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 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...
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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
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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
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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
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...
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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
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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
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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...
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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
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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...
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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
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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
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...
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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
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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
2006 Science and Technology/Engineering Curriculum Framework
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 sand containing many kinds of grains. Also examine a collection of local rocks. Observe that...
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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 sand containing many kinds of grains. Also examine a collection of local rocks. Observe that rocks usually contain grains of many different minerals and that sand 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=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 - 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...
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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
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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
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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
Microsoft Word - earth and space science gses 4.0.doc
characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, ...
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characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, sand for the sand box). ESS1 (3-4)-6 Students demonstrate an understanding of properties of earth materials by… 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building
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http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20science%20gses%204.0.pdf#page=11
www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20sc...
characteristics lend themselves to specific uses No further targets for EK ESS1 at the 5-8 Grade Span ESS1 (K-2) –6 Students demonstrate an understanding of properties of earth materials by… 6a identifying which materials are best for different uses (e.g., soils for growing plants, <span class="highlight">sand</span> for the <span class="highlight">sand</span> box). ESS1 (3-4)-6 Students demonstrate an understanding of properties of earth materials by… 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building
Science Curriculum Framework
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 feature...
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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 • sand • silt
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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
Voluntary State Curriculum - Science Grades PreK - 3
locations and compare the properties of the samples. • Color • Texture • Reaction to water • Remains of living things c. Compare rocks, sand, soil and clay. d. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can...
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locations and compare the properties of the samples. • Color • Texture • Reaction to water • Remains of living things c. Compare rocks, sand, soil and clay. d. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change. • Changes caused by humans and other animals. • Changes caused by water, wind, etc. A. Materials and Processes That Shape A Planet . B. Earth History B. Earth History B. Earth History B
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http://mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=5
mdk12.org/share/vsc/vsc_science_grprek3.pdf#page=5
locations and compare the properties of the samples. • Color • Texture • Reaction to water • Remains of living things c. Compare rocks, <span class="highlight">sand</span>, soil and clay. d. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change. • Changes caused by humans and other animals. • Changes caused by water, wind, etc. A. Materials and Processes That Shape A Planet . B. Earth History B. Earth History B. Earth History B
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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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