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 Science Framework (CA Dept. of Education)
91 differences in sand (e.g., size, color, shape, and composition) by using sand collec tions that may be obtained from various sources, including family and friends. The differences result from the variety of rock sources from which the sand has come, the weathering proces...
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91 differences in sand (e.g., size, color, shape, and composition) by using sand collec tions that may be obtained from various sources, including family and friends. The differences result from the variety of rock sources from which the sand has come, the weathering processes to which the rock has been subjected, and the complete ness of the weathering (i.e., how long the rock has been subjected to weathering). Students should attempt to identify any minerals or rocks that would indicate the kinds
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http://www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=75
www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=75
65 all the air is removed from the bottle before tightly capping it and placing it in a freezer. The expansion of water as it freezes will deform the bottle and possibly even split it. 5. c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, <span class="highlight">sand</span>, silt, and mud in other places (weathering, transport, and deposition). Weathering produces pebbles, <span class="highlight">sand</span>, silt, and mud. Erosion and transportation move the products of
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http://www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=99
www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=99
pieces by mechanical and chemical weathering and the removal of rock and soil by erosion. Water is the primary agent in shaping California’s landscape. Surface water flow, glaciers, wind, and ocean waves have all been and continue to be active throughout California and the rest of the world in shaping landscapes. A “stream table” may be used to demonstrate the effectiveness of running water as an erosion agent. Stream tables can be easily made from plastic bins or dishpans filled with <span class="highlight">sand</span> or gravel. The
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http://www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=100
www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf#page=100
91 differences in <span class="highlight">sand</span> (e.g., size, color, shape, and composition) by using <span class="highlight">sand</span> collec­ tions that may be obtained from various sources, including family and friends. The differences result from the variety of rock sources from which the <span class="highlight">sand</span> has come, the weathering processes to which the rock has been subjected, and the complete­ ness of the weathering (i.e., how long the rock has been subjected to weathering). Students should attempt to identify any minerals or rocks that would indicate the kinds
Scholastic: Straight to the Pole Lesson Plan
Overview Children and adults alike will connect to Straight to the Pole with parental tales of "When I was your age..." Students enjoy watching the "glacier" melt, and how it effects the sand. Objective Students will "define and locate the North and South Poles...
2006 Science and Technology/Engineering Curriculum Framework
to demonstrate how silica from sand is used to make glass. (T/E 2.2) 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Acquire a collection of minerals that include...
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to demonstrate how silica from sand is used to make glass. (T/E 2.2) 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Acquire a collection of minerals that includes (a) duplicates of the same mineral, somewhat different in appearance (size, shape, exact color) and (b) samples of minerals that look similar but are actually different. Examine minerals using a hand
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=34
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=34
to demonstrate how silica from <span class="highlight">sand</span> is used to make glass. (T/E 2.2) 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Acquire a collection of minerals that includes (a) duplicates of the same mineral, somewhat different in appearance (size, shape, exact color) and (b) samples of minerals that look similar but are actually different. Examine minerals using a hand
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=37
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=37
vegetation on erosion, put soil in two shallow rectangular baking pans. Cover one pan with a layer of sod. Elevate one end of each pan. Compare and discuss the erosion caused by equal amounts of water running down each slope. Identify one manmade attribute that slows the erosion process (e.g., hay bales used at a construction site, silt fence protecting <span class="highlight">sand</span> dunes) and one attribute that accelerates it (e.g., paving a parking lot, cutting trees). Relate these to natural systems. (T/E 2.1, 2.4) The
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
(T/E 1.1, 2.3) 2. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Design several stations, each of which demonstrates a state of matter (e.g., water table, balloon and fan table, <span class="highlight">sand</span> and block table). Using given insulating materials, try to keep an ice cube from melting. (T/E 1.1) 3. Describe how water can be changed from one state to another by adding or taking away heat. Do simple investigations to observe evaporation
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=123
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=123
Technology/Engineering standards. Technology/Engineering standards for grades PreK–2 can be found on page 85; for grades 3–5, they can be found on page 86. Earth and Space Science Grades PreK–2, page 25 Standard #1 • Use a hand lens to observe and describe the components and properties of a sample of soil (e.g., color, texture, presence or absence of clumps). Extend the examination to moist topsoil. • For grades 1–2, conduct the experiment above with thoroughly wet soil and <span class="highlight">sand</span>. Observe again after
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=124
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=124
Earth and Space Science (cont.) Grades 3–5, pages 26–29 Standard #1 • Observe and describe the differences between quartz and mica. • With a hand lens, examine a sample of coarse <span class="highlight">sand</span> containing many kinds of grains. Also examine a collection of local rocks. Observe that rocks usually contain grains of many different minerals and that <span class="highlight">sand</span> grains can be pure minerals (e.g., quartz, mica). • Show examples of items made from minerals (e.g., jewelry, aluminum foil, cans, glass bottles). • Visit a
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=129
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=129
Life Science (Biology) (cont.) Grades 6–8, pages 51–53 (cont.) Standard #17 • Research natural and human-caused changes in some of the large-scale ecosystems (biomes) on earth. • Use computer simulations to model the growth of plants on a plot of land, or a <span class="highlight">sand</span> dune, or after a volcanic eruption. • Review the data (on websites) gathered by scientists who are conducting long-term ecological research. How are they monitoring rising sea levels? • Observe seasonal movement of barrier beaches. Compare
Microsoft Word - bio1.doc
Voluntary State Curriculum - Biology April 19, 2007 Biology VSC 40 d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding. e. Describe ways in which changes in environmental conditions can affect the survival of individual...
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Voluntary State Curriculum - Biology April 19, 2007 Biology VSC 40 d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding. e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. f. Describe how sediments of sand and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together
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http://mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=40
mdk12.org/share/hsvsc/source/VSC_biology_hs.pdf#page=40
Voluntary State Curriculum - Biology April 19, 2007 Biology VSC 40 d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding. e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species. f. Describe how sediments of <span class="highlight">sand</span> and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together
Science Curriculum Framework
earthquake Sand A sedimentary material finer than a granule and courser than silt, with grains between 0.06 mm and 2.0 mm in diameter Scatter plot A graph with one point for each item being measured Scavenger An animal that feeds on the bodies of dead organisms Sedimentary rocks Rock formed i...
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earthquake Sand A sedimentary material finer than a granule and courser than silt, with grains between 0.06 mm and 2.0 mm in diameter Scatter plot A graph with one point for each item being measured Scavenger An animal that feeds on the bodies of dead organisms Sedimentary rocks Rock formed in layers from sediment Seismograph Instrument which detects and records earthquakes Selective breeding The process of selecting a few organisms with desired traits to serve as parents of the next generation Series
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=15
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=15
procedures, equipment, and technology. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Properties of the Earth ESS.8.K.1 Identify various characteristics of Earth’s surface ESS.8.1.1 Identify the features of major landforms ESS.8.2.1 Conduct investigations to distinguish among the following components of soil: • clay • <span class="highlight">sand</span> • silt
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http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=55
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=55
earthquake <span class="highlight">Sand</span> A sedimentary material finer than a granule and courser than silt, with grains between 0.06 mm and 2.0 mm in diameter Scatter plot A graph with one point for each item being measured Scavenger An animal that feeds on the bodies of dead organisms Sedimentary rocks Rock formed in layers from sediment Seismograph Instrument which detects and records earthquakes Selective breeding The process of selecting a few organisms with desired traits to serve as parents of the next generation Series
Science Content Standards - Curriculum Frameworks (CA Dept of Education)
rocks to break down into smaller pieces. c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). 12 California Department of Educati...
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rocks to break down into smaller pieces. c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). 12 California Department of Education Reposted June 11, 2009
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=21
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=21
rocks to break down into smaller pieces. c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, <span class="highlight">sand</span>, silt, and mud in other places (weathering, transport, and deposition). 12 California Department of Education Reposted June 11, 2009
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=28
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=28
beaches are dynamic systems in which the <span class="highlight">sand</span> is supplied by rivers and moved along the coast by the action of waves. d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats. Heat (Thermal Energy) (Physical Sciences) 3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept: a. Students know energy can be carried from one place to another by
Science.qxd
Revised 2004 41 Grade 3 Curriculum 2.04 Identify the basic components of soil: • Sand. • Clay. • Humus. 2.05 Determine how composting can be used to recycle discarded plant and animal material. 2.06 Determine the relationship between heat and decaying plant matter in a compos...
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Revised 2004 41 Grade 3 Curriculum 2.04 Identify the basic components of soil: • Sand. • Clay. • Humus. 2.05 Determine how composting can be used to recycle discarded plant and animal material. 2.06 Determine the relationship between heat and decaying plant matter in a compost pile. COMPETENCY GOAL 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system. Objectives: 3.01 Observe that light travels in a straight line until it strikes
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=44
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=44
Revised 2004 41 Grade 3 Curriculum 2.04 Identify the basic components of soil: • <span class="highlight">Sand</span>. • Clay. • Humus. 2.05 Determine how composting can be used to recycle discarded plant and animal material. 2.06 Determine the relationship between heat and decaying plant matter in a compost pile. COMPETENCY GOAL 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system. Objectives: 3.01 Observe that light travels in a straight line until it strikes
Massachusetts History and Social Science Curriculum Framework: August 2003
Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. John...
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Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. Johnson, Paul. Modern Times: The World from the Twenties to the Nineties, rev. ed. New York: HarperPerennial, 1992. Karsh, Efraim and Karsh, Inari. Empires of the Sand: The Struggle for Mastery in the Middle East, 1789–1923
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=104
www.doe.mass.edu/frameworks/hss/final.pdf#page=104
Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. Johnson, Paul. Modern Times: The World from the Twenties to the Nineties, rev. ed. New York: HarperPerennial, 1992. Karsh, Efraim and Karsh, Inari. Empires of the <span class="highlight">Sand</span>: The Struggle for Mastery in the Middle East, 1789–1923
Illinois Science assessment Framework
earthquakes. 12.7.79 Understand that the theory of plate tectonics explains the formation and movement of the earth's plates. Understand that the similar contours of the continents, seafloor spreading, and the location of frequent earthquakes and volcanoes provide evidence for plate tectonics. 12.4....
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earthquakes. 12.7.79 Understand that the theory of plate tectonics explains the formation and movement of the earth's plates. Understand that the similar contours of the continents, seafloor spreading, and the location of frequent earthquakes and volcanoes provide evidence for plate tectonics. 12.4.36 Understand that the main cause of erosion is moving water. Understand that when water erodes landmasses, it carries the land away by rainfall and rivers and re-deposits it in the form of pebbles, sand, silt, and
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http://www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=18
www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=18
earthquakes. 12.7.79 Understand that the theory of plate tectonics explains the formation and movement of the earth's plates. Understand that the similar contours of the continents, seafloor spreading, and the location of frequent earthquakes and volcanoes provide evidence for plate tectonics. 12.4.36 Understand that the main cause of erosion is moving water. Understand that when water erodes landmasses, it carries the land away by rainfall and rivers and re-deposits it in the form of pebbles, <span class="highlight">sand</span>, silt, and
Voluntary State Curriculum - Science Grades PreK - 3
observable properties. a. Classify objects according to selected properties. b. Provide reasons for placing the objects into one group or another. c. Compare classifications with those of others. 2. Identify and describe structures of objects too small to be seen clearly with the unaided eye. a....
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observable properties. a. Classify objects according to selected properties. b. Provide reasons for placing the objects into one group or another. c. Compare classifications with those of others. 2. Identify and describe structures of objects too small to be seen clearly with the unaided eye. a. Identify and describe minute objects, such as grains of sand and crystals of salt after examining these with a magnifying instrument. b. Identify and describe the minute features of objects
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http://mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=12
mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=12
observable properties. a. Classify objects according to selected properties. b. Provide reasons for placing the objects into one group or another. c. Compare classifications with those of others. 2. Identify and describe structures of objects too small to be seen clearly with the unaided eye. a. Identify and describe minute objects, such as grains of <span class="highlight">sand</span> and crystals of salt after examining these with a magnifying instrument. b. Identify and describe the minute features of objects
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