|
Education
Web
 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...
1
0
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
34
0
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
37
0
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
72
0
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
123
0
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
124
0
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
129
0
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 - South Dakota Science 2005.rtf
10 Kindergarten Earth/Space Science Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze the various structures and processes of the Earth system. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) K.E.1.1. Students are able to describe simple...
1
0
10 Kindergarten Earth/Space Science Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze the various structures and processes of the Earth system. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) K.E.1.1. Students are able to describe simple Earth patterns in daily life. Examples: weather observations, seasons, night and day #0;9 Explore rocks, sand, water, and soil. Examples of tools and materials to use include sand and water table
19
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=19
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
snails, insects, worms, rocks/<span class="highlight">sand</span>, sea shells, etc.). Example: Use magazines or pictures to group things into living and non-living. #0;9 Students are able to discuss the basic needs of plants and animals. Example: Demonstrate what happens to plants after a week or two of not watering. #0;9 Students are able to compare size and shape of living things. Example: Gather and sort a variety of leaves from local trees and plants. Example: Order a variety of mammals from smallest to largest (mouse
21
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=21
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
10 Kindergarten Earth/Space Science Grade Standards, Supporting Skills, and Examples Indicator 1: Analyze the various structures and processes of the Earth system. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) K.E.1.1. Students are able to describe simple Earth patterns in daily life. Examples: weather observations, seasons, night and day #0;9 Explore rocks, <span class="highlight">sand</span>, water, and soil. Examples of tools and materials to use include <span class="highlight">sand</span> and water table
26
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=26
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Example: Use film canisters filled with various materials such as pennies, <span class="highlight">sand</span>, yarn, popcorn, washers. Students order the canisters from lightest to heaviest. (Application) 1.P.1.3. Students are able to predict how common materials interact with water. • Floating/sinking Example: Use items to float/sink: clay, wood, cork, pencils, crayons, coins, cotton balls, etc. #0;9 Soluble/nonsoluble Example: Try to dissolve or mix salt, sugar, toothpaste, oil, etc. in water. Indicator 2: Analyze forces
29
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=29
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
18 First Grade Life Science Grade Standards, Supporting Skills, and Examples Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 1.L.1.1. Students are able to discover life needs of green plants. • Grow plants using variables such as sunlight/no sunlight, soil/no soil, <span class="highlight">sand</span> or rock. (Knowledge) 1.L.1.2. Students are able to identify the parts
36
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=36
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Examples: Separate trail mix, rocks and <span class="highlight">sand</span>, types of beans. Indicator 2: Analyze forces, their forms, and their effects on motions. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 2.P.2.1. Students are able to demonstrate how moving objects exhibit different types of motion. Examples: straight, circular, back and forth • Describe motions of common objects in terms of change in position or direction (e.g., up-down, left- right, fast- slow). • Describe how pushes
Microsoft Word - Grade 1.doc
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermome...
1
0
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermometers are placed in a sunny window. #0;90107.10.2 Predict and determine what happens over the course of a school day when containers of sand, soil and water with thermometers are placed in a shady
9
0
http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=9
www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=9
may occur when different materials are mixed. #0;90107.9.1 Classify solids according to their size, shape, color, texture, hardness, ability to change shape, magnetic attraction, whether they sink or float, and use. #0;90107.9.2 Compare liquids according to their color, ability to flow, solubility in water, and use. #0;90107.9.3 Investigate and describe the results of mixing different substances such as salt and pepper, water and <span class="highlight">sand</span>, water and oil, and water and salt. Grade 1
10
0
http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=10
www.state.tn.us/education/ci/sci/doc/SCI_Grade_1.pdf#page=10
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0107.10.1 Investigate the effect of the sun on land, water, and air. #0;90107.10.1 Predict and determine what happens over the course of a school day when containers of <span class="highlight">sand</span>, soil, and water with thermometers are placed in a sunny window. #0;90107.10.2 Predict and determine what happens over the course of a school day when containers of <span class="highlight">sand</span>, soil and water with thermometers are placed in a shady
science_pub2003
Vermont Department of Education (Science Grade Expectations) S106 Earth Materials and the Rock Cycle SPK-K:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Sorting and recognizing similarities and differences in a variety of rocks...
1
0
Vermont Department of Education (Science Grade Expectations) S106 Earth Materials and the Rock Cycle SPK-K:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Sorting and recognizing similarities and differences in a variety of rocks (from boulders to grains of sand). Science Concepts: a. Chunks of rocks come in many sizes and shapes, from boulders to grains of sand and even smaller. Earth Materials and the Rock Cycle S1-2:46
42
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=42
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
increases speed in a predictable pattern as it falls. d. Motion is predictable; projectile motion combines a uni- form horizontal motion and free-fall motion simultaneously. S9-12:20 Students demonstrate their understanding of Motion by… • Qualitatively analyzing how inertia affects the outcome in each of a series of situations (i.e., kicking a <span class="highlight">sand</span>-filled foot- ball, moving a bowl of soup quickly across the table). Science Concept: a. An object at rest or moving uniformly (in a straight line) will
60
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=60
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
b. All cells are enclosed in a membrane that allows materi- als to pass into and out of the cell. c. Most cells are microscopic. Survival of Organisms and Cells S3-4:30 Students demonstrate their understanding of Structure and Function–Survival Requirements by… • Identifying how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the <span class="highlight">sand</span> and grasses of its environment so that it will
107
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=107
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S106 Earth Materials and the Rock Cycle SPK-K:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Sorting and recognizing similarities and differences in a variety of rocks (from boulders to grains of <span class="highlight">sand</span>). Science Concepts: a. Chunks of rocks come in many sizes and shapes, from boulders to grains of <span class="highlight">sand</span> and even smaller. Earth Materials and the Rock Cycle S1-2:46
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
6 Grades 3-4 Common Vocabulary Grade 3 Content Vocabulary Grade 3 Tested Vocabulary Analyze Clay Analyze Compare Silt Basic needs Contrast Sand Characteristics Evidence Loam Critique Inquiry Evaluate Design Interpret Inquiry Earth materials Investigate Invent Environment Observes Pollution...
1
0
6 Grades 3-4 Common Vocabulary Grade 3 Content Vocabulary Grade 3 Tested Vocabulary Analyze Clay Analyze Compare Silt Basic needs Contrast Sand Characteristics Evidence Loam Critique Inquiry Evaluate Design Interpret Inquiry Earth materials Investigate Invent Environment Observes Pollution Equipment Organism Reduce Evaluate Properties Reuse Function Records Recycle Interpret Technology Soil Magnets, attract, repel Tools Survive Motion Predict humus Nutritional value Problem
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=35
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, <span class="highlight">sand</span>, and loam). 3. ▲ describes properties of water and process of the water cycle. 4. observes and records the properties of fossils and discusses what fossils are. The student… 1. a. brings in samples of earth materials (rocks, <span class="highlight">sand</span>, soil, water) from his/her surroundings to observe and classify the samples’ by their colors, textures, and other
2
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=49
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
indefinite shape. 2 a. separates <span class="highlight">sand</span>, iron filings, and salt using a magnet and water. b. observes properties of kitchen powders (baking soda, salt, sugar, flour). Mixes in various combinations, then identifies by properties. c. given a chemical formula, uses a periodic table to identify the number and type elements in a compound. 3 a. measures and graphs the boiling point temperatures for several different liquids. b. graphs the cooling curve of a freezing ice cream mixture. c
3
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=130
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
different structural characteristics. 3.1.2 ▲ compares basic needs of different organisms in their environment. 3.1.3 discusses ways organisms use their senses to survive in their environments. 4.1.1 ▲ collects, observes properties, and classifies a variety of earth materials in his/her environment. 4.1.2 experiments with a variety of soil types (clay, silt, <span class="highlight">sand</span>, and loam) 4.2.1 observes the moon and stars. 4.2.2 observes and compares the length of shadows. 4.2.3 ▲ discusses that the sun provides
4
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=131
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
6 Grades 3-4 Common Vocabulary Grade 3 Content Vocabulary Grade 3 Tested Vocabulary Analyze Clay Analyze Compare Silt Basic needs Contrast <span class="highlight">Sand</span> Characteristics Evidence Loam Critique Inquiry Evaluate Design Interpret Inquiry Earth materials Investigate Invent Environment Observes Pollution Equipment Organism Reduce Evaluate Properties Reuse Function Records Recycle Interpret Technology Soil Magnets, attract, repel Tools Survive Motion Predict humus Nutritional value Problem
5
0
http://www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&forcedownload=true#page=141
www.ksde.org/LinkClick.aspx?fileticket=YgH0PnTTzS4%3d&tabid=144&mid=8019&...
classifies a variety of earth materials in his/her environment. 2. The student experiments with a variety of soils types (clay, silt, <span class="highlight">sand</span>, and loam). Benchmark 2: The student will observe and describe objects in the sky. 1. The student observes the moon and stars. 2. The student observes and compares the length of shadows. 3. ▲ The student discusses that the sun provides light and heat (electromagnetic radiation) to maintain the temperature of the earth
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...
1
0
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
40
0
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
Microsoft Word - sci_std_Aug07_apx.docsci_std_Aug07_apx.pdf
6 7.1.1 recognizes that students participate in science inquiry by asking questions. (ties in with 1.1.1) Grades 3-4 Common Vocabulary Grade 3 Content Vocabulary Grade 3 Tested Vocabulary Analyze Clay Analyze Compare Silt Basic needs Contrast Sand Characteristics Evidence Loam Critique In...
1
0
6 7.1.1 recognizes that students participate in science inquiry by asking questions. (ties in with 1.1.1) Grades 3-4 Common Vocabulary Grade 3 Content Vocabulary Grade 3 Tested Vocabulary Analyze Clay Analyze Compare Silt Basic needs Contrast Sand Characteristics Evidence Loam Critique Inquiry Evaluate Design Interpret Inquiry Earth materials Investigate Invent Environment Observes Pollution Equipment Organism Reduce Evaluate Properties Reuse Function Records Recycle Interpret
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=8019&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=801...
different structural characteristics. 3.1.2 ▲ compares basic needs of different organisms in their environment. 3.1.3 discusses ways organisms use their senses to survive in their environments. 4.1.1 ▲ collects, observes properties, and classifies a variety of earth materials in his/her environment. 4.1.2 experiments with a variety of soil types (clay, silt, <span class="highlight">sand</span>, and loam) 4.2.1 observes the moon and stars. 4.2.2 observes and compares the length of shadows. 4.2.3 ▲ discusses that the sun provides
2
0
http://www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=8019&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=801...
6 7.1.1 recognizes that students participate in science inquiry by asking questions. (ties in with 1.1.1) Grades 3-4 Common Vocabulary Grade 3 Content Vocabulary Grade 3 Tested Vocabulary Analyze Clay Analyze Compare Silt Basic needs Contrast <span class="highlight">Sand</span> Characteristics Evidence Loam Critique Inquiry Evaluate Design Interpret Inquiry Earth materials Investigate Invent Environment Observes Pollution Equipment Organism Reduce Evaluate Properties Reuse Function Records Recycle Interpret
3
0
http://www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=8019&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=%2fDEQv8rMC1E%3d&tabid=144&mid=801...
classifies a variety of earth materials in his/her environment. 2. The student experiments with a variety of soils types (clay, silt, <span class="highlight">sand</span>, and loam). Benchmark 2: The student will observe and describe objects in the sky. 1. The student observes the moon and stars. 2. The student observes and compares the length of shadows. 3. ▲ The student discusses that the sun provides light and heat (electromagnetic radiation) to maintain the temperature of the earth
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...
1
0
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
2
0
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
7
0
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
11
0
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 - 06.029.0010.doc
properties (e.g., by size or by substance: rocks and sand, iron filings and sand, salt and sand); (e) grade 4 performance standards: (i) know that changes to matter may be chemical or physical, and when two or more substances are combined, a new substance may be formed with pr...
1
0
properties (e.g., by size or by substance: rocks and sand, iron filings and sand, salt and sand); (e) grade 4 performance standards: (i) know that changes to matter may be chemical or physical, and when two or more substances are combined, a new substance may be formed with properties that are different from those of the original substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda
3
0
http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=3
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=3
properties (e.g., by size or by substance: rocks and <span class="highlight">sand</span>, iron filings and <span class="highlight">sand</span>, salt and <span class="highlight">sand</span>); (e) grade 4 performance standards: (i) know that changes to matter may be chemical or physical, and when two or more substances are combined, a new substance may be formed with properties that are different from those of the original substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda
7
0
http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=7
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0010.pdf#page=7
arctic, rain forest); (c) grade 2 performance standards: (i) know that rocks have different shapes and sizes (e.g., boulders, pebbles, <span class="highlight">sand</span>) and that smaller rocks result from the breaking and weathering of larger rocks; (ii) understand that rocks are made of materials with distinct properties; (iii) know that soil is made up of weathered rock
null
materials that become soil. a. Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind). b. Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of material...
1
0
materials that become soil. a. Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind). b. Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials). c. Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in another area). d
33
0
http://www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=33
www.schools.utah.gov/curr/core/corepdf/Scie3-6.pdf#page=33
materials that become soil. a. Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind). b. Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials). c. Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving <span class="highlight">sand</span> in a playground area and depositing this <span class="highlight">sand</span> in another area). d
|
