The STANDARDS CORRELATION chart suggests which West Virginia Instructional Goals & Objectives you can cover using PASSPORT TO THE RAINFOREST 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 RAINFOREST.
For additional West Virginia Instructional Goals & Objectives you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Elementary Standards: Kindergarten, Grade One,
Grade Two, Grade Three,
Grade Four, Grade Five
Middle School Standards: Grade Six, Grade Seven,
Grade Eight
High School: Grade Nine, Grade Ten,
Biology, Chemistry,
Chemistry-Technical/Conceptual, Environmental Earth Science,
Human Anatomy and Physiology, Physics,
Physics-Technical/Conceptual
Nature of Science
K.1 perceive science as the human's search for an understanding of the world by asking questions about themselves and their world (e.g., make qualitative observations about one's own physical characteristics, recognize arms, legs, head, eyes, ears, etc., make observations about things found in nature, clouds, animals, plants, etc., compare size, shape, and structure of living things)
video K.2 define science as a search for answers about themselves and their world (e.g., recognize the roles of people involved in science careers)
video K.3 explore objects and events (e.g., make qualitative observations using the five senses, identify changes in nature)
video K.4 probe deeply into natural phenomena by asking and answering questions about the environment (e.g., animals, plants, stars, weather)
video K.5 use a variety of communication techniques (e.g., pictures, models, graphs)
video K.6 realize that science is never finished by observing changes in the environment (e.g., weather cycles, plant and animal cycles)
video K.7 recognize that a solution to one scientific problem often creates new problems (e.g., recycling)
video Scientific Attitudes/Habits of Mind
K.8 ask and answer questions to further an appreciation and joy of discovery of the natural world
video K.9 demonstrate innate curiosity, initiative, and creativity by asking questions about the environment (e.g., day/night, weather conditions, living things)
video K.10 be in awe and wonder of the patterns, variations, and interactions of natural objects in the environment (e.g., tree, leaves, animal structures, sun and shadow)
video K.11 trust observations and accept results of personal discoveries (e.g., use five senses)
video K.12 listen to and be tolerant of different viewpoints (e.g., working in groups, communicate what is perceived)
video K.13 continue probing phenomena until questions are resolved (e.g., properties of living and non-living things, effects of weather)
video K.14 regard science as an integrated whole and a part of daily life
video K.15 recognize that scientists work alone and in groups (e.g., visit scientists at work, work in groups to make simple models)
video Scientific Processes/Thinking Skills
K.16 develop observational skills (e.g., use of senses)
video K.17 collect and record information in a variety of ways (e.g., drawings, weather calendar, graphs)
video K.18 use a variety of classification systems (e.g., sorting by color, shape, size, texture)
video K.19 make predictions based on personal observations (e.g., clouds-rain, cold weather-snow, bud-flowers, metamorphosis of butterflies)
video K.20 use mathematical skills in investigations (e.g., ordering, sequencing, counting, measuring)
video K.21 participate in drawing conclusions and making decisions K.22 use decision making skills in daily life (e.g., selecting clothes for weather conditions)
video Laboratory Investigations/Hands-On Learning
K.23 engage in active inquiries, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and laboratory skills
video K.24 use scientific instruments and everyday materials to investigate the natural world (e.g., hand lens, metric ruler, balance, thermometer, magnets, computers)
video K.25 use safe and proper techniques for handling, manipulating, and caring for science materials (e.g., follow safety rules, maintain a clean work area, treat living organisms humanely)
video Science Themes and Subject Matter
K.26 develop an understanding of the scientific themes of systems, changes, and models (e.g., systems are made of parts which interact with one another; change occurs gradually, repetitively, or randomly; models are representations of real things)
video K.27 understand that the study of living and non-living things in the natural world integrates living organisms, earth materials, and physical properties of matter
video K.28 establish connections across the curriculum (e.g., integrate science with mathematics, social studies, language arts, arts, and/or physical education)
video K.30 using the five senses, identify living and non-living things- systems
video K.32 observe the properties of plants and animals (e.g., movement, growth)- systems
video K.33 observe changes in plants and animals (e.g., animal baby to adult, seed to plant)- changes
video K.34 observe models of plants and animals in different environments (e.g., terrariums, aquariums, animals and plants in a forest, pond, field)- models
video K.38 recognize the effects of energy on the environment (e.g, light, heat)- systems
video K.41 explore changes in energy (e.g., hot/cold, light/dark, loud/soft)- changes
video Science History
K.61 listen to the lives and discoveries of scientists (e.g., from short stories and news items, films and videos, and visit with men and women scientists)
video K.62 recognize that science changes over time (e.g., dinosaurs no longer live, rocks break off from mountains)
video K.63 realize that scientists will continue to discover new things (e.g., listen to reports from daily papers and news magazines and visit with scientists)
video Science, Technology, and Society
K.64 recognize that there are many science-related careers through the use of speakers, field trips, audio-visual, and/or printed material (e.g., veterinarian, forest ranger)
video K.65 recognize that science skills are used in careers not usually related to science (e.g., farmer, construction worker)
video K.66 observe how technology has positively or negatively affected the quality of life in West Virginia and the world (e.g., toys, laser price scanner, litter)
video K.67 observe that common daily events involve science (e.g., use of car, use of microwave, ice melting)
video K.68 develop respect and responsibility for the environment by recognizing the interrelationship of living and non-living things and engaging in conservation practices
video Computer/Technology
K.69 use appropriate software to practice and master Kindergarten instructional objectives in science
video K.70 on a keyboard, use the letters of his/her name and/or numbers to "Log On"
video K.71 on a keyboard, use special function keys such as "Return/Enter, space bar, and Esc"
video K.72 select a program from a menu
video K.73 use a mouse to "point and click"
video K.74 identify the uses of technology at home and play
video K.75 identify various components of a computer (e.g., monitor, keyboard, CPU, disk drive, mouse, printer)
video Nature of Science
1.1 identify science as a search for answers about themselves and their world (e.g., understand that living things share characteristics, make observations about differences among objects found in nature, distinguish among living and non-living)
video 1.2 recognize the roles of people involved in science careers
video 1.3 explore objects and events using the five senses
video 1.4 describe changes in nature
video 1.5 probe deeply into natural phenomena by asking and answering questions about the environment (e.g., animals, plants, mountains, rivers)
video 1.6 use a variety of communication techniques (e.g., sketches, pictographs, models)
video 1.7 realize that science is never finished by observing changes in the environment (e.g., weather cycles, plant and animal cycles, energy cycles)
video 1.8 recognize that a solution to one scientific problem often creates new problems (e.g., recycling, pollution)
video Scientific Attitudes/Habits of Mind
1.9 ask and answer questions to further an appreciation and joy of discovery of the natural world
video 1.10 demonstrate innate curiosity, initiative, and creativity by questioning observations of changes in their environment (e.g., life cycles, motion of celestial objects, sun and shadow)
video 1.11 be in awe and wonder of the patterns, variations, and interactions of natural objects in the environment (e.g., trees, rivers, rock formations, weather)
video 1.12 trust observations of changes in the environment (e.g., use of senses)
video 1.13 listen to and be tolerant of different viewpoints by engaging in collaborative activities
video 1.14 continue probing phenomena until questions are resolved (e.g., properties of living and non-living, motions of sun and moon)
video 1.15 recognize that developing solutions to problems takes time and patience
video 1.16 recognize that science includes both individual and cooperative ventures (e.g., making models, visit scientists at work, read about lives of scientists)
video Scientific Processes/Thinking Skills
1.17 develop observation skills (e.g., use of senses)
video 1.18 collect, record, and compare information (e.g., pictograph, bar graph of heights, months of birthdays)
video 1.19 use a variety of classification systems (e.g., sorting, sequencing) and associate objects and characteristics (e.g., spirals in shells, growth rings of trees, movement of living things)
video 1.20 measure the length and width of various objects using standard and non-standard units (e.g., metric ruler, paper clips, counting bears)
video 1.21 use mathematical skills in scientific investigations (e.g., ordering, sequencing, measuring, graphing)
video 1.22 describe trends of data and make predictions based on that data (e.g., metamorphosis of frogs, seasonal changes and plants, temperature and weather)
video 1.23 participate in decision making
video Laboratory Investigations/Hands-On Learning
1.24 engage in active inquiries, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and laboratory skills
video 1.25 use scientific equipment and everyday materials to investigate the world (e.g., hand lens, balance, thermometer, seeds, rocks, magnets, calculators, computers)
video 1.26 use safe and proper techniques for handling, manipulating, and caring for science materials
video Science Themes and Subject Matter
1.27 develop an understanding of the scientific themes of systems, changes, and models (e.g., systems is a collection of parts and processes that interact with each other; change occurs gradually, repetitively, or randomly; a model is a picture, description, or a representation of the real thing)
video 1.28 understand that the study of living and non-living in the natural world integrates living organisms, earth materials, and physical properties of matter
video 1.29 establish connections across the curriculum (e.g., integrate science with mathematics, social studies, language arts, arts, and/or physical education)
video 1.31 classify objects as living or non-living- systems
video 1.33 identify needs of living things (e.g., food, water, light)- systems
video 1.34 recognize, compare, and/or sequence changes in living things (e.g., seed to plant, tadpole to frog, caterpillar to butterfly) -changes
video 1.35 construct and/or manipulate models that depict movement of living and non-living things in air, water, space, and on land (e.g., birds and airplanes flying, fish and boats moving through water, animals and vehicles moving on land)- models
video 1.59 compare imprints (e.g., animal tracks, leaf prints, shell prints)- models
video Science History
1.63 study the lives and discoveries of scientists (e.g., use short stories, films, and videos) about men and women of science and visit their places of work)
video 1.64 recognize that science changes over time (e.g., stars appear and disappear, new animals replace dinosaurs)
video 1.65 realize that scientists will continue to discover new things (e.g., listen to reports and news articles about new stars, plants, and animals and visit with scientists about their work in laboratories)
video Science, Technology, and Society
1.66 recognize that there are many science-related careers through the use of speakers, field trips, audio-visual, and/or printed material (e.g., astronomer, geologist)
video 1.67 recognize that science skills are used in careers not usually related to science (e.g., carpenter, bee keeper)
video 1.68 develop an awareness of how technology has positively or negatively affected the quality of life in West Virginia and the world (e.g., electromagnets, power lines)
video 1.69 recognize that common daily events involve science (e.g., CD players, Velcro, weather)
video 1.70 develop respect and responsibility for the environment by recognizing the interrelationship of living and non-living things and engaging in conservation practices
video Computer/Technology
1.71 use appropriate software to practice and master first grade instructional objectives in science
video 1.72 turn on/off a student workstation
video 1.73 on a keyboard, use letters, numbers, and other special function keys (e.g., shift, delete/backspace, and arrow keys) to input information
video 1.74 save and/or retrieve a file
video 1.75 print a document
video 1.76 identify the uses of technology at school and work
video 1.77 demonstrate respect for the computer work of others
video 1.78 identify fundamental computer terms (e.g., disk, software, hardware, boot/start, cursor)
video 1.79 using the graphing application of appropriate software, create tables and/or bar graphs
video 1.80 use a calculator to perform mathematical functions in data analysis
video Nature of Science
2.1 determine that science is a search for answers and an understanding of the world (e.g., classify plants and animals based on observations, compare likenesses and differences among plants and animals, observe changes in the environment caused by humans and/or nature)
video 2.2 identify the role of community people in science careers
video 2.3 compare and contrast objects and events using the five senses
video 2.4 identify examples of changes in nature
video 2.5 probe deeply into natural phenomena by asking and answering questions about the environment (e.g., animals, plants, mountains, rivers, deserts, grasslands, weather) 2.6 use a variety of communication techniques (e.g., pictographs, models, simple bar graphs, logs)
video 2.7 realize that science is never finished by observing changes in the environment (e.g., weather cycles, energy cycles, life cycles)
video 2.8 recognize that a solution to one scientific problem often creates new problems (e.g., recycling, pollution, conservation)
video Scientific Attitudes/Habits of Mind
2.9 ask and answer questions while participating in investigations that lead to an appreciation and joy of discovery of the natural world
video 2.10 demonstrate innate curiosity, initiative, and creativity by observing, classifying, and comparing (e.g., states of matter, structure and function of living and non-living things)
video 2.11 be in awe and wonder of the patterns, variations, and interactions of natural objects in the environment (e.g., sun, earth and moon, plant and animal structures)
video 2.12 trust observations of living and non-living things in the environment (e.g., wild and domesticated animals, weather phenomena) 2.13 listen to and be tolerant of different viewpoints by engaging in collaborative activities and coming to a group decision
video 2.14 continue probing phenomena until questions are resolved (e.g., properties of living and non-living things, interaction of objects)
video 2.15 engage in problem-solving activities that have multiple solutions or explanations
video 2.16 recognize that science includes both individual and cooperative ventures (e.g., group solutions to problems, individual collections of living and non-living things)
video Scientific Processes/Thinking Skills
2.17 observe, collect and record information (e.g., graphing, ordering, sequencing, measuring)
video 2.18 use a variety of classification systems (e.g., properties of living and non-living things)
video 2.19 use mathematical skills in SI (metric) units in investigations (e.g.,addition and subtraction, measurement of length, weight, and temperature)
video 2.20 use data to make predictions and construct reasonable explanations (e.g., sink and float, magnetic and non-magnetic objects, growth rate of plants)
video 2.21 plan and conduct simple investigations
video Laboratory Investigations/Hands-On Learning
2.22 engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and laboratory skills
video 2.23 manipulate scientific instruments and everyday materials to investigate the natural world (e.g., hand lens, balance, thermometer, metric ruler, magnets, bulbs and batteries, weather instruments, calculators, computers)
video 2.24 use safe and proper techniques for handling, manipulating, and caring for science materials.
video Science Themes and Subject Matter
2.25 develop an understanding of the scientific themes of systems, changes, and models (e.g., a system consists of many parts that which interact with each other and give rise to new properties; change occurs gradually, repetitively, or randomly; a model is a picture, description, or representation of the real thing)
video 2.26 understand that the study of living and non-living objects in the natural world integrates living organisms, earth materials, and physical properties of matter
video 2.27 establish connections across the curriculum (e.g., integrate science with mathematics, social studies, language arts, arts, and/or physical education)
video 2.29 identify the structures of living things and explain their functions (e.g., wings for flying, fins for swimming, flowers for attracting insects, physical characteristics inherited from parents) - systems
video 2.30 observe, classify, compare, investigate, record and discuss needs of living things in different environments - systems
video 2.31 observe, record, predict and discuss changes in living things (e.g., adaptations, growth and development) - changes
video 2.32 construct and/or manipulate models that depict movement, structures, and functions of living things (e.g., animal movements, plant parts) models
video 2.44 identify structural adaptations that benefit living organisms - systems
video 2.50 describe how fossils are formed - changes
video 2.56 match a fossil or a picture of a fossil, with a picture of its original organism (e.g., dinosaur shell, fern) - models
video Science History
2.57 study the lives and discoveries of scientists of different cultures and backgrounds (e.g., read stories about Thomas Edison, Jacques Cousteau, Alexander Graham Bell, and Rachel Carsen and visit scientists in their laboratory
video 2.58 recognize that science changes over time (e.g., earth features change shape, variations of birds appeared, plants of long ago became coal)
video 2.59 realize that scientists will always have new things to discover (e.g., galaxies, diseases, plants, and animals)
video Science, Technology, and Society
2.60 understand that there are many science-related careers through the use of speakers, field trips, audio-visual, and/or printed material (e.g., inventor, meteorologist)
video 2.61 understand that science skills are used in careers not usually related to science (e.g., piano tuner, photographer)
video 2.62 understand how technology has positively or negatively affected the quality of life in West Virginia and the world (e.g., solar energy use, sound "pollution")
video 2.63 understand that common daily events involve science (e.g., food, electricity, toys, transportation)
video 2.64 develop respect and responsibility for the environment by recognizing the interrelationship of living and non-living things and engaging in conservation practices
video Computer/Technology
2.65 use appropriate software to practice and master second grade instructional objectives in science
video 2.66 practice correct keyboarding posture and finger placement for the home row keys
video 2.67 use a mouse to "click and drag"
video 2.68 execute a science program from disk and/or CD-ROM
video 2.69 using the graphing application of appropriate software, create tables and/or bar graphs
video 2.70 use appropriate software to practice reading and interpreting graphs and charts
video 2.71 identify the ways technology changes the lives of people in the community
video 2.72 describe the right of an individual to ownership of his/her (computer) work
video 2.73 identify the function of the various components of a computer system (e.g., monitor, keyboard, mouse, disk drive, CD-ROM, printer)
video 2.74 use a calculator to perform mathematical functions in data analysis
video Nature of Science
3.1 discuss the ways science is a search for answers and an understanding of the world (e.g., ask questions about your role in your world with litter and pollution)
video 3.2 given the science-related careers of a nurse, doctor, dentist, x-ray technician, etc., state the roles each plays in a community
video 3.3 explore objects and events by attributes (e.g., shape, color, texture)
video 3.4 differentiate natural changes from man-made changes
video 3.5 probe deeply into natural phenomena by asking and answering questions about the environment (e.g., oceans, landforms, volcanoes, weather)
video 3.6 use a variety of communication techniques (e.g., charts, bar graphs, pie graphs, models, written descriptions)
video 3.7 realize that science is never finished by observing changes in the environment (e.g., weather cycles, energy cycles, life cycles, rock cycles)
video 3.8 recognize that a solution to one scientific problem often creates new problems (e.g., recycling, pollution, conservation, waste disposal)
video Scientific Attitudes/Habits of Mind
3.9 ask and answer questions while recognizing interactions that further an appreciation and joy of discovery of the natural world
video 3.10 demonstrate innate curiosity, initiative, and creativity by constructing models to investigate their environment
video 3.11 be in awe and wonder of the patterns, variations, and interactions of natural objects in the environment (e.g., food chain, rocks and minerals)
video 3.12 trust observations as a basis for taking risks involved in new tasks and skills
video 3.13 listen to and be tolerant of different viewpoints by engaging in collaborative activities and be willing to modify ideas when new and valid information is presented
video 3.14 continue probing phenomena until questions are resolved (e.g., properties of matter, motions of sun and moon and planets, adaptations of plants and animals)
video 3.15 recognize that developing solutions to problems takes time, patience, and persistence
video 3.16 recognize that science includes both individual and cooperative ventures (e.g., read about scientific discoveries, on-going group investigations)
video Scientific Processes/Thinking Skills
3.17 sort, classify, and compare materials based on useful properties (e.g., magnetism, density, solubility, and conductivity)
video 3.18 given a set of objects, group or order the objects according to an established scheme (e.g., celestial objects, patterns of motion, constellations)
video 3.19 given a set of events, objects, shapes, designs, or numbers, find patterns of constancy or regularity
video 3.20 apply mathematical skills and use metric units (e.g., graphing, addition, subtraction, multiplication, division, and measurement of length and volume of liquid samples)
video 3.21 establish a data table, graph, map, or diagram and use it to answer questions (e.g., volume, temperature, and rates of freezing, melting, and boiling)
video 3.22 support statements with facts (e.g., found in nature books, magazines, and the Internet)
video 3.23 construct predictions and make inferences based on patterns of evidence
video 3.24 when collecting and observing things around you, look for changes and question what may cause the change (e.g., the effect of push or pull on a moving object, motion related to points of reference, falling bodies, fossils, and weather maps)
video 3.25 relate an organism's pattern of behavior to the nature of its environment (e.g., the kinds and numbers of other organisms present, the availability of food, and the physical characteristics of the environment)
video 3.26 test variables (e.g., those that effect plant growth, speed, action of water on soil, and shadow formation)
video Laboratory Investigations/Hands-On Learning
3.27 engage in active inquiries, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and laboratory skills
video 3.28 use scientific instruments and everyday materials to investigate the natural world (e.g., graduated cylinder, hand lens, thermometer, bulbs and batteries, tuning fork, and calculators)
video 3.29 use safe and proper techniques for handling, manipulating, and caring for science materials
video Science Themes and Subject Matter
3.30 develop an understanding of the scientific themes of systems, changes, and models (e.g., systems consists of many parts that interact with one another and give rise to new properties or functions; change occurs gradually, repetitively, or randoly; a model is a picture, description, or simulation of the real thing)
video 3.31 understand that the study of living and non-living objects in the natural world integrates living organisms, earth materials, and physical properties of matter
video 3.32 establish connections across the curriculum (e.g., integrate science with mathematics, social studies, language arts, arts, and/or physical education)
video 3.35 identify the structures of living things, including their systems, and explain their functions (e.g., roots absorb water, circulatory system to move materials) - systems
video 3.36 relate the structures and behaviors of living organisms to the environment in which they live (e.g., beaks and feet in birds, seed dispersal, camouflage, different types of flowers -systems
video 3.37 describe the relationships among the plants and animals in a closed system of interdependent organisms (e.g., aquariums, terrariums) - systems
video 3.38 identify relationships among organisms in an ecosystem (e.g., sequencing food chains, behavior, adaptations, factors that effect populations, predator-prey relationships -systems
video 3.39 observe, measure, and record changes in living things (e.g., growth and development, variations within species) - changes
video 3.40 manipulate, measure, diagram, construct, arrange, observe and discuss models of plant and animal structures and systems - models
video 3.47 recognize energy transformations (e.g., mechanical to heat, electrical to heat) - changes
video Science History
3.74 study the lives and discoveries of scientists of different cultures and backgrounds (e.g., find articles, videos, and books about specific scientists, their discoveries, and their equipment: George Washington Carver, Luther Burbank, John Audubon, Isaac Newton, and Madame Curie and take field trips to places where scientists work)
video 3.75 recognize that science changes over time (e.g., weathering, new plants and animals appear)
video 3.76 realize that scientists will always have questions about the world (e.g., how big is the world, when did it start, how old is it)
video Science, Technology, and Society
3.77 examine that there are many science-related careers through the use of speakers, field trips, audio-visual, and/or printed material (e.g., allergist, environmentalist)
video 3.78 examine that science skills are used in careers not usually related to science (e.g.,animator, transportation engineers)
video 3.79 research how technology has positively or negatively affected the quality of life in West Virginia and the world (e.g., Biosphere II, "skyglow" light pollution)
video 3.80 examine how common daily events involve science (e.g., mail delivery, television)
video 3.81 develop respect and responsibility for the environment by recognizing the interrelationship of living and non-living things and engaging in conservation practices
video Computer/Technology
3.82 use appropriate software to practice and master third grade instructional objectives in science
video 3.83 practice proper finger placement for all letters on the keyboard
video 3.84 use a mouse to draw simple graphics
video 3.85 use appropriate software to practice reading, interpreting, and analyzing the data on a chart, graph, and table
video 3.86 use appropriate software to practice drawing conclusions, making predictions, and making inferences based on data from a chart, graph, and table
video 3.87 use appropriate software to practice determining the length of an object
video 3.88 identify the uses of technology in the community (e.g. health care, communications, agriculture)
video 3.89 demonstrate understanding of the concept that copyright law protects a person's (or company's) work
video 3.90 relate the input, output, and processing devices of a computer to their functions
video 3.91 using the graphing application of appropriate software, create tables and/or bar graphs
video 3.92 use a calculator to perform mathematical functions in data analysis
video 3.93 use a variety of instruments (e.g., probes, thermometers, measuring devices) to perform measurements and record data
video Nature of Science
4.1 explain that science is a search for truth and an understanding of the world
video 4.2 explore the role of science and science-related careers
video 4.3 design a model given a set of attributes (e.g., design a fish)
video 4.4 explain the changes in nature given a series of pictures illustrating changes
video 4.5 probe deeply into natural phenomena by asking and answering questions about the environment (e.g., biomes, weather patterns)
video 4.6 use a variety of communication techniques (e.g., charts, bar graphs, pie graphs, models, reports)
video 4.7 realize that science is never finished by observing changes in the environment (e.g., seasons, energy cycles, life cycles, rock cycles, weathering, erosion)
video 4.8 recognize that a solution to one scientific problem often creates new problems (e.g., recycling, pollution, conservation, waste disposal, need for technology)
video Scientific Attitudes/Habits of Mind
4.9 experience the joy of discovery of the natural world by developing questions and an understanding of the natural world which lead to investigations
video 4.10 demonstrate innate curiosity, initiative, and creativity by designing simple experiments (e.g., electrical circuits, evaporation and condensation)
video 4.11 be in awe and wonder of the patterns, variations, and interactions of objects in the universe (e.g., constellations, rock cycle, weather patterns)
video 4.12 trust observations of discoveries when trying new tasks and skills
video 4.13 listen to and be tolerant of different viewpoints by engaging in collaborative activities and modifying ideas when new and valid information is presented
video 4.14 continue probing phenomena until questions are resolved (e.g., motion of celestial objects, relationship of living things and habitat, transfer of energy) 4.15 recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected
video 4.16 recognize that science includes both individual and cooperative ventures (e.g., interview scientists and meteorologists, group investigation, and model building)
video Scientific Processes/Thinking Skills
4.17 sort, classify, and compare objects, and events based on properties (e.g., mass, volume, density, conductivity)
video 4.18 given a set of objects, group or order the objects according to an established scheme
video 4.19 apply mathematical skills and use metric units (e.g., graphing, multiplication, division, and measurement of length and volume)
video 4.20 establish the variables and controls in an experiment
video 4.21 construct a hypothesis when provided a problem (e.g., cause and effects of an event, based on formation of shadows)
video 4.22 construct predictions and inferences based on patterns of evidence
video 4.23 test variables (e.g., that effect plant growth, action of water in shaping the earth, and causes and effects of events)
video 4.24 interpret data presented in a table, graph, or diagram and use it to answer questions and make decisions
video 4.25 draw and support a conclusion based on patterns of evidence (e.g., weather maps, change of speed in a given amount of time, change in wave motions with changes in energy, and variation of plants)
video 4.26 support statements with facts (e.g., found in books, multimedia, Internet)
video Laboratory Investigations/Hands-On Learning
4.27 engage in active inquiries, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and laboratory skills
video 4.28 use scientific instruments and everyday materials to investigate the natural world (e.g., observe the natural world using instruments such as a hand lens, microscope, telescope, thermometer, magnets, bulbs and batteries, graduated cylinders, calculators, computers)
video 4.29 demonstrate safe and proper techniques for handling, manipulating, and caring for science materials
video Science Themes and Subject Matter
4.30 develop an understanding of the scientific themes of systems, changes, and models (e.g., systems consists of many parts that interact with one another and give rise to new properties or functions; change occurs gradually, repetitively, or randomly; a model is a picture, description, simulation, or equation which represents the real thing)
video 4.31 understand that the study of living and non-living objects in the natural world integrates living organisms, earth materials, and physical properties of matter
video 4.32 establish connections across the curriculum (e.g., integrate science with mathematics, social studies, language arts, arts, and/or physical education)
video 4.34 identify the structures of living things including their systems, and explain their function (e.g., skeletons, teeth structures, and leaves) - systems
video 4.35 describe the different characteristics of plants and animals which help them to survive in different niches and environments - systems
video 4.36 describe the environments and conditions which are needed for the survival of living things (e.g., water, sunlight, soil, food, climate, correct habitat, environmental barriers) - systems
video 4.37 classify living things according to their structures and functions (e.g., taxonomy) - systems
video 4.38 review relationships among organisms in an ecosystem (e.g., fresh water, salt water, and terrestrial organisms and habitats, climate as related to biomes, food webs) - systems
video 4.39 identify human uses of plants and animals (e.g., food sources, medicines) - systems
video 4.40 associate the behaviors of living things to external and internal influences (e.g., hunger, climate, seasons) - systems
video 4.41 identify cells in plants and animals (e.g., use hand lenses or microscopes to examine plant and animal cells) - systems
video 4.42 identify variations in structures and function within and among species of living things (e.g., different seeds, leaves, skeletons, different forms of reproduction, animal and plant structures) - changes
video 4.43 recognize, compare, and/or sequence changes in living things (e.g., plant and animal life cycles) - changes
video 4.44 describe environmental barriers to the migration of animals - changes
video 4.45 construct and explain models of habitats, food chains, and food webs - models
video Science History
4.69 study the lives and discoveries of men and women scientists of different cultures and backgrounds (e.g., Albert Einstein, Earl Core, Wright Brothers, Gerty Cori, Gertrude Elion, Albert Achweitzer, Lewis and Clark, John Muir)
video 4.70 recognize that science changes over time (e.g., discoveries of new ideas creates a need for new equipment, new equipment makes it possible to discover new ideas, new ideas may have positive or negative consequences)
video 4.71 realize that scientists will continue to have questions about the world (e.g., what is the smallest particle, what causes diseases, can humans live in space for a long time)
video Science, Technology, and Society
4.72 explain that there are many science-related careers through the use of speakers, field trips, audio-visual, and/or printed material (e.g.,computer technician, food chemist)
video 4.73 explain that science skills are used in careers not usually associated with science (e.g., jewelry maker, pilot)
video 4.74 explain how technology has positively or negatively affected the quality of life in West Virginia and the world (e.g., rechargeable batteries, Great Lakes Zebra Mussels, oil spills and clean up)
video 4.75 research how common daily events involve science (e.g., flashlights, laser scanners, printed materials)
video 4.76 develop respect and responsibility for the environment by recognizing the interrelationship of living and non-living things and engaging in conservation practices
video Computer/Technology
4.77 use appropriate software to practice and master fourth grade instructional objectives in science
video 4.78 practice proper finger placement for all keys on a keyboard
video 4.79 use appropriate software to practice reading, interpreting, and analyzing the data on a map, chart, graph, table, and diagram
video 4.80 use appropriate software to practice drawing conclusions, making predictions, and making hypotheses based on data from a map, diagram, chart, graph, and table
Kindergarten
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Grade Four
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