LIVE FROM MARS - South Carolina Curriculum Standards

South Carolina Curriculum Standards

The STANDARDS CORRELATION chart suggests which South Carolina Curriculum Standards you can cover using LIVE FROM MARS in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in LIVE FROM MARS.

For additional South Carolina Curriculum Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM THE SUN/LIVE FROM THE AURORA

LIVE FROM A BLACK HOLE/LIVE FROM THE EDGE OF SPACE AND TIME

Elementary Standards: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade
Middle School Standards: Sixth Grade, Seventh Grade, Eighth Grade
High SchoolGrades 9-12

Kindergarten

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.
A. Process Skills
1. Observe
a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use(qualitative observations).	video hands-on online
2. Classify
a. Compare, sort and group concrete objects according to observable properties.	video hands-on online
b. Arrange objects in sequential order.	video hands-on online
3. Measure
a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).	video hands-on online
4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.	video hands-on online
B. Inquiry
1. Plan and conduct a simple investigation.
a. Ask a question about objects, organisms, and events in the environment that could start an investigation.	video hands-on online
b. Use simple equipment and to gather data and extend the senses.	video hands-on online

IV. Physical Science
Unit of Study:
Exploring Matter

2. Objects can be described by the properties of the materials from which they are made and those properties can be used to separate or sort a group of objects or materials.
b. Investigate how magnets affect some materials and have useful applications as a tool.	video hands-on online

First Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.
A. Process Skills
1. Observe
a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).	video hands-on online
2. Classify
a. Compare, sort and group concrete objects according to observable properties.	video hands-on online
b. Arrange objects in sequential order.	video hands-on online
3. Measure
a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).	video hands-on online
4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.	video hands-on online
B. Inquiry
1. Plan and conduct a simple investigation.
a. Ask a question about objects, organisms, and events in the environment.	video hands-on online
b. Employ simple equipment, such as hand lenses, thermometers, balances, etc., to gather data and extend the senses.	video hands-on online

III. Earth Science
Unit of Study:
Things in the Sky

A. Objects in the Sky
1. The sun, moon, and stars have properties, locations and movements that can be observed and described.
a. Observe and describe the basic relationships between the sun, moon, and Earth.	video hands-on online
b. Identify that the sun is a star and is the source of heat and light for Earth.	video hands-on online
B. Changes in the Earth and Sky
1. The sun and moon appear to move across the sky on a daily basis.
a. Observe and compare the day and night sky.	video hands-on online
b. Observe and describe changes in shadows over time.	video hands-on online
c. Observe and describe the phases of the moon over time, looking for patterns.	video hands-on online

Second Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.
A. Process Skills
1. Observe
a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).	video hands-on online
2. Classify
a. Compare, sort and group concrete objects according to observable properties.	video hands-on online
b. Arrange objects in sequential order.	video hands-on online
3. Measure
a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).	video hands-on online
4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.	video hands-on online
B. Inquiry
1. Plan and conduct a simple investigation.
a. Ask a question about objects, organisms, and events in the environment.	video hands-on online
b. Plan and conduct a simple investigation.	video hands-on online
c. Use simple equipment, such as hand lenses, thermometers, balances, rulers, etc., to gather data and extend the senses.	video hands-on online
d. Communicate investigations and explanations.	video hands-on online

IV. Physical Science
Units of Study:
Changes in Matter
Magnets

B. Magnetism
1. Magnets attract and repel each other and certain kinds of other materials.
a. Investigate and classify the results of magnetic forces on common objects (metals/nonmetals).	video hands-on online
b. Demonstrate and describe how the poles of magnets attract and repel each other.	video hands-on online
c. Observe the effects of the magnetic fields around the poles of magnets.	video hands-on online
d. Give examples of useful applications of magnets (refrigerator magnet, can opener, magnetized screwdriver, magnetic compass). (T)	video hands-on online

Third Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.
A. Process Skills
1. Observe
a. Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).	video hands-on online
2. Classify
a. Compare, sort and group concrete objects according to two attributes.	video hands-on online
b. Arrange objects in sequential order.	video hands-on online
3. Measure
a. Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).	video hands-on online
4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.	video hands-on online
5. Infer
a. Explain or interpret an observation based on data and prior knowledge.	video hands-on online
6. Predict
a. Use prior knowledge and observations to identify and explain in advance what will happen.	video hands-on online
B. Inquiry
1. Plan and conduct a simple investigation
a. Ask a question about objects, organisms, and events in the environment.	video hands-on online
b. Plan and conduct a simple investigation - a fair test.	video hands-on online
c. Use simple equipment and tools to gather data and extend the senses.	video hands-on online
d. Use data to construct a reasonable explanation.	video hands-on online
e. Communicate investigations and explanations.	video hands-on online

IV. Physical Science
Units of Study:
Matter, Machines, and Motion
Heat

2. Heat can be produced in many ways, such as burning and rubbing or mixing one substance with another. Heat can move from one object to another
a. Explore and identify things that give off heat, such as lights, appliances, running motors, polishing or sawing, sun, and animals.	video hands-on online
b. Explore and describe how heat spreads from one object to another.	video hands-on online
c. Give an example of how a warmer object can warm a cooler object by contact (conduction) or at a distance, such as heat of stove to pan, and heat of sun to Earth, etc.	video hands-on online
d. Investigate and describe what materials can be used to hold heat or shield things from it, such as insulators.	video hands-on online

Fourth Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.
A. Process Skills
1. Observe
a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).	video hands-on online
2. Classify
a. Compare, sort and group concrete objects according to two attributes.	video hands-on online
b. Arrange objects in sequential order.	video hands-on online
3. Measure
a. Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).	video hands-on online
4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.	video hands-on online
5. Infer
a. Explain or interpret an observation based on data and prior knowledge.	video hands-on online
b. Discriminate between observations and inferences.	video hands-on online
6. Predict
a. Use prior knowledge and observations to identify and explain in advance what will happen.	video hands-on online
b. Discriminate between inferences and predictions.	video hands-on online
B. Inquiry
1. Plan and conduct a simple investigation.
a. Ask a question about objects, organisms, and events in the environment.	video hands-on online
b. Plan and conduct a simple investigation-a fair test.	video hands-on online
c. Use simple equipment and tools to gather data and extend the senses.	video hands-on online
d. Use data to construct a reasonable explanation.	video hands-on online
e. Communicate investigations and explanations.	video hands-on online

III. Earth Science
Units of Study:
Sky Patterns
Weather and Climate

A. Objects in the Sky
1. The sun, moon, and stars and planets, asteroids and comets all have properties, locations and movements that can be observed and described.
a. State that the sun produces its own light, while the moon reflects light from the sun.	video hands-on online
b. Describe the positional relationship between the Earth and the moon and their positional relationship to the sun.	video hands-on online
c. Observe and record phase changes of the moon over time.	video hands-on online
d. Observe and recognize the location and apparent movement of constellations throughout the seasons.	video hands-on online
e. Compare the properties, locations, and movements of the Earth and other planets.	video hands-on online
f. Research and describe the historical/cultural significance of astronomy, such as navigation and explorations (P, H, T, N)	video hands-on online
g. Explore and identify careers in space science. (P)	video hands-on online
2. Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
a. Model and describe how the Earth's rotation on its axis produces day and night.	video hands-on online
b. Model and describe how the tilt of the Earth on its axis and its revolution around the sun produce seasonal changes.	video hands-on online
c. Describe how sunrise/sunset patterns change over time.	video hands-on online
d. Investigateand describe the sun's apparent movement related to the shadows of objects throughout the day.	video hands-on online
e. Identify safe ways to observe the sun.	video hands-on online
f. Research and compare the technology humans have used to measure time throughout history. (T, H)	video hands-on online
3. The sun provides the heat necessary to maintain the temperature of the Earth.
a. Compare the effects of heat from the sun on various earth materials (rocks, solids, and water).	video hands-on online

IV. Physical Science
Units of Study:
Electricity and Magnetism
Light and Sound

A. Light and Sound
1. Sound is produced by vibrating objects.
a. Observe and describe that sound (a form of energy) is produced by vibrating objects.	video hands-on online
b. Investigate and examine how various media (solids, liquids, and gases) transmit sound.	video hands-on online
c. Research and describe the development and use of communication tools (e.g., the Morse code, telephone, sonar, and musical instruments). (T)	video hands-on online
d. Plan, design and create a communication tool. (T)	video hands-on online
2. The pitch of the sound can be varied by changing the rate of vibration.
a. Investigate and describe the different pitches of sound produced by changing the size, tension, or amount of the vibrating material.	video hands-on online
b. Describe different types of sounds based on characteristics such as pitch and volume.	video hands-on online
c. Describe how the human ear receives and transmits sound from the environment.	video hands-on online
3. Light travels in a straight line until it strikes an object.
a. Observe and demonstrate that light waves are a form of energy and travel in a straight line.	video hands-on online
b. Investigate and examine how light waves travel through various media (solids, liquids, and gases).	video hands-on online
c. Investigate and describe ways that light can be reflected, refracted, or absorbed by an object.	video hands-on online
d. Describe how the human eye receives and transmits light from the environment.	video hands-on online
e. Research and describe the development of optical tools, such as eyeglasses, magnifying lens, prisms, and mirrors. (T, H)	video hands-on online
B. Electricity and Magnetism
1. Electricity in circuits can produce light, heat, sound, and magnetic effect.
a. Recognize that electricity is a form of energy.	video hands-on online
b. Demonstrate and distinguish between static and current electricity.	video hands-on online
c. Describe and illustrate the parts of an electric circuit with symbols.	video hands-on online
d. Predict and test various materials to identify conductors and insulators.	video hands-on online
e. Distinguish between open and closed circuits.	video hands-on online
f. Distinguish between parallel/series circuits and their everyday uses.	video hands-on online
g. Describe how humans use electricity. (P)	video hands-on online
h. Discuss the safe use of electricity. (P)	video hands-on online
2. Magnets attract and repel each other and certain kinds of other materials
a. Distinguish and describe objects that are magnetic and nonmagnetic.	video hands-on online
b. Investigate and describe the properties of different magnets.	video hands-on online
c. Observe and describe the magnetic fields of various types of magnets.	video hands-on online
d. Distinguish the lines of force between like and unlike poles.	video hands-on online
e. Define electromagnetism.	video hands-on online
f. Identify the factors that influence the strength of an electromagnet.	video hands-on online
g. Describe the applications of electromagnets in real life. (T, P)	video hands-on online

Fifth Grade:

I. Inquiry

Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.
A. Process Skills
1. Observe
a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and use (qualitative observations).	video hands-on online
2. Classify
a. Compare, sort and group concrete objects according to two attributes.	video hands-on online
b. Arrange objects in sequential order.	video hands-on online
3. Measure
a. Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).	video hands-on online
4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.	video hands-on online
5. Infer
a. Explain or interpret an observation based on data and prior knowledge.	video hands-on online
b. Discriminate between observations and inferences.	video hands-on online
6. Predict
a. Use prior knowledge and observations to identify and explain in advance what will happen.	video hands-on online
b. Discriminate between inferences and predictions.	video hands-on online
7. Hypothesize
a. Devise a statement of assumption, based on observations, experiences, and research, that can be supported or refuted through experimentation.	video hands-on online
8. Define variables
a. Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.	video hands-on online
B. Inquiry
1. Plan and conduct a simple investigation.
a. Identify questions that can be answered through scientific investigations.	video hands-on online
b. Design and conduct a scientific investigation.	video hands-on online
c. Use appropriate tools and techniques to gather, analyze, and interpret data.	video hands-on online
d. Develop descriptions, explanations, predictions, and models using evidence.	video hands-on online
e. Use mathematical thinking in all aspects of scientific inquiry.	video hands-on online
f. Communicate outcomes and explanations.	video hands-on online
C. Abilities of Technological Design
1. Identify appropriate problems for technological design.
a. Identify a specific need for a product.	video hands-on online
b. Determine whether the product will meet the needs and be used.	video hands-on online
2. Design a solution or product.
a. Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed.	video hands-on online
b. Communicate ideas with drawings and simple models.	video hands-on online

IV. Physical Science
Units of Study:
Mixtures and Solutions
Forces, Motion, and Design

B. Motions and Forces
1. The motion of an object can be described by its position, direction of motion and speed.
a. Investigate and describe the relative positions and movements of objects using points of reference.	video hands-on online
b. Define potential and kinetic energy.	video hands-on online
c. Demonstrate and describe the effect of potential and kinetic energy on an object.	video hands-on online
d. Record and graph in metric units distance vs. time of moving objects.	video hands-on online
e. Investigate the variables related to speed (distance and time). Examples might include: ramp height/length/surface, object size.	video hands-on online
2. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another.
a. Describe gravity, friction, magnetism, drag, lift, and thrust as forces acting on moving objects.	video hands-on online
b. Investigate and describe how forces affect the motion of objects.	video hands-on online
c. Analyze a device with parts that move and determine the purpose of each moving part and the overall purpose of the device.	video hands-on online
d. Design and construct a device that moves. (T)	video hands-on online

Sixth Grade:

I. Inquiry

A. Abilities Necessary to do Scientific Inquiry
1. Identify process skills that can be used in scientific investigations.
a. Observe
1. Observe patterns of objects and events.	video hands-on online
2. Distinguish between qualitative and quantitative observations.	video hands-on online
b. Classify
1. Arrange data in sequential order.	video hands-on online
2. Use scientific (field guides, charts, periodic tables, etc.) and dichotomous keys for classification.	video hands-on online
c. Measure
1. Select and use appropriate tools (e.g. metric ruler, graduated cylinder, thermometer, balances, spring scales, and stopwatches) and units (e.g. meter, liter, Celsius, gram, Newton, and second) to measure to the unit required in a particular situation.	video hands-on online
2. Select and use appropriate metric prefixes to include milli-, centi-, and kilo-.	video hands-on online
d. Infer
1. Make inferences based on observations.	video hands-on online
e. Predict
1. Predict the results of actions based on patterns in data and experiences.	video hands-on online
2. Design and conduct a scientific investigation.
a. Recognize potential hazards within a scientific investigation and practice appropriate safety procedures.	video hands-on online
b. Pose questions and problems to be investigated.	video hands-on online
c. Obtain scientific information from a variety of sources (such as Internet, electronic encyclopedias, journals, community resources, etc.).	video hands-on online
d. Distinguish and operationally define independent (manipulated) and dependent (responding) variables.	video hands-on online
e. Manipulate one variable over time with repeated trials.	video hands-on online
f. Collect and record data using appropriate metric measurements.	video hands-on online
g. Organize data in tables and graphs.	video hands-on online
h. Analyze data to construct explanations and draw conclusions.	video hands-on online
3. Use appropriate tools and techniques to gather, analyze, and interpret data.
a. Select and use appropriate tools and technology (such as calculators, computers, probes, thermometers, balances, spring scales, microscopes, binoculars, and hand lenses) to perform tests, collect data, and display data.	video hands-on online
b. Analyze and interpret data using computer hardware and software designed for these purposes.	video hands-on online
4. Develop descriptions, explanations, predictions, and models using evidence.
a. Discriminate among observations, inferences, and predictions.	video hands-on online
b. Construct and/or use models to carry out/support scientific investigations.	video hands-on online
5. Think critically and logically to make relationships between evidence and explanations.
a. Review and summarize data to show cause-effect relationships in experiments.	video hands-on online
b. State explanations in terms of independent (manipulated) and dependent (responding) variables.	video hands-on online
c. State hypotheses in ways that include the independent (manipulated) and dependent (responding) variables.	video hands-on online
6. Recognize and analyze alternative explanations and predictions.
a. Analyce different ideas and explanations to consider alternative ideas.	video hands-on online
b. Accept the skepticism of others as part of the scientific process. (N)	video hands-on online
7. Communicate scientific procedures and explanations.
a. Use drawings, written and oral expression to communicate information.	video hands-on online
b. Create drawings, diagrams, charts, tables and graphs to communicate data.	video hands-on online
c. Interpret and describe patterns of data on drawings, diagrams, charts, tables, graphs, and maps.	video hands-on online
d. Create and/or use scientific models to communicate information.	video hands-on online
8. Use mathematics in all aspects of scientific inquiry.
a. Use mathematics to gather, organize and present data.	video hands-on online
b. Use mathematics to structure convincing explanations.	video hands-on online
B. Abilities of Technological Design
1. Identify appropriate problems for technological design.
a. Identify a specific need for a product.	video hands-on online
b. Determine whether the product will meet the needs and be used.	video hands-on online
2. Design a solution or product.
a. Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed).	video hands-on online
b. Communicate ideas with drawings and simple models.	video hands-on online
3. Implement a proposed design.
a. Select suitable tools and techniques to ensure adequate accuracy.	video hands-on online
b. Organize materials, devise a plan and work collaboratively where appropriate.	video hands-on online
4. Evaluate completed technological designs or products.
a. Measure the quality of the product based on the original purpose or need and the degree to which it meets the needs of the users.	video hands-on online
b. Suggest improvements and try proposed modifications to the design.	video hands-on online
5. Communicate the process of technological design.
a. Identify the stages of problem design: (1) problem identification, (2) solution design, (3) implementation, and (4) evaluation.	video hands-on online
C. Understandings about Science and Technology
1. Scientific inquiry and technological design have similarities and differences.
a. Compare and contrast scientific inquiry and technological design.	video hands-on online
2. Many different people in different cultures have made and continue to make contributions to science and technology.
a. Describe examples of contributions people have made to science and technology. (H, N	video hands-on online
3. Science and technology are reciprocal.
a. Explain how science and technology are essential to each other. (T)	video hands-on online
4. Perfectly designed solutions do not exist.
a. Discuss factors that affect product design and alter the original design. (T)	video hands-on online
b. Discuss risk versus benefit factors in product design. (P)	video hands-on online
5. Technological designs have constraints.
a. Describe examples of constraints on technological designs. (T)	video hands-on online