2.4-5 INQ.A: Scientific investigations involve asking and answering questions and comparing the answers with evidence from the real world.
2.4-5 INQ.A.1: Identify the questions being asked in an investigation. Gather scientific evidence that helps to answer a question.
2.4-5 INQ.B: Scientists plan and conduct different kinds of investigations, depending on the questions they are trying to answer. Types of investigations include systematic observations and descriptions, field studies, models, and open-ended explorations as well as controlled experiments.
2.4-5 INQ.B.1: Given a research question, plan an appropriate investigation, which may include systematic observations, field studies, models, open-ended explorations, or controlled experiments.
2.4-5 INQ.C: An experiment involves a comparison. For an experiment to be valid and fair, all of the things that can possibly change the outcome of the experiment should be kept the same, if possible.
2.4-5 INQ.C.1: Conduct or critique an experiment, noting when the experiment might not be fair because things that might change the outcome are not kept the same.
2.4-5 INQ.D: Investigations involve systematic collection and recording of relevant observations and data.
2.4-5 INQ.D.1: Gather, record, and organize data using appropriate units, tables, graphs, or maps.
2.4-5 INQ.E: Repeated trials are necessary for reliability.
2.4-5 INQ.E.1: Explain that additional trials are needed to ensure that the results are repeatable.
2.4-5 INQ.G: Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories.
2.4-5 INQ.G.1: Generate a conclusion from a scientific investigation and show how the conclusion is supported by evidence and other scientific principles.
2.4-5 INQ.H: Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists? work.
2.4-5 INQ.H.3: Respond non-defensively to comments and questions about their investigation.
3.4-5 APP.F: Solutions to problems must be communicated, if the problem is to be solved.
3.4-5 APP.F.1: Communicate the solution, results of any tests, and modifications persuasively, using oral, written, and/or pictorial representations of the process and product.
4.4-5 ES2.B: Weathering is the breaking down of rock into pebbles and sand caused by physical processes such as heating, cooling, and pressure, and chemical processes such as acid rain.
4.4-5 ES2.B.1: Describe and give examples of the physical and chemical processes of weathering of rock.
4.4-5 LS2.A: An ecosystem includes all of the populations of living organisms and nonliving physical factors in a given area. Living organisms depend on one another and the nonliving physical factors in their ecosystem to help them survive.
4.4-5 LS2.A.1: Identify the living and nonliving parts of an ecosystem.
4.4-5 LS2.A.3: Describe how the plants and animals in an ecosystem depend on nonliving resources.
4.4-5 LS2.B: Plants make their own food using energy from the sun. Animals get food energy by eating plants and/or other animals that eat plants. Plants make it possible for animals to use the energy of sunlight.
4.4-5 LS2.B.1: Explain that plants make their own food, and animals, including humans, get food by eating plants and/or eating other animals.
4.4-5 LS2.C: Plants and animals are related in food webs with producers (plants that make their own food), consumers (animals that eat producers and/or other animals), and decomposers (primarily bacteria and fungi) that break down wastes and dead organisms, and return nutrients to the soil.
4.4-5 LS2.C.1: Draw a simple food web given a list of three common organisms. Draw arrows properly and identify the producers and consumers.
4.4-5 LS2.C.2: Compare the roles of producers, consumers, and decomposers in an ecosystem.
4.4-5 LS2.F: People affect ecosystems both positively and negatively.
4.4-5 LS2.F.1: Describe ways that humans can improve the health of ecosystems (e.g., recycling wastes, establishing rain gardens, planting native species to prevent flooding and erosion).
4.4-5 LS2.F.2: Describe ways that humans can harm the health of ecosystems (e.g., overuse of fertilizers, littering, not recycling).
4.4-5 LS3.A: In any ecosystem, some populations of organisms thrive and grow, some decline, and others do not survive at all.
4.4-5 LS3.A.1: List some reasons why some populations may not survive as well as others.
4.4-5 LS3.B: Plants and animals inherit many characteristics from their parents. Some inherited characteristics allow organisms to better survive and reproduce in a given ecosystem.
4.4-5 LS3.B.1: Communicate that plants and animals inherit many characteristics (e.g., color of a flower or number of limbs at birth) from the parents of the plant or animal.
4.4-5 PS1.A: The weight of an object is a measure of how strongly it is pulled down toward the ground by gravity. A spring scale can measure the pulling force.
4.4-5 PS1.A.1: Use a spring scale to measure the weights of several objects accurately. Explain that the weight of an object is a measure of the force of gravity on the object. Record the measurements in a table.
4.4-5 PS1.B: The relative speed of two objects can be determined in two ways: (1) If two objects travel for the same amount of time, the object that has traveled the greatest distance is the fastest. (2) If two objects travel the same distance, the object that takes the least time to travel the distance is the fastest.
4.4-5 PS1.B.1: Measure the distance that an object travels in a given interval of time and compare it with the distance that another object moved in the same interval of time to determine which is fastest.
4.4-5 PS1.B.2: Measure the time it takes two objects to travel the same distance and determine which is fastest.
4.4-5 PS3.A: Energy has many forms, such as heat, light, sound, motion, and electricity.
4.4-5 PS3.A.1: Identify different forms of energy (e.g., heat, light, sound, motion, electricity) in a system.
4.4-5 PS3.B: Energy can be transferred from one place to another.
4.4-5 PS3.B.1: Draw and label diagrams showing several ways that energy can be transferred from one place to another (e.g., sound energy passing through air, electrical energy through a wire, heat energy conducted through a frying pan, light energy through space).
4.4-5 PS3.C: Heat energy can be generated a number of ways and can move (transfer) from one place to another. Heat energy is transferred from warmer things to colder things.
4.4-5 PS3.C.2: Give examples of two different ways that heat energy can move from one place to another, and explain which direction the heat moves (e.g., when placing a pot on the stove, heat moves from the hot burner to the cooler pot).
4.4-5 PS3.E: Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound, and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass.
4.4-5 PS3.E.1: Connect wires to produce a complete circuit involving a battery and at least one other electrical component to produce observable change (e.g., light a bulb, sound a buzzer, and make a bell ring).
4.4-5 PS3.E.2: Repair an electric circuit by completing a closed loop.
4.4-5 PS3.E.3: Describe how electrical energy is transferred from one place to another, and how it is transformed from electrical energy to different kinds of energy in the circuit above.
Correlation last revised: 1/20/2017