Grade Level Expectations
1.1.1: Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.
Hearing: Frequency and Volume
Pendulum Clock
Sight vs. Sound Reactions
1.1.2: Design and conduct investigations with controlled variables to test hypotheses.
Effect of Environment on New Life Form
Pendulum Clock
Real-Time Histogram
Time Estimation
1.1.3: Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.
Hearing: Frequency and Volume
Measuring Volume
Pendulum Clock
1.1.4: Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.
Effect of Environment on New Life Form
Hearing: Frequency and Volume
Pendulum Clock
1.1.5: Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.
Disease Spread
Effect of Temperature on Gender
Hearing: Frequency and Volume
1.1.6: Use mathematics, reading, writing, and technology in conducting scientific inquiries.
Hearing: Frequency and Volume
Pendulum Clock
Real-Time Histogram
Time Estimation
1.1.7: Relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Trace the flow of energy from electrical energy to other forms of energy, such as light. Express whether energy was transferred, transformed or both.
1.1.8: Construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device and relate this to how much electrical energy is received.
1.1.9: Conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects.
Free Fall Tower
Free-Fall Laboratory
1.1.10: Graph and interpret time versus distance graphs for constant speed. Use the graphs to describe how the position of an object changes in a time interval.
Distance-Time Graphs
Free Fall Tower
Free-Fall Laboratory
1.1.11: Describe how the speed of an object depends on the distance traveled and the travel time. Explain how the motion of an object can be described by its position, speed, and direction of motion.
Distance-Time Graphs
Free Fall Tower
Free-Fall Laboratory
Measuring Motion
1.1.13: Give examples of moving objects and identify the forces that act on these objects. Select examples where only one force acts on the object and examples where two or more forces act on the object. Explain that unbalanced forces acting on an object will change its speed, direction of motion or both.
1.1.14: Conduct investigations to describe how the relative directions of forces simultaneously acting on an object (reinforce or cancel each other) will determine how strongly the combination of these forces influences the motion of the object.
1.1.15: Conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves.
1.1.18: Design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine.
1.1.19: Show how electrical energy carried by currents in wires can be used to create magnetic fields. Demonstrate how these fields exert magnetic forces on permanent magnets. Explain how these magnetic forces in electric motors are used to change the electrical energy into the energy of motion.
1.1.20: Use appropriate instruments and tools to identify the sedimentary rocks limestone, shale, and sandstone. Infer the environmental conditions in which these rocks formed.
1.1.23: Investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering.
1.1.25: Describe the process by which eroded materials can form horizontal layers of sedimentary rock.
1.1.26: Label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries.
1.1.29: Label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus.
1.2.1: Compare the differences in power usage in different electrical devices/appliances. Discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings.
1.2.2: Use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health.
Circulatory System
Digestive System
1.2.3: Research and report on how body systems are affected by lifestyle choices such as diet or exercise (for example lack of exercise leads to cardiovascular disease).
3.1.1: List, as basic forms of energy, light, heat, sound, electrical, and energy of motion.
Energy Conversion in a System
Energy Conversions
Heat Absorption
Herschel Experiment
Inclined Plane - Sliding Objects
Radiation
Sled Wars
3.2.2: Relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Trace the flow of energy from electrical energy to other forms of energy, such as light. Express whether energy was transferred, transformed or both.
3.2.3: Construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device, and relate this to how much electrical energy is received.
3.2.4: Conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects.
Free Fall Tower
Free-Fall Laboratory
3.2.5: Graph and interpret distance versus time graphs for constant speed. Use the graphs to describe how the position of an object changes in a time interval.
Distance-Time Graphs
Free Fall Tower
Free-Fall Laboratory
3.2.6: Describe how the speed of an object depends on the distance traveled and the travel time. Explain how the motion of an object can be described by its position, speed, and direction of motion.
Distance-Time Graphs
Free Fall Tower
Free-Fall Laboratory
Measuring Motion
3.2.7: Explain that the earth will pull on all objects with a force called gravity that is directed inward toward the center of the Earth.
Free Fall Tower
Free-Fall Laboratory
3.2.9: Give examples of moving objects and identify the forces that act on these objects. Select examples where only one force acts on the object and examples where two or more forces act on the object. Explain that unbalanced forces acting on an object will change its speed, direction of motion, or both.
3.2.11: Conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves.
3.2.16: Design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine.
3.3.1: Show how electrical energy carried by currents in wires can be used to create magnetic fields. Demonstrate how these fields exert magnetic forces on permanent magnets.
3.4.1: Compare the differences in power usage in different electrical devices/appliances. Discuss which devices /appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings.
5.1.1: Use appropriate instruments and tools to identify the sedimentary rocks: limestone, shale, and sandstone. Infer the environmental conditions in which these rocks formed.
5.2.1: Investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering.
5.2.3: Describe the process by which eroded materials can form horizontal layers of sedimentary rock.
5.2.4: Explain how sedimentary rocks are formed through the processes of weathering, erosion, and deposition.
5.2.5: Cite three lines of evidence such as the fit of coastlines, the similarity of rock type and contiguousness of bedding areas, and similarity of fossilized remains that indicate that the continents were once a large land mass.
6.1.1: Explain that human body systems are comprised of organs (e.g., the heart, the stomach, and the lungs) that perform specific functions within one or more systems.
Circulatory System
Digestive System
6.1.2: Label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries.
6.1.5: Label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus.
6.1.6: Express how the human circulatory, respiratory, and digestive systems work together to carry out life processes.
Circulatory System
Digestive System
6.2.1: Trace how the circulatory, respiratory, and digestive systems interact to transport the food and oxygen required to provide energy for life processes.
Circulatory System
Digestive System
6.4.1: Use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health.
Circulatory System
Digestive System
6.4.2: Research and report on how body systems are affected by lifestyle choices such as diet or exercise, for example lack of exercise leads to cardiovascular disease.
Correlation last revised: 5/9/2018