2.1: understands how changes in the environment affect organisms (for example, some organisms move in, others move out; some organisms survive and reproduce, others die).
Rabbit Population by Season
Rabbit Population by Season
SC.H.1.2: The student uses the scientific processes and habits of mind to solve problems.
SC.H.1.2.1: The student knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.
SC.H.1.2.1.1: understands that although the same scientific investigation may give slightly different results when it is carried out by different persons or at different times or places, the general evidence collected from the investigation should be replicable by others.
Growing Plants
Seed Germination
SC.H.1.2.2: The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.
SC.H.1.2.2.1: understands that scientists use different kinds of investigations (for example, observations of events in nature, controlled experiments) depending on the questions they are trying to answer.
Effect of Environment on New Life Form
Growing Plants
Pendulum Clock
SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science.
SC.H.1.2.4.1: uses strategies to review, compare and contrast, and critique scientific investigations.
Effect of Environment on New Life Form
Pendulum Clock
SC.H.2.2: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.2.1: The student knows that natural events are often predictable and logical.
SC.H.2.2.1.1: makes a prediction for a new investigation using the data from a previous investigation.
Effect of Environment on New Life Form
Pendulum Clock
SC.H.2.2.1.2: understands that change is constantly occurring and uses strategies to analyze different patterns of change.
SC.H.3.2: The student understands that science, technology, and society are interwoven and interdependent.
SC.H.3.2.2: The student knows that data are collected and interpreted in order to explain an event or concept.
SC.H.3.2.2.1: selects appropriate graphical representations (for example, graphs, charts, diagrams) to collect, record, and report data.
SC.H.3.2.4: The student knows that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.
SC.H.3.2.4.1: extends and refines knowledge of ways that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.
Effect of Environment on New Life Form
Pendulum Clock
Correlation last revised: 6/25/2014