Program of Studies
1.1.SC-P-STM-U-2: tools such as thermometers, magnifiers, rulers and balances can give more information about objects than can be obtained by just making observations.
1.1.SC-P-STM-U-4: water can be a liquid, solid, or gas and can go back and forth from one form to another.
1.2.SC-P-STM-S-1: use senses to observe and describe properties of material objects (color, size, shape, texture, flexibility, magnetism)
1.2.SC-P-STM-S-2: use appropriate tools (e.g., balance, metric ruler, thermometer, graduated cylinder) to measure and record length, width, volume, temperature and mass of material objects and to answer questions about objects and materials
1.2.SC-P-STM-S-3: investigate the physical properties of water as a solid, liquid and gas
1.2.SC-P-STM-S-4: classify water and other matter using one or more physical properties
2.1.SC-P-MF-U-2: forces (pushes or pulls) can cause objects to start moving, go faster, slow down, or change the direction they are going.
2.1.SC-P-MF-U-5: magnetism is a force that can make some things move without touching them.
2.2.SC-P-MF-S-2: observe and describe (e.g., using words, pictures, graphs) the change in position over time (motion) of an object
2.2.SC-P-MF-S-3: make qualitative (e.g., hard, soft, fast, slow) descriptions of pushes/pulls and motion
2.2.SC-P-MF-S-4: use tools (e.g., timer, meter stick, balance) to collect data about the position and motion of objects in order to predict changes resulting from pushes and pulls
2.2.SC-P-MF-S-6: observe interactions of magnets with other magnets and with other matter (e.g., magnets have a force that can make some things move without touching them; larger size of a magnet does not have to mean it has greater force) in order to make generalizations about the behavior of magnets
2.2.SC-P-MF-S-7: use standard units of measurement (e.g., meters, inches, seconds) during investigations to evaluate/compare results
2.2.SC-P-MF-S-8: ask questions about motion, magnetism and sound and use a variety of print and non-print sources to gather and synthesize information
3.1.SC-P-EU-U-3: the sun, moon and stars appear to move slowly across the sky at different speeds and we can see patterns in their movement with careful observation.
3.1.SC-P-EU-U-4: the sun can only be seen in the daytime. The moon can sometimes be seen during the day and sometimes be seen at night and its shape changes in a predictable pattern.
3.1.SC-P-EU-U-5: observable interactions of the sun, moon and the Earth can be used to identify the apparent pattern of their movement.
3.2.SC-P-EU-S-1: use senses and scientific tools (e.g., hand lens/magnifier, metric ruler, balance, etc.) to observe, describe and classify earth materials (solid rocks, soils, water and air) using their physical properties
3.2.SC-P-EU-S-5: observe the locations and real or apparent movements of the sun and the moon
3.2.SC-P-EU-S-6: investigate evidence of interaction between the sun and the Earth (e.g., shadows, position of sun relative to horizon) to support inferences about movements in the Earth/Sun system
4.1.SC-P-UD-U-1: most living things need water, food and air, while nonliving things can continue to exist without any requirements.
4.1.SC-P-UD-U-4: the offspring all living things are very much like their parents, but not exactly alike.
4.1.SC-P-UD-U-5: organisms may not be able to survive if some of their parts are missing.
4.2.SC-P-UD-S-1: describe the basic needs of organisms and explain how these survival needs can be met only in certain environments
4.2.SC-P-UD-S-3: investigate adaptations that enable animals and plants to grow, reproduce and survive (e.g., movements, body coverings, method of reproduction)
4.2.SC-P-UD-S-5: use scientific tools (e.g., hand lens/magnifier, metric ruler, balance) to observe and make comparisons of organisms; and to classify organisms using one or more of their external characteristics (e.g., body coverings, body structures)
4.2.SC-P-UD-S-6: analyze and compare a variety of plant and animal life cycles in order to uncover patterns of growth, development, reproduction and death of an organism
6.1.SC-P-ET-U-2: almost all kinds of food that animals eat can be traced back to plants. Food chains/webs are useful models of these relationships.
6.1.SC-P-ET-U-4: light can be observed to determine how it travels and how it interacts with different materials (e.g. reflects, is absorbed, passes through).
6.1.SC-P-ET-U-5: electricity can only flow when it has a closed path (circuit) to follow. Closed electric circuits can produce light and sound.
6.2.SC-P-ET-S-1: identify examples and sources of energy
6.2.SC-P-ET-S-3: observe, illustrate and explain basic relationships of plants and animals in an ecosystem (e.g., use simple food chains and webs to explain how plants and animals get food/energy to live and grow)
6.2.SC-P-ET-S-5: demonstrate open and closed circuits using batteries, bulbs and wires and analyze models of basic electrical circuits in order to determine whether a simple circuit is open or closed
6.2.SC-P-ET-S-7: explore a variety of models (e.g., food chains, webs, circuit diagrams) to infer whether the representation is complete or only part of the actual event/object
7.2.SC-P-I-S-1: identify the characteristics of an ecosystem
7.2.SC-P-I-S-2: observe, document and explain how organisms depend on their environments
7.2.SC-P-I-S-4: describe how changes in an environment might affect plants' and animals' ability to survive
7.2.SC-P-I-S-5: ask questions that can be explored using a variety of appropriate print and non-print resources (e.g., why certain plants can not survive in a particular area; why some animals are endangered or extinct; why some areas are 'protected')
Correlation last revised: 10/24/2009