South Carolina Curriculum Standards
The STANDARDS CORRELATION chart
suggests which South Carolina Curriculum Standards you can cover using PASSPORT TO THE SOLAR SYSTEM
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 PASSPORT TO THE SOLAR SYSTEM.
For additional South Carolina Curriculum Standards you can cover see the STANDARDS CORRELATION chart
for the following PASSPORT TO KNOWLEDGE projects:
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
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 2. Classify
a. Compare, sort and group concrete objects according to observable properties.
video b. Arrange objects in sequential order.
video 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 4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.
video 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 b. Use simple equipment and to gather data and extend the senses.
video 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 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 2. Classify
a. Compare, sort and group concrete objects according to observable properties.
video b. Arrange objects in sequential order.
video 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 4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.
video B. Inquiry
1. Plan and conduct a simple investigation.
a. Ask a question about objects, organisms, and events in the environment.
video b. Employ simple equipment, such as hand lenses, thermometers, balances, etc., to gather data and extend the senses.
video 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 b. Identify that the sun is a star and is the source of heat and light for Earth.
video 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 b. Observe and describe changes in shadows over time.
video c. Observe and describe the phases of the moon over time, looking for patterns.
video 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 2. Classify
a. Compare, sort and group concrete objects according to observable properties.
video b. Arrange objects in sequential order.
video 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 4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.
video B. Inquiry
1. Plan and conduct a simple investigation.
a. Ask a question about objects, organisms, and events in the environment.
video b. Plan and conduct a simple investigation.
video c. Use simple equipment, such as hand lenses, thermometers, balances, rulers, etc., to gather data and extend the senses.
video d. Communicate investigations and explanations.
video 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 b. Demonstrate and describe how the poles of magnets attract and repel each other.
video c. Observe the effects of the magnetic fields around the poles of magnets.
video d. Give examples of useful applications of magnets (refrigerator magnet, can opener, magnetized screwdriver, magnetic compass). (T)
video 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 2. Classify
a. Compare, sort and group concrete objects according to two attributes.
video b. Arrange objects in sequential order.
video 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 4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.
video 5. Infer
a. Explain or interpret an observation based on data and prior knowledge.
video 6. Predict
a. Use prior knowledge and observations to identify and explain in advance what will happen.
video B. Inquiry
1. Plan and conduct a simple investigation
a. Ask a question about objects, organisms, and events in the environment.
video b. Plan and conduct a simple investigation - a fair test.
video c. Use simple equipment and tools to gather data and extend the senses.
video d. Use data to construct a reasonable explanation.
video e. Communicate investigations and explanations.
video 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 b. Explore and describe how heat spreads from one object to another.
video 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 d. Investigate and describe what materials can be used to hold heat or shield things from it, such as insulators.
video 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 2. Classify
a. Compare, sort and group concrete objects according to two attributes.
video b. Arrange objects in sequential order.
video 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 4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.
video 5. Infer
a. Explain or interpret an observation based on data and prior knowledge.
video b. Discriminate between observations and inferences.
video 6. Predict
a. Use prior knowledge and observations to identify and explain in advance what will happen.
video b. Discriminate between inferences and predictions.
video B. Inquiry
1. Plan and conduct a simple investigation.
a. Ask a question about objects, organisms, and events in the environment.
video b. Plan and conduct a simple investigation-a fair test.
video c. Use simple equipment and tools to gather data and extend the senses.
video d. Use data to construct a reasonable explanation.
video e. Communicate investigations and explanations.
video 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 b. Describe the positional relationship between the Earth and the moon and their positional relationship to the sun.
video c. Observe and record phase changes of the moon over time.
video d. Observe and recognize the location and apparent movement of constellations throughout the seasons.
video e. Compare the properties, locations, and movements of the Earth and other planets.
video f. Research and describe the historical/cultural significance of astronomy, such as navigation and explorations (P, H, T, N)
video g. Explore and identify careers in space science. (P)
video 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 b. Model and describe how the tilt of the Earth on its axis and its revolution around the sun produce seasonal changes.
video c. Describe how sunrise/sunset patterns change over time.
video d. Investigateand describe the sun's apparent movement related to the shadows of objects throughout the day.
video e. Identify safe ways to observe the sun.
video f. Research and compare the technology humans have used to measure time throughout history. (T, H)
video 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 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 b. Investigate and examine how various media (solids, liquids, and gases) transmit sound.
video c. Research and describe the development and use of communication tools (e.g., the Morse code, telephone, sonar, and musical instruments). (T)
video d. Plan, design and create a communication tool. (T)
video 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 b. Describe different types of sounds based on characteristics such as pitch and volume.
video c. Describe how the human ear receives and transmits sound from the environment.
video 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 b. Investigate and examine how light waves travel through various media (solids, liquids, and gases).
video c. Investigate and describe ways that light can be reflected, refracted, or absorbed by an object.
video d. Describe how the human eye receives and transmits light from the environment.
video e. Research and describe the development of optical tools, such as eyeglasses, magnifying lens, prisms, and mirrors. (T, H)
video 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 b. Demonstrate and distinguish between static and current electricity.
video c. Describe and illustrate the parts of an electric circuit with symbols.
video d. Predict and test various materials to identify conductors and insulators.
video e. Distinguish between open and closed circuits.
video f. Distinguish between parallel/series circuits and their everyday uses.
video g. Describe how humans use electricity. (P)
video h. Discuss the safe use of electricity. (P)
video 2. Magnets attract and repel each other and certain kinds of other materials
a. Distinguish and describe objects that are magnetic and nonmagnetic.
video b. Investigate and describe the properties of different magnets.
video c. Observe and describe the magnetic fields of various types of magnets.
video d. Distinguish the lines of force between like and unlike poles.
video e. Define electromagnetism.
video f. Identify the factors that influence the strength of an electromagnet.
video g. Describe the applications of electromagnets in real life. (T, P)
video 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 2. Classify
a. Compare, sort and group concrete objects according to two attributes.
video b. Arrange objects in sequential order.
video 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 4. Communicate
a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.
video 5. Infer
a. Explain or interpret an observation based on data and prior knowledge.
video b. Discriminate between observations and inferences.
video 6. Predict
a. Use prior knowledge and observations to identify and explain in advance what will happen.
video b. Discriminate between inferences and predictions.
video 7. Hypothesize
a. Devise a statement of assumption, based on observations, experiences, and research, that can be supported or refuted through experimentation.
video 8. Define variables
a. Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.
video B. Inquiry
1. Plan and conduct a simple investigation.
a. Identify questions that can be answered through scientific investigations.
video b. Design and conduct a scientific investigation.
video c. Use appropriate tools and techniques to gather, analyze, and interpret data.
video d. Develop descriptions, explanations, predictions, and models using evidence.
video e. Use mathematical thinking in all aspects of scientific inquiry.
video f. Communicate outcomes and explanations.
video C. Abilities of Technological Design
1. Identify appropriate problems for technological design.
a. Identify a specific need for a product.
video b. Determine whether the product will meet the needs and be used.
video 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 b. Communicate ideas with drawings and simple models.
video 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 b. Define potential and kinetic energy.
video c. Demonstrate and describe the effect of potential and kinetic energy on an object.
video d. Record and graph in metric units distance vs. time of moving objects.
video e. Investigate the variables related to speed (distance and time). Examples might include: ramp height/length/surface, object size.
video 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 b. Investigate and describe how forces affect the motion of objects.
video c. Analyze a device with parts that move and determine the purpose of each moving part and the overall purpose of the device.
video d. Design and construct a device that moves. (T)
video 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 2. Distinguish between qualitative and quantitative observations.
video b. Classify
1. Arrange data in sequential order.
video 2. Use scientific (field guides, charts, periodic tables, etc.) and dichotomous keys for classification.
video 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 2. Select and use appropriate metric prefixes to include milli-, centi-, and kilo-.
video d. Infer
1. Make inferences based on observations.
video e. Predict
1. Predict the results of actions based on patterns in data and experiences.
video 2. Design and conduct a scientific investigation.
a. Recognize potential hazards within a scientific investigation and practice appropriate safety procedures.
video b. Pose questions and problems to be investigated.
video c. Obtain scientific information from a variety of sources (such as Internet, electronic encyclopedias, journals, community resources, etc.).
video d. Distinguish and operationally define independent (manipulated) and dependent (responding) variables.
video e. Manipulate one variable over time with repeated trials.
video f. Collect and record data using appropriate metric measurements.
video g. Organize data in tables and graphs.
video h. Analyze data to construct explanations and draw conclusions.
video 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 b. Analyze and interpret data using computer hardware and software designed for these purposes.
video 4. Develop descriptions, explanations, predictions, and models using evidence.
a. Discriminate among observations, inferences, and predictions.
video b. Construct and/or use models to carry out/support scientific investigations.
video 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 b. State explanations in terms of independent (manipulated) and dependent (responding) variables.
video c. State hypotheses in ways that include the independent (manipulated) and dependent (responding) variables.
video 6. Recognize and analyze alternative explanations and predictions.
a. Analyce different ideas and explanations to consider alternative ideas.
video b. Accept the skepticism of others as part of the scientific process. (N)
video 7. Communicate scientific procedures and explanations.
a. Use drawings, written and oral expression to communicate information.
video b. Create drawings, diagrams, charts, tables and graphs to communicate data.
video c. Interpret and describe patterns of data on drawings, diagrams, charts, tables, graphs, and maps.
video d. Create and/or use scientific models to communicate information.
video 8. Use mathematics in all aspects of scientific inquiry.
a. Use mathematics to gather, organize and present data.
video b. Use mathematics to structure convincing explanations.
video B. Abilities of Technological Design
1. Identify appropriate problems for technological design.
a. Identify a specific need for a product.
video b. Determine whether the product will meet the needs and be used.
video 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 b. Communicate ideas with drawings and simple models.
video 3. Implement a proposed design.
a. Select suitable tools and techniques to ensure adequate accuracy.
video b. Organize materials, devise a plan and work collaboratively where appropriate.
video 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 b. Suggest improvements and try proposed modifications to the design.
video 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 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 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 3. Science and technology are reciprocal.
a. Explain how science and technology are essential to each other. (T)
video 4. Perfectly designed solutions do not exist.
a. Discuss factors that affect product design and alter the original design. (T)
video b. Discuss risk versus benefit factors in product design. (P)
video 5. Technological designs have constraints.
a. Describe examples of constraints on technological designs. (T)
video b. Explain why constraints on technological design are unavoidable. (T, N)
video 6. Technological solutions have intended benefits and unintended consequences.
video
Middle School Standards: Sixth Grade, Seventh Grade,
Eighth Grade
High SchoolGrades 9-12
Kindergarten
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IV. Physical Science
Unit of Study:
Exploring Matter
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First Grade:
I. Inquiry
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III. Earth Science
Unit of Study:
Things in the Sky
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Second Grade:
I. Inquiry
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IV. Physical Science
Units of Study:
Changes in Matter
Magnets
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Third Grade:
I. Inquiry
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IV. Physical Science
Units of Study:
Matter, Machines, and Motion
Heat
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Fourth Grade:
I. Inquiry
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III. Earth Science
Units of Study:
Sky Patterns
Weather and Climate
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IV. Physical Science
Units of Study:
Electricity and Magnetism
Light and Sound
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Fifth Grade:
I. Inquiry
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IV. Physical Science
Units of Study:
Mixtures and Solutions
Forces, Motion, and Design
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Sixth Grade:
I. Inquiry
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IV. Physical Science
Unit of Study:
Physical Properties and Changes of Matter