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 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
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
CONTENts.PDF
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such...
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happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of sand and smaller
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of <span class="highlight">sand</span> and smaller
KINDERGARTEN
made. Mixtures and solutions can be separated (i.e., sand and marbles; or salt and water). 2. Sound is produced by vibrations (i.e., pitch and loudness). *3. Compare how sound travels through air, water, and/or solids. LIFE SCIENCE Grade 3 Standard 2: Characteristics and Basic Needs o...
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made. Mixtures and solutions can be separated (i.e., sand and marbles; or salt and water). 2. Sound is produced by vibrations (i.e., pitch and loudness). *3. Compare how sound travels through air, water, and/or solids. LIFE SCIENCE Grade 3 Standard 2: Characteristics and Basic Needs of Organisms and Environments - All living things have structures that enable them to function in unique and specific ways to obtain food, reproduce, and survive. The student will engage in investigations
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=10
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=10
made. Mixtures and solutions can be separated (i.e., <span class="highlight">sand</span> and marbles; or salt and water). 2. Sound is produced by vibrations (i.e., pitch and loudness). *3. Compare how sound travels through air, water, and/or solids. LIFE SCIENCE Grade 3 Standard 2: Characteristics and Basic Needs of Organisms and Environments - All living things have structures that enable them to function in unique and specific ways to obtain food, reproduce, and survive. The student will engage in investigations
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Earth Science: Earth Systems and Solid Earth Initially, the third grade students explore natural causes of change on the Earth’s surface, different types of Earth materials (rocks, minerals, clay, boulders, gravel, sand, and soil), and identify those materials used to construct common o...
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Earth Science: Earth Systems and Solid Earth Initially, the third grade students explore natural causes of change on the Earth’s surface, different types of Earth materials (rocks, minerals, clay, boulders, gravel, sand, and soil), and identify those materials used to construct common objects. The skills students need to understand and apply their scientific knowledge and develop an awareness of the effects of humans and other organisms on the environment are a primary focus in the third grade Earth
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=31
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
Earth Science: Earth Systems and Solid Earth Initially, the third grade students explore natural causes of change on the Earth’s surface, different types of Earth materials (rocks, minerals, clay, boulders, gravel, <span class="highlight">sand</span>, and soil), and identify those materials used to construct common objects. The skills students need to understand and apply their scientific knowledge and develop an awareness of the effects of humans and other organisms on the environment are a primary focus in the third grade Earth
Standard Five: Earths Dynamic Systems AS OF 5-9-05
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...
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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., sand, 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
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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 - ssstd7.docssstd7.pdf
(1860s - 1870s). Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (K) describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletio...
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(1860s - 1870s). Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (K) describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises). 2. (K) describes the United States government’s purpose for establishing frontier military forts in Kansas (e.g
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
(1860s - 1870s). Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (K) describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the <span class="highlight">Sand</span> Creek massacre, broken promises). 2. (K) describes the United States government’s purpose for establishing frontier military forts in Kansas (e.g
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