The STANDARDS CORRELATION chart suggests which Oregon 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 Oregon Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Grade Three, Grade Five, Grade Eight, Grade Ten, PASS
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Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
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Apply explanatory concepts of model, system, theory, probability, and replication.
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Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
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Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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Students will: |
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Identify examples of change.
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Arrange parts of a cycle.
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Students will: |
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Recognize and diagram the parts of a system.
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Students will: |
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Compare objects, drawings, and constructions to the real things they represent.
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Students will: |
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Identify examples of change over time.
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Describe how some things change and some things remain the same.
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Students will: |
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Identify structures that serve different functions.
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Students will: |
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Describe an object’s position and how to affect its movement. |
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Students will: |
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Identify common types and uses of energy.
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Students will: |
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Identify materials that make up the Earth.
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Students will: |
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Identify daily and seasonal weather changes.
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Students will: |
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Identify and trace the movement of objects in the sky.
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Students will: |
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Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.
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Students will: |
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Plan a simple investigation.
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Students will: |
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Collect data from an investigation.
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Students will: |
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Use the data collected from an investigation to explain the results.
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Students will: |
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Understand the relationship that exists between science and technology.
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Understand the process of technological design to solve problems and meet needs.
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Students will: |
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Describe the role of science and technology in local, national, and global issues.
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Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
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Explain risks and benefits in personal and community health from a science perspective.
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Describe and explain different rates of change. |
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Students will: |
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identify and describe examples of rapid change and changes that happen at a slower pace.*
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identify apparent changes in the position of objects in the sky.
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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment. Diagram and explain a cycle.
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Students will: |
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recognize and describe cycles in natural and man-made systems.*
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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
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Identify interactions among parts of a system. |
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Students will: |
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explain the function of various parts of simple physical systems, such as in an electrical circuit using batteries and bulbs.
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Use models to explain how objects, events, and/or processes work in the real world. |
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Students will: |
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use physical models to explain such phenomena as the solar system or surface features of Earth, continents, river systems, and their neighborhood.
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understand that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, but such representations cannot usually be exact in detail.
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Organize evidence of a change over time. |
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Students will: |
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observe and record change in phenomena for a period of time.
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sort data and display in a logical sequence.*
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Describe actions that can cause or prevent changes.
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Students will: |
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explain results of classroom experiments in terms of cause and effect.
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describe the relationship between factors of weather and the resulting change to the Earth’s surface.*
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Students will: |
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Describe and compare the motion of objects.
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Students will: |
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predict and explain which way an object will move based upon its mass, composition, and the force exerted upon it.
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describe an object’s motion by tracing and measuring its position over time.
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explain simple changes in the motion of an object, such as the acceleration of objects moving downhill, the slowing of objects due to friction, and the curving of the path of a thrown object or a satellite.
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recognize that sound is produced by vibrating objects and that pitch of the sound varies by changing the rate of vibration.
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draw a correlation between gravity and mass of an object, for example, the greater the mass, the greater the gravitational pull.
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Identify examples of electricity, magnetism, and gravity exerting force on an object.
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Students will: |
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determine whether or not a magnet will attract a certain substance.
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indicate from a diagram whether a magnet will push or pull on another magnet.
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compare the strength of magnets based on the size of objects they will pick up.
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explain why compasses point north.
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identify a complete electrical circuit.
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Students will: |
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Identify forms and behaviors of various types of energy.
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Students will: |
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differentiate among the various forms of energy: heat, light, sound, and electricity.
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understand and use common terms such as friction and conduction in relation to forms of energy.
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identify the effects that various forms of energy have on matter, such as producing light, motion, sound, warmth, and change of state.
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recognize the factors affecting the behavior of electricity and its path of flow through a circuit.
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indicate that the path of light is always in a straight line, but can be reflected, refracted, or absorbed.
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Describe examples of energy transfer.
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Students will: |
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predict which way heat will transfer (flow) when presented with a diagram of objects at different temperatures.
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predict which materials will conduct heat more efficiently and which materials can be used to prevent heat loss or heat gain.
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understand that heat is produced in many ways, such as from light, burning, electricity, friction, and as a by-product of mechanical and electrical machines.
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identify examples of energy transfer in students’ own lives and environment.
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trace the energy derived from fossil fuels back to the light and heat energy from the sun.
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Students will: |
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Describe the Earth’s place in the solar system and the patterns of movement of objects within the solar system.
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Students will: |
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describe Earth’s movement in the solar system.
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identify the patterns of movement and the apparent shape of the moon over a monthly cycle.
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trace the shape of the orbit of Earth around the sun and the orbit of the moon around Earth, with corresponding timelines.*
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History and Nature of Science
Common Curriculum Goals
Understand that science is a human endeavor practiced by individuals from many different cultures.
Content Standard
Describe science as a human endeavor.
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Students will: |
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Identify different ways and places in which scientists work.
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Students will: |
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Identify examples of how scientific knowledge changes over time.
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Students will: |
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Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.
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Students will: |
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Ask questions and make predictions that are based on observations and can be explored through simple investigations.
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Students will: |
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ask questions about objects, organisms, and events in the world.
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identify questions that can be explored through a scientific investigation.
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Students will: |
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Design an investigation to answer questions or check predictions.
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Students will: |
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identify which tools to use for the investigation.
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use appropriate units of measure for the investigation.
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recognize reasons for controlling variables.
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Students will: |
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Collect, organize, and summarize data from investigations.
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Students will: |
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select and use an appropriate organization for data summary.*
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select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.
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recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass.
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Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.
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Students will: |
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Analyze, interpret, and summarize data from investigations.
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Students will: |
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analyze and interpret data related to the question or hypothesis.
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explain why the data from one person’s investigation might differ from the data of others performing the same investigation.
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analyze data to determine possible questions for further investigation.
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Students will: |
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Understand the relationship that exists between science and technology.
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Students will: |
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Describe the role of science and technology in local, national, and global issues.
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Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
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Explain risks and benefits in personal and community health from a science perspective.
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Identify and explain patterns of change as cycles and trends. |
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Students will: |
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Identify and explain patterns of change as cycles and trends.
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Students will: |
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understand that there are many kinds of cycles operating on time scales from less than a billionth of a second, e.g., wave period of X-rays, to millions of years, e.g., sun orbiting the center of the Milky Way.
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explain common cycles in Earth systems such as tides, movements of celestial objects, predator-prey populations, life cycles, the water cycle, the rock cycle, etc.
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understand that cycles can be described in terms of cycle length or frequency, what the highest and lowest values are, and when they occur.
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recognize cyclic patterns in data and distinguish them from patterns showing trends.
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Students will: |
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Identify a system’s inputs and outputs. Explain the effects of changing a system’s components.
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Students will: |
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apply the concept that system means a set of parts that function together as a whole.
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understand that any system is usually connected to other systems, thus becoming a subset of a larger system. A change in one system may cause a change in other systems.
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analyze a variety of systems in terms of inputs and outputs.
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analyze the effect on a variety of different systems if one of the system’s components is changed.
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recognize that energy is often an input or an output in a system, and analyze the effect on the system of changing the amount of energy coming in or going out.
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predict the effect of changing a component of a simple system such as a food web.
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recognize that in complex systems, it is often impossible to predict the effect of changing one component of the system.
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Students will: |
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Use a model to make predictions about familiar and unfamiliar phenomena in the natural world.
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Students will: |
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recognize that many of the concepts they study in science are portrayed in the form of models.
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analyze models to make predictions about future events in the natural world.
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Physical Science
Common Curriculum Goals
Froces and Motion
Understand fundamental forces, their forms, and their effects on motion.
Content Standard
Describe electrical, magnetic, gravitational, and other forces and the motions resulting from them.
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Students will: |
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Explain interactions between force and matter and relationships among force, mass, and motion.
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Students will: |
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predict the motion of an object based upon one or more forces acting on it.
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predict ways to change direction or speed of an object by changing the forces acting upon it. For example, if we change a skateboarding surface from smooth to rough, the skateboard will decrease in speed across the surface.
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identify real-world examples of forces affecting the motion of objects.
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apply the principle that moving objects with no forces acting on them continue to move at the same speed and in the same direction.
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recognize how force, mass, and acceleration are related. For example, when a grocery cart is pushed, it moves. How fast it moves depends on the force of the push and the weight of the contents of the cart.
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Students will: |
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Compare and contrast forms and behaviors of various types of energy.
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Students will: |
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distinguish among chemical, heat, light, electrical, sound, and mechanical energy.
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associate unique properties with each of the various types of energy.
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predict which way heat energy will flow in a system.
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use diagrams to make predictions about the flow of electricity in a circuit.
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explain the relationship between various types of energy with their ability to transfer through different types of substances.*
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Describe and explain a variety of energy transfers and transformations.
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Students will: |
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recognize the difference between chemical and mechanical energy.
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recognize that heat energy is almost always a by-product of energy transformations.
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analyze the flow of energy in a system from one point to another, and from one form to another.
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apply the principle that energy is conserved, neither created nor destroyed.
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Earth and Space Science
Common Curriculum Goals
The Earth in Space
Understand the Earth’s place in the solar system and the universe.
Content Standard
Explain relationships among the Earth, sun, moon, and the solar system.
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Students will: |
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Explain the relationship of the Earth’s motion to the day, year, phases of the moon, and eclipses.
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Students will: |
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interpret a diagram of the sun, Earth, and moon and make predictions as to phases of the moon, eclipses, or night-day cycles.
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predict changes in the length of daylight due to the motion of Earth around the sun.
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relate changes such as length of day and shadows to Earth, sun, and moon motions.
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relate the length of a day, a month, and a year to motions of Earth and the moon.
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Students will: |
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Describe how scientists study different fields and use different techniques for investigations.
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Students will: |
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Describe and explain how scientific knowledge and processes have changed over time.
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Students will: |
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Identify in scientific investigations examples of the use of logic, respect for rules of evidence, openness to criticism, and public reporting of methods and procedures.
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Students will: |
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Ask questions and form hypotheses that are based on observations and scientific concepts and that can be explored through scientific investigations.
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Students will: |
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ask focused questions about objects, organisms, and events that can be answered through investigation.*
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identify variables that influence a situation and can be controlled.
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Common Curriculum Goals
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.
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Students will: |
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Design a scientific investigation to answer questions or test hypotheses.
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Students will: |
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describe a controlled experiment.*
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recognize a set of procedures which will provide data to address the question or hypothesis.
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identify and use the basics of experimenting such as controlling variables, quantifying results, and observing objectively.*
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identify the type of investigation appropriate to answer the hypothesis or question.*
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Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.
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Students will: |
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Collect sufficient data to investigate a question, clarify information, and support an analysis.
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Students will: |
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gather and record data generated through observation and/or experimentation.*
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organize data to produce the clearest report or strongest evidence.
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represent data in multiple ways using the best format for the question or hypothesis.
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Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.
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Analyze and summarize data including possible sources of error. Explain results and offer reasonable and accurate interpretations and implications.
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Students will: |
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identify sources of error in the data and the impact on the results.*
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use evidence, including data presented and prior scientific knowledge, to support interpretations and implications.*
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recognize design problems in an investigation and the effect those problems have on the appropriateness of and confidence in the investigation’s conclusions.
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Science and Technology
Common Curriculum Goals