I.1.a: Differentiate between chemical and physical properties.
I.1.b: Classify substances based on their chemical and physical properties (e.g., reacts with water, does not react with water, flammable or nonflammable, hard or soft, flexible or nonflexible, evaporates or melts at room temperature).
I.2.a: Identify observable evidence of a physical change (e.g., change in shape, size, phase).
I.2.b: Identify observable evidence of a chemical change (e.g., color change, heat or light given off, change in odor, gas given off).
I.2.c: Observe and describe chemical reactions involving atmospheric oxygen (e.g., rust, fire, respiration, photosynthesis).
I.3.a: Identify the kinds of energy (e.g., heat, light, sound) given off or taken in when a substance undergoes a chemical or physical change.
I.3.e: Plan and conduct an experiment, and report the effect of adding or removing energy on the chemical and physical changes.
I.4.b: Cite examples of common significant chemical reactions (e.g., photosynthesis, respiration, combustion, rusting) in daily life.
I.4.c: Demonstrate that mass is conserved in a chemical reaction (e.g., mix two solutions that result in a color change or formation of a precipitate and weigh the solutions before and after mixing).
II.1.a: Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials.
II.1.c: Trace the path of energy from the sun to mechanical energy in an organism (e.g., sunlight - light energy to plants by photosynthesis to sugars - stored chemical energy to respiration in muscle cell - usable chemical energy to muscle contraction- mechanical energy).
II.2.a: Categorize the relationships between organisms (i.e., producer/consumer, predator/prey, mutualism, parasitism) and provide examples of each.
II.2.b: Use models to trace the flow of energy in food chains and food webs.
II.2.c: Formulate and test a hypothesis on the effects of air, temperature, water, or light on plants (e.g., seed germination, growth rates, seasonal adaptations).
II.3.a: Describe specific examples of how humans have changed the capacity of an environment to support specific life forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid rain damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel populations, suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).
III.1.c: Categorize rock samples as sedimentary, metamorphic, or igneous.
III.2.b: Describe the role of energy in the processes that change rock materials over time.
III.4.e: Model how small changes over time add up to major changes to Earth’s surface.
IV.1.b: Compare the transfer of energy (i.e., sound, light, earthquake waves, heat) through various mediums.
IV.1.d: Compare the transfer of heat by conduction, convection, and radiation and provide examples of each.
IV.1.e: Demonstrate how white light can be separated into the visible color spectrum.
IV.2.b: Cite examples of how Earth’s gravitational force on an object depends upon the mass of the object.
IV.2.c: Describe how Earth’s gravitational force on an object depends upon the distance of the object from Earth.
IV.3.a: Calculate the mechanical advantage created by a lever.
IV.3.b: Engineer a device that uses levers or inclined planes to create a mechanical advantage.
IV.4.a: Analyze the cyclic nature of potential and kinetic energy (e.g., a bouncing ball, a pendulum).
IV.4.b: Trace the conversion of energy from one form of energy to another (e.g., light to chemical to mechanical).
Correlation last revised: 3/1/2018