South Carolina Curriculum Standards

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

Fourth Grade:

I. Inquiry

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

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

B. Changes in the Earth and Sky
1. Weather changes from day to day and over the seasons.
a. Observe daily and seasonal weather patterns.	video hands-on online
b. Describe how clouds form.	video hands-on online
c. Record and identify various cloud formations (cirrus, stratus, and cumulus).	video hands-on online
d. Predict weather based on observations.	video hands-on online
e. Research and describe severe weather phenomena, technological advances and related safety concerns.	video hands-on online
2. Weather can be described by measurable quantities, such as temperature, wind direction, speed, and precipitation.
a. Measure and collect daily weather data using meteorological tools (Fahrenheit/Celsius thermometer, weather vane, anemometer, and rain gauge).	video hands-on online
b. Interpret weather data from a variety of sources.	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

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

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
b. Explain why constraints on technological design are unavoidable. (T, N)	video hands-on online
6. Technological solutions have intended benefits and unintended consequences.	video hands-on online

III. Earth
Unit of Study:
Energy Transfer in the Atmosphere

A. Structure of the Earth System
1. Water, which covers the majority of the Earth�s surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle."
a. Explain the phases of water cycle using a model or diagram.	video hands-on online
b. Relate the occurrence of water in the Earth�s crust, oceans, and atmosphere to the water cycle processes.	video hands-on online
2. Water evaporates from the Earth�s surface, rises and cools as it moves to higher elevations, condenses as rain or snow and falls to the surface where it collects in lakes, oceans, soil, and rocks underground.
a. Identify and investigate processes of condensation, evaporation, and run off on a diagram.	video hands-on online
b. Explain why precipitation is sometimes rain, sleet, hail, or snow.	video hands-on online
4. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor.
a. Operationally define humidity and relative humidity.	video hands-on online
b. Relate humidity to weather conditions.	video hands-on online
c. Identify the composition of the atmosphere.	video hands-on online
5. The atmosphere has different properties at different elevations.
a. Describe the physical characteristics of the different layers of the atmosphere (e.g., troposphere, stratosphere, mesosphere, thermosphere, and exosphere).	video hands-on online
b. Relate the characteristics of the layers of the atmosphere (e.g., temperature, pressure, and composition of gases) to different altitudes.	video hands-on online
c. Explain the effect of air pressure at different elevations (e.g., cooking and ears popping).	video hands-on online
6. Clouds, formed by the condensation of water vapor, affect weather and climate.
a. Demonstrate and explain the formation of clouds.	video hands-on online
b. Classify shapes and types of clouds according to elevations.	video hands-on online
c. Relate cloud types to weather events and patterns.	video hands-on online
d. Use weather maps, Internet sites with satellite images, and other weather data to identify and predict weather conditions.	video hands-on online
7. Global patterns of atmospheric movement influence local weather.
a. Relate heat transfer to the movement of air masses (highs and lows) in the atmosphere.	video hands-on online
b. Describe characteristics and locations of global wind patterns (e.g., trade winds and the jet stream), and give examples of how these global patterns can affect local weather.	video hands-on online
c. Describe the factors that contribute to the formation of global wind patterns.	video hands-on online
d. Describe how satellites and computers provide information on local and worldwide weather patterns. (T)	video hands-on online
8. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
a. Relate heat transfer to ocean current circulation.	video hands-on online
b. Describe the characteristics of the Gulf Stream and other large ocean currents and their effects on climate in eastern North America and Western Europe.	video hands-on online
c. Explain why the air temperatures are more moderate in areas near large bodies of water.	video hands-on online
e. Describe what happens when hurricanes move over land.	video hands-on online

Seventh 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 (e.g., 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. 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. Analyze different ideas and explanations to consider alternative ideas.	video hands-on online
b. Accept the skepticism of others as part of the scientific process.	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. 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.	video hands-on online
3. Science and technology are reciprocal.
a. Explain how science and technology are essential to each other.	video hands-on online
4. Perfectly designed solutions do not exist.
a. Discuss factors that affect product design and alter the original design.	video hands-on online
b. Discuss risk versus benefit factors in product design.	video hands-on online
5. Technological designs have constraints.
a. Describe examples of constraints on technological designs.	video hands-on online
b. Explain why constraints on technological design are unavoidable.	video hands-on online
6. Technological solutions have intended benefits and unintended consequences.

Eighth 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
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 data (measurements and 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 manipulated (independent) and responding (dependent) 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 graphical representations.	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, balances, spring scales, microscopes, binoculars) to perform tests, collect data, and display data.	video hands-on online
b. Analyze and interpret data using 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 form a logical argument about the cause-effect relationships in experiments.	video hands-on online
b. State explanations in terms of the relationship between two or more variables.	video hands-on online
c. State hypotheses in ways that include the manipulate (independent) and responding (dependent) variables.	video hands-on online
6. Recognize and analyze alternative explanations and predictions.	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. Understandings about Scientific Inquiry
1. Different kinds of questions suggest different kinds of scientific investigations.
a. Relate how the kind of question being asked directs the type of investigation conducted (e.g. observing and describing, collecting, experimenting, surveying, inventing, and making models).	video hands-on online
2. Current scientific knowledge and understanding guide scientific investigations.	video hands-on online
3. Mathematics is important in all aspects of scientific inquiry.	video hands-on online
4. Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results.
a. Compare and contrast the quality of data collected with and without technological devices.	video hands-on online
5. Scientific explanations emphasize evidence, have logically consistent arguments and use scientific principles, models and theories.
a. Discuss how scientific knowledge advances when new scientific explanations displace previously accepted knowledge.	video hands-on online
6. Science advances through legitimate skepticism.	video hands-on online
7. Scientific investigations sometimes result in new ideas and phenomena for study.	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
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, (4) evaluation.	video hands-on online
D. 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.	video hands-on online
3. Science and technology are reciprocal.
a. Explain how science and technology are essential to each other.	video hands-on online
4. Perfectly designed solutions do not exist.
a. Discuss factors that affect product design and alter the original design	video hands-on online
b. Discuss risk versus benefit factors in product design.	video hands-on online
5. Technological designs have constraints.
a. Describe examples of constraints on technological designs	video hands-on online
b. Explain why constraints on technological design are unavoidable	video hands-on online
6.; Technological solutions have intended benefits and unintended consequences.	video hands-on online

Ninth to Twelfth Grade:

I. Inquiry

Inquiry is not an isolated unit of instruction and should be embedded throughout the content areas.
The nature of science and technology are incorporated within this area.
A. Identify Questions and Concepts that Guide Scientific Investigations
Experimental design should demonstrate logical connections between a knowledge base and conceptual understanding.
1. Formulate a testable hypothesis based on literary research and previous knowledge.	video hands-on online
2. Identify and select experimental variables (independent and dependent) and controlled conditions.	video hands-on online
B. Design and Conduct Investigations
Prior knowledge about major concepts, laboratory apparatus, laboratory techniques and safety should be used in designing and conducting a scientific investigation.
1. Design a scientific investigation based on the major concepts in the area being studied.	video hands-on online
2. Select and use appropriate instruments to make the observations necessary for the investigation, taking into consideration the limitations of the equipment.	video hands-on online
3. Identify technologies that could enhance the collection of data.	video hands-on online
4. Select the appropriate safety equipment needed to conduct an investigation (e.g., goggles, aprons, etc.).	video hands-on online
5. Suggest safety precautions that need to be implemented for the handling of materials and equipment used in an investigation.	video hands-on online
6. Describe the proper response to emergency situations in the laboratory.	video hands-on online
7. Conduct the laboratory investigation with repeated trials and systematic manipulation of variables.	video hands-on online
8. Identify possible sources of error inherent in the experimental design.	video hands-on online
9. Organize and display data in useable and efficient formats, such as tables, graphs, maps, and cross sections.	video hands-on online
10. Draw conclusions based on qualitative and quantitative data.	video hands-on online
11. Discuss the impact of sources of error on the experimental results.	video hands-on online
12. Communicate and defend the scientific thinking that resulted in the conclusions.	video hands-on online
C. Use Technology and Mathematics to Improve Investigations and Communications
Scientific investigations can be improved through the use of technology and mathematics. While it is acknowledged that the SI system is the accepted measurement system in science, opportunities to use the English System are encouraged.
1. Select and use appropriate technologies (computers, calculators, CBL�s) to enhance the precision and accuracy of data collection, analysis and display.	video hands-on online
2. Discriminate between data that may be valid or anomalous.	video hands-on online
3. Select and use mathematical formulas and calculations to extend the usefulness of laboratory measurements.	video hands-on online
4. Draw a "best fit" curve through data points.	video hands-on online
5. Calculate the slope of the curve and use correct units for the value of the slope for linear relationships.	video hands-on online
6. Calculate interpolated and predict extrapolated data points.	video hands-on online
7. Perform dimensional analysis calculations.	video hands-on online
D. Formulate and Revise Scientific Explanations and Models Using Logic and Evidence
Scientific explanations and models are developed and revised through discussion and debate.
1. Construct experimental explanations or models through discussion, debate, logic and experimental evidence.	video hands-on online
2. Develop explanations and models that eliminate bias and demonstrate the use of ethical principles. (P)	video hands-on online
3. Revise explanations or models after review.	video hands-on online
E. Recognize and Analyze Alternative Explanations and Models
Scientific criteria are used to discriminate among plausible explanations.
1. Compare current scientific models with experimental results.	video hands-on online
2. Select and defend, based on scientific criteria, the most plausible explanation or model.	video hands-on online
F.; Communicate and Defend a Scientific Argument
1. Develop a set of laboratory instructions that someone else can follow.	video hands-on online
2. Develop a presentation to communicate the process and conclusion of a scientific investigation.	video hands-on online
G. Understandings about Scientific and Technological Inquiry
Historical scientific knowledge, current research, technology, mathematics and logic should be the basis for conducting investigations and drawing conclusions.
1. Analyze how science and technology explain and predict relationships.	video hands-on online
a. Defend the idea that conceptual principles and knowledge guide scientific and technological inquiry.	video hands-on online
b. Explain how historical and current scientific knowledge influences the design, interpretation, and evaluations of investigations.	video hands-on online
1. Discuss the reasons scientists and engineers conduct investigations.	video hands-on online
2. Defend the use of technology as a method for enhancing data collection, data manipulation and advancing the fields of science and technology.	video hands-on online
3. Explain how mathematics is important to scientific and technological inquiry.	video hands-on online
4. Explain why scientific models and explanations need to be based on historical and current scientific knowledge.	video hands-on online
5. Understand that scientific explanations must be logical, supported by the evidence, and open to revision.	video hands-on online

A. Changes in the Earth and Sky
1. Weather changes from day to day and over the seasons.
a. Define components of weather, including temperature, wind, and precipitation (rain, sleet, snow, and hail).	video hands-on online
b. Observe and identify weather conditions and patterns.	video hands-on online
c. Create and use symbols to represent weather conditions.	video hands-on online
d. Describe and sequence the seasons.	video hands-on online
e. Identify safety precautions to use during severe weather conditions. (P)	video hands-on online
2. Weather can be described by measurable quantities, such as temperature, wind direction, and precipitation.
a. Measure and record temperature in both degrees Fahrenheit and Celsius.	video hands-on online
b. Measure and record precipitation.	video hands-on online
c. Investigate and describe that wind changes direction and moves things.	video hands-on online
d. Make simple charts and graphs of observed weather data.	video hands-on online
e. Identify and importance of measuring and recording weather data. (T)	video hands-on online
f. Compare drought and flood conditions.	video hands-on online
g. Investigate and describe how weather affects water supply and water conservation. (P)	video hands-on online

First Grade:

Second Grade:

Third Grade:

Fourth Grade:

Fifth Grade:

Sixth Grade:

Seventh Grade:

Eighth Grade:

Ninth to Twelfth Grade:

South Carolina Curriculum Standards

Kindergarten

B. Changes in Earth and Sky
1. Weather changes from day to day and over the seasons.
a. Record weather observations pictorially.	video hands-on online
b. Name and describe the seasons.	video hands-on online
c. Describe how seasonal changes may affect plants and animals.	video hands-on online