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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=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
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
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
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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...
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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
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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
Microsoft Word - sci_standards_Aug07b.docsci_standards_Aug07b.pdf
a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, 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...
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a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, 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, sand, soil, water) from his/her surroundings to observe and classify the samples’ by their colors, textures, and other
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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
Microsoft Word - sci_standards_Aug07_34.docsci_standards_Aug07_34.pdf
a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, 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...
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a variety of earth materials in his/her environment. 2. experiments with a variety of soil types (clay, silt, sand, 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, sand, soil, water) from his/her surroundings to observe and classify the samples’ by their colors, textures, and other
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http://www.ksde.org/LinkClick.aspx?fileticket=CPIScNxeiRE%3d&tabid=144&mid=8019&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=CPIScNxeiRE%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
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
Microsoft Word - ssstd2.docssstd2.pdf
early freeze kills plants). • Mound soil or sand in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for...
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early freeze kills plants). • Mound soil or sand in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for a walk outside and look for signs of weathering. (1) See also: HB4I3 • Use plants in milk cartons to observe and record the effects of watering, not watering, and over watering. (1) See also: HB4I3 Teacher Notes:
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=13
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
early freeze kills plants). • Mound soil or <span class="highlight">sand</span> in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for a walk outside and look for signs of weathering. (1) See also: HB4I3 • Use plants in milk cartons to observe and record the effects of watering, not watering, and over watering. (1) See also: HB4I3 Teacher Notes:
Microsoft Word - Content Area Reading Middle School.doc
88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of sand heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ship...
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88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of sand heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ships load and unload their ships F. a sheltered place where ships load and load their ships G. a narrow waterway that connects two larger bodies of water H. A natural or artificial lake used to store water I
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=88
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
88 MAGIC SQUARES A. Land made of silt left behind as a river drains into a larger body of water. B. a mound, hill or ridge of <span class="highlight">sand</span> heaped up by the wind C. a narrow strip of land that connects two larger bodies of water D. a smaller river that flows into a larger river E. a place where ships load and unload their ships F. a sheltered place where ships load and load their ships G. a narrow waterway that connects two larger bodies of water H. A natural or artificial lake used to store water I
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think beyond movement as the defining characteristic of life and recognize characteristics of living things with eating, breathing, and reproducing. Earth Science: Solid Earth Early learners are naturally curious about the objects in their environment – soil, rocks, water, sand, r...
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think beyond movement as the defining characteristic of life and recognize characteristics of living things with eating, breathing, and reproducing. Earth Science: Solid Earth Early learners are naturally curious about the objects in their environment – soil, rocks, water, sand, rain, snow, and so on. Kindergarteners enter school with an idea that the Earth is made up of soil, rocks, pebbles, sand, water, and living things. They should be encouraged to closely observe materials found on Earth and begin to
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=6
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
think beyond movement as the defining characteristic of life and recognize characteristics of living things with eating, breathing, and reproducing. Earth Science: Solid Earth Early learners are naturally curious about the objects in their environment – soil, rocks, water, <span class="highlight">sand</span>, rain, snow, and so on. Kindergarteners enter school with an idea that the Earth is made up of soil, rocks, pebbles, <span class="highlight">sand</span>, water, and living things. They should be encouraged to closely observe materials found on Earth and begin to
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=10
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
how those properties make materials useful. Understand gradual and rapid changes in Earth materials and features of the surface of Earth. Understand magnetic properties of Earth. E.SE.E.1 Earth Materials- Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life. E.SE.00.11 Identify Earth materials that occur in nature (<span class="highlight">sand</span>, rocks, soil
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=38
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
clay, boulder, gravel, <span class="highlight">sand</span>, soil, water, and air). * E.SE.03.14 Recognize that rocks are made up of minerals. E.SE.E.2 Surface Changes- The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering; and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. E.SE.03.22 Identify and describe natural causes of change in the
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