PS1A: Motion can be described as a change in position over a period of time.

PS1A.1: Give an example to illustrate motion as a change in position over a period of time (e.g., if a student stands near the door and then moves to his/her seat, the student is ?in motion? during that time).

Force and Fan Carts
Free Fall Tower

PS1B: There is always a force involved when something starts moving or changes its speed or direction of motion.

PS1B.1: Identify the force that starts something moving or changes its speed or direction of motion (e.g., when a ball is thrown or when a rock is dropped).

Force and Fan Carts
Free Fall Tower

PS1C: A greater force can make an object move faster and farther.

PS1C.1: Give examples to illustrate that a greater force can make an object move faster than a lesser force (e.g., throwing a ball harder or hitting it harder with a bat will make the ball go faster).

Charge Launcher
Force and Fan Carts
Wheel and Axle

PS1D: The relative strength of two forces can be compared by observing the difference in how they move a common object.

PS1D.1: Measure and compare the distances moved by an object (e.g., a toy car) when given a small push and when given a big push.

Charge Launcher
Force and Fan Carts

ES2A: Water plays an essential role in Earth systems, including shaping landforms.

ES2A.1: Identify where natural water bodies occur in the students? local environment.

Forest Ecosystem
Prairie Ecosystem

ES2B: Water can be a liquid or solid and can go back and forth from one form to another. If water is turned into ice and then the ice is allowed to melt, the amount of water will be the same as it was before freezing. Water occurs in the air as rain, snow, hail, fog, and clouds.

ES2B.1: Describe the various forms and places that water can be found on Earth as liquids and solids (e.g., as liquid in morning dew; in lakes, streams, and oceans; as solid ice at the North and South Poles, and on the tops of mountains; and in the air as clouds, fog, rain, hail, and snow).

Phases of Water
Solar System

ES2C: Weather changes from day to day and over the seasons. Weather can be described by measurable quantities, such as temperature and precipitation.

ES2C.2: Interpret graphs of weather conditions to describe with measurements how weather changes from season to season.

Graphing Skills
Measuring Trees

LS1A: Plants have life cycles that include sprouting, growing to full size, forming fruits and flowers, shedding seeds (which begins a new cycle), and eventually dying. The details of the life cycle are different for different plants.

LS1A.1: Describe the life cycle of a common type of plant (e.g., the growth of a fast-growing plant from seed to sprout, to adult, to fruits, flowers, and seeds).

Germination

LS2A: Ecosystems support all life on the planet, including human life, by providing food, fresh water, and breathable air.

LS2A.1: Identify at least four ways that ecosystems support life (e.g., by providing fresh water, generating oxygen, removing toxic pollutants, and providing sources of useful materials).

Forest Ecosystem
Prairie Ecosystem

LS2B: All ecosystems change over time as a result of natural causes (e.g., storms, floods, volcanic eruptions, fire). Some of these changes are beneficial for the plants and animals, some are harmful, and some have no Effect.

LS2B.1: Describe three or more of the changes that occur in an ecosystem or model of a natural ecosystem (e.g., aquarium, terrarium) over time, as well as how these changes may affect the plants and animals living there.

Prairie Ecosystem

LS2C: Some changes in ecosystems occur slowly and others occur rapidly. Changes can affect life forms, including humans.

LS2C.1: Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions).

Forest Ecosystem
Prairie Ecosystem

LS2C.2: Explain the consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, reduction or increase in yearly rainfall).

Prairie Ecosystem

LS2D: Humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so that they provide habitats for plants and animals and resources for humans over the long term. For example, if people use fewer resources and recycle waste, there will be fewer negative impacts on natural systems.

LS2D.1: Describe a change that humans are making in a particular ecosystem, and predict how that change could harm or improve conditions for a given type of plant or animal.

Forest Ecosystem
Prairie Ecosystem

LS2D.2: Propose a plan to protect or improve an ecosystem.

Forest Ecosystem
Prairie Ecosystem

LS3A: There are variations among the same kinds of plants and animals.

LS3A.1: Give examples of variations among individuals of the same kinds of plants and animals within a population (e.g., tall and short pine trees, black cats and white cats, people with blue eyes or brown eyes, with freckles or without).

Color Absorption
Forest Ecosystem
Prairie Ecosystem

LS3B: The offspring of a plant or animal closely resembles its parents, but close inspection reveals differences.

LS3B.1: Compare the offspring of a plant or animal with its parents, listing features that are similar and that are different.

Inheritance

LS3C: Sometimes differences in characteristics give individual plants or animals an advantage in surviving and reproducing.

LS3C.1: Predict how differences in characteristics might help one individual survive better than another (e.g., animals that are stronger or faster, plants or animals that blend into the background, plants that grow taller or that need less water to survive).

Growing Plants
Homeostasis