GA--Standards of Excellence
S5E1.a: Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).
S5E1.b: Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.
S5P1.b: Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
S5P1.c: Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).
S5P2.b: Design a complete, simple electric circuit, and explain all necessary components.
S5P2.c: Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.
S5L2.b: Ask questions to compare and contrast inherited and acquired physical traits.
S5L3.a: Gather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification.
S5L3.b: Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).
S5L3.c: Construct an explanation that differentiates between the structure of plant and animal cells.
S5L4.b: Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.
Correlation last revised: 9/16/2020