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 Standard Five: Earths Dynamic Systems AS OF 5-9-05
Water can exist as a solid, liquid or gas and in different forms such as rain, snow and ice. 3. Sand, clay and humus have distinct physical properties and are components of soils. 4. A soil’s composition varies from environment to environment. 5. Soil type can be identified by test...
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Water can exist as a solid, liquid or gas and in different forms such as rain, snow and ice. 3. Sand, clay and humus have distinct physical properties and are components of soils. 4. A soil’s composition varies from environment to environment. 5. Soil type can be identified by testing for grain size and composition. 6. Rocks are natural combinations of minerals. Minerals can be classified according to their physical properties (i.e., luster, color and hardness). 1. Water exists in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=2
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Water can exist as a solid, liquid or gas and in different forms such as rain, snow and ice. 3. <span class="highlight">Sand</span>, clay and humus have distinct physical properties and are components of soils. 4. A soil’s composition varies from environment to environment. 5. Soil type can be identified by testing for grain size and composition. 6. Rocks are natural combinations of minerals. Minerals can be classified according to their physical properties (i.e., luster, color and hardness). 1. Water exists in
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=7
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
<span class="highlight">sand</span>, water) using the senses. Sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. Enduring Understanding: Earth’s systems can be broken down into individual components which have observable measurable properties. Identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=11
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Building upon the K-3 expectations, all students in Grade 4 will be able to: Building upon the K-4 expectations, all students in Grade 5 will be able to: Enduring Understanding: Earth’s systems can be broken down into individual components which have observable measurable properties. Examine materials that compose soil (i.e., <span class="highlight">sand</span>, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to
Microsoft Word - Math GLE K-8 8-08.doc
more/less) • Describe and compare the mass/weight of two objects (e.g., light/ heavy) • Fill containers using nonstandard units (e.g., water, sand, centimeter cubes) • Talk about the days of the week and the days of the month during calendar time • Recognize coins differen...
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more/less) • Describe and compare the mass/weight of two objects (e.g., light/ heavy) • Fill containers using nonstandard units (e.g., water, sand, centimeter cubes) • Talk about the days of the week and the days of the month during calendar time • Recognize coins different tool as the unit of measure each time— decide which one is the “best” for the task • Cover up or “fill in” a design using manipulatives (e.g., pattern blocks, color tiles) • Fill up containers and estimate which container
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
more/less) • Describe and compare the mass/weight of two objects (e.g., light/ heavy) • Fill containers using nonstandard units (e.g., water, <span class="highlight">sand</span>, centimeter cubes) • Talk about the days of the week and the days of the month during calendar time • Recognize coins different tool as the unit of measure each time— decide which one is the “best” for the task • Cover up or “fill in” a design using manipulatives (e.g., pattern blocks, color tiles) • Fill up containers and estimate which container
Science Standard 2: Materials and Their Properties
Describe the arrangement, spacing and energy in each state. Distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not a...
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Describe the arrangement, spacing and energy in each state. Distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. Enduring Understanding: The structures of materials determine their properties.. Conduct simple investigations in which a variety of materials (sand
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard2.pdf#page=12
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Describe the arrangement, spacing and energy in each state. Distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. Enduring Understanding: The structures of materials determine their properties.. Conduct simple investigations in which a variety of materials (<span class="highlight">sand</span>
Standard One: 2/9/05
Standard 5: Observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. Sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities...
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Standard 5: Observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. Sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. Use a hand lens (magnifier) to inspect a variety of earth materials and demonstrate through discussion or drawings how the lens extends the sense of sight. Also in Standard 6: Observe and
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=9
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
use the data to summarize the results. Demonstrate that when the pushes and pulls acting on an object are balanced, the object will not move. Investigate the conditions necessary for objects to balance. Describe how the object was made to balance. Also in Standard 5: Observe and identify basic components of soil. Use the senses to observe and then describe the physical properties of soil components. Conduct simple tests to identify the three basic components of soil (<span class="highlight">sand</span>, clay, humus
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Standard 5: Observe and describe the properties of a variety of earth materials (i.e., rock, soil, <span class="highlight">sand</span>, water) using the senses. Sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. Use a hand lens (magnifier) to inspect a variety of earth materials and demonstrate through discussion or drawings how the lens extends the sense of sight. Also in Standard 6: Observe and
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance relationship between the Sun and Moon. Explain why the Sun and Moon appear to be similar in size when observed in the sky. Research and develop a short report on one of the planets in the Solar System. Compare the information learned in the reports. Also in Standard 5: Examine materials that compose soil (i.e., <span class="highlight">sand</span>, clay, humus, gravel, water) and describe these on the basis of their
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard1.pdf#page=25
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
materials. Use density to predict whether an object will sink or float in water. Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density. Use physical properties to distinguish and separate one substance or material from another. Also in Standard 2: Conduct simple investigations in which a variety of materials (<span class="highlight">sand</span>, water, light colored materials, dark colored materials) are exposed to light and heat energy. Measure the change in
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