P: Physical Sciences

P.1: Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept:

P.1.a: Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs.

Circuit Builder
Circuit Builder

P.1.e: Students know electrically charged objects attract or repel each other.

Charge Launcher
Charge Launcher

P.1.f: Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.

Magnetism
Magnetism

P.1.g: Students know electrical energy can be converted to heat, light, and motion.

Energy Conversions
Radiation
Energy Conversions
Radiation

L: Life Sciences

L.2: All organisms need energy and matter to live and grow. As a basis for understanding this concept:

L.2.a: Students know plants are the primary source of matter and energy entering most food chains.

Forest Ecosystem
Prairie Ecosystem
Forest Ecosystem
Prairie Ecosystem

L.2.b: Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

Forest Ecosystem
Prairie Ecosystem
Forest Ecosystem
Prairie Ecosystem

L.2.c: Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

Forest Ecosystem
Forest Ecosystem

L.3: Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:

L.3.a: Students know ecosystems can be characterized by their living and nonliving components.

Pond Ecosystem
Pond Ecosystem

E: Earth Sciences

E.4: The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept:

E.4.a: Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

Rock Cycle
Rock Cycle

E.4.b: Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.

Mineral Identification
Mineral Identification

E.5: Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:

E.5.a: Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

Rock Cycle
Rock Cycle

I: Investigation and Experimentation

I.6: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

I.6.b: Measure and estimate the weight, length, or volume of objects.

Measuring Trees
Weight and Mass

I.6.d: Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.

Effect of Environment on New Life Form
Growing Plants
Pendulum Clock

I.6.e: Construct and interpret graphs from measurements.

Graphing Skills

I.6.f: Follow a set of written instructions for a scientific investigation.

Pendulum Clock