South Carolina Curriculum Standards

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

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

First Grade:

I. Inquiry

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

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

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

Second Grade:

I. Inquiry

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

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

Third Grade:

I. Inquiry

A. Property of Objects and Materials
1. Objects have many observable properties.
a. Examine and classify common physical properties of matter (solids, liquids, and gases).	video hands-on online
2. Materials can exist in different states - solid, liquid and gas. Some common materials, such as water, can be changed from one state to another.
a. Identify materials as solid, liquid, and gas.	video hands-on online
b. Demonstrate and describe how water and other materials change from one state to another.	video hands-on online
3. Properties of matter can be measured using tools, such as rulers, balances, and thermometers.
a. Measure length, mass, volume, and temperature of various materials in standard (U.S. Customary and Metric Systems) units.	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 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

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

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

III. Earth Science
Unit of Study:
Changes in the Earth's Surface

B. Earth in the Solar System
1. Gravity is the force that explains the phenomena of the tides.
a. Describe the effect of the positions of the sun and the moon on the ocean's tides.	video hands-on online
2. The sun is the major source of energy for phenomena on the Earth's surface.
a. Describe how changes in temperature produce currents.	video hands-on online
b. Identify the role of solar energy on wind and ocean currents.	video hands-on online

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

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

Sixth Grade:

I. Inquiry

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

IV. Physical Science
Unit of Study:
Physical Properties and Changes of Matter

2. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group.
a. Distinguish among elements, compounds, and mixtures.	video hands-on online
b. Use the periodic table to identify common elements in their groups.	video hands-on online
c. Distinguish metals from non-metals based on observed characteristics.	video hands-on online
d. Create models of atoms representing common elements by identifying the location and charges of the protons, neutrons, and electrons in the models.	video hands-on online
e. Distinguish between acids and bases using indicators.	video hands-on online
3. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter.
a. List the most common elements found in living organisms.	video hands-on online
b. Interpret labels on foods, household chemicals, and over-the-counter medicines to identify common elements and compounds present.	video hands-on online

IV. Physical Science
Unit of Study:
Machines and Work

A. Motion and Forces
1. Motion can be measured and represented on a graph.
a. Measure force required to move an object using appropriate devices (e.g., spring scale, rubber band and ruler).	video hands-on online
b. Manipulate and graph force vs. distance required to move an object using a lever, pulley, or inclined plane without changing the total work involved.	video hands-on online

IV. Physical Science
Unit of Study:
Forms and Transfer of Energy

A. Energy is transferred in many ways.
1. Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, and the nature of a chemical.
a. Identify sources of heat, light, sound, electrical and chemical energy, and mechanical motion.	video hands-on online
b. Recognize and identify heat, light, sound, electrical and chemical energy, and mechanical motion as forms of energy.	video hands-on online
2. Energy is transferred in many ways.
a. Demonstrate the transfer of energy when mechanical motion is changed to sound (e.g., vibrations).	video hands-on online
b. Demonstrate and identify factors that influence the pitch of a sound (e.g., length and diameter).	video hands-on online
c. Demonstrate chemical energy transferred to light energy (e.g., light wands, lightning bugs, batteries, and bulbs, etc.).	video hands-on online
3. Heat moves in predictable ways, flowing from warmer to cooler objects, until both reach the same temperature.
a. Predict and demonstrate the effect of the flow of heat in solids, liquids, and gases.	video hands-on online
b. Investigate the effects of temperature differences on the movement of water.	video hands-on online
c. Design an experiment that reduces the rate at which a substance melts.	video hands-on online
d. Observe and compare the melting time of a substance in an insulated container vs. an open container.	video hands-on online
e. Explain how insulating factors affect the flow of heat.	video hands-on online
f. Relate insulating factors to real life applications (e.g., building construction, clothing, animal covering, etc.).	video hands-on online
g. Explain by using examples how conduction, convection, or radiation factors enhance the flow of heat.	video hands-on online
4. Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object - emitted by or scattered from it - must enter the eye.
a. Distinguish between objects producing light and objects reflecting light.	video hands-on online
b. Investigate the reflection of light.	video hands-on online
c. Observe and explain the refraction of light.	video hands-on online
d. Illustrate the image formation using convex lens.	video hands-on online
e. Classify objects as opaque, transparent, or translucent.	video hands-on online
f. Describe how the parts of an eye interact with light to enable a person to see an object.	video hands-on online
5. Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced. Heat, light, mechanical motion, or electricity might be involved in such transfers.
a. Design and build an electrical circuit to demonstrate energy transfer.	video hands-on online
b. Relate electricity to magnetism (e.g., constructing electromagnets and simple electric motors).	video hands-on online
c. Use an electric motor to demonstrate energy transfers (e.g., chemical to electrical to mechanical motion).	video hands-on online
d. Explain how generators produce electricity from mechanical motion.	video hands-on online
6. The sun is a major source of energy for changes on the Earth�s surface.
a. Measure temperature differences as the sun or a model of the sun warms different surfaces.	video hands-on online
b. Graph time vs. temperature of different surfaces exposed to the sun and interpret the graphs to infer factors that affect heat absorption.	video hands-on online
c. Investigate and describe practical uses of solar energy (e.g., solar ovens, water heaters, calculators, etc.).	video hands-on online
7. The sun�s energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation.
a. Use prisms and diffraction gratings to refract light and observe the colors in the visible spectrum.	video hands-on online
b. Differentiate infrared, colors of visible light, and ultraviolet radiation by wavelengths (e.g., heat lamps, greenhouse effect).	video hands-on online
c. Draw and label a diagram to illustrate wavelengths of radiant energy.	video hands-on online
d. Explain rainbow phenomena in terms of refraction of sunlight by water droplets in the sky.	video hands-on online
e. Relate the importance of using sunscreen to the harmful effects of ultraviolet radiation on the skin.	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.

III. Earth
Unit of Study:
Ecology - The Abiotic Environment

IV. Physical Science
Unit of Study:
Chemical Nature of Matter

5. The sun is a major source of energy for changes on the Earth�s surface. Energy is transferred in many ways. (Transfer of Energy: Physical Science)
a. Describe the greenhouse effect and its consequences. (P)	video hands-on online
b. Specify ways that humans may be influencing or contributing to global warming. (P)	video hands-on online
6. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs. (Populations and Ecosystems: Life Science)
a. Describe how sunlight, through photosynthesis, is transferred by producers into chemical energy.	video hands-on online
b. Trace the path of solar energy through a simple food chain and food webs that include humans.	video hands-on online
c. Explain how energy is transferred through an ecosystem.	video hands-on online
d. Explain how energy is distributed in an energy pyramid.	video hands-on online

A. Properties and Changes of Properties in Matter
1. Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties.
a. Distinguish between physical and chemical properties.	video hands-on online
b. Distinguish between physical and chemical changes.	video hands-on online
c. Describe various means by which chemical reactions occur (such as heat, light, and electricity).	video hands-on online
d. Cite examples of chemical changes in matter (e.g., rusting [slow oxidation], combustion [fast oxidation], and food spoilage).	video hands-on online
2. In chemical reactions, the total mass is conserved.
a. Recognize chemical symbols and chemical formulas of common substances such as NaCl (table salt), H20 (water), C6H12O6 (sugar), O2 (oxygen), CO2 (carbon dioxide), and N2 (nitrogen).	video hands-on online
b. Identify evidences of chemical reactions (e.g., gas evolved, color and/or temperature change, precipitate formed).	video hands-on online
c. Identify the reactants and products in simple chemical reactions such as photosynthesis (plants) and respiration (plants and animals).	video hands-on online
d. Explain the role of the enzymes as catalysts.	video hands-on online
e. Use balanced chemical equations such as photosynthesis and respiration to support the law of conservation of matter.	video hands-on online

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

III. Earth
Unit of Study:
Earth and Space Systems

A. Earth in the Solar System
1. The earth is the third planet from the sun in the system that includes the moon, the sun, eight other planets and their moons, smaller objects, such as asteroids and comets. (solar system)
a. Describe features of the planets in terms of size, composition, relative distance from the sun, and ability to support life.	video hands-on online
b. Compare and contrast the Earth to other planets in terms of size, composition, relative distance from the sun, and ability to support life.	video hands-on online
c. Describe features and explain the origins of asteroids, comets, and meteors.	video hands-on online
2. The sun, an average star, is central and largest body in the solar system.
a. Describe and classify the four layers of the sun�s atmosphere (corona, chromosphere, photosphere, and core).	video hands-on online
b. Evaluate how phenomena on the sun�s surface affect Earth (e.g., sunspots, prominences, and solar flares).	video hands-on online
c. Apply how the sun�s solar wind affects Earth (i.e., auroras, interference in radio, and television communication).	video hands-on online
3. Energy is a property of many substances and is associated with nuclei. (Transfer of Energy: Physical Science)
a. Explain the process by which the sun produces energy (fusion).	video hands-on online
b. Describe nuclear fission.	video hands-on online
c. Distinguish between nuclear fusion and nuclear fission.	video hands-on online
4. Most objects in the solar system are in regular and predictable motion which explains such phenomena as the day, the year, phases of the moon, and eclipses.
a. Compare and contrast the Earth�s rotation and revolution as they relate to daily and annual changes.	video hands-on online
b. Sequence and explain the phases of the moon (e.g., waxing, waning, crescent, new, and full).	video hands-on online
c. Demonstrate the arrangement of the sun, the moon and the earth during solar and lunar eclipses (including partial eclipses).	video hands-on online
5. Gravity alone holds us to the earth�s surface and explains the phenomena of the tides.
a. Compare and contrast the contributions of Copernicus and Galileo. (H)	video hands-on online
b. Diagram the relative position of the sun, the moon, and the earth during tides.	video hands-on online
c. Describe the effect of the sun and moon on tides.	video hands-on online
6. Seasons result from variations in the amount of the sun�s energy hitting the surface, due to the tilt of the earth�s rotation on its axis and the length of the day.
a. Summarize how the parallel rays of the sun effect the temperature of Earth and produce different amounts of heating on Earth�s surface.	video hands-on online
b. Diagram how the tilt of Earth�s axis affects the seasons and the length of day.	video hands-on online
c. Relate the seasons to the tilt of the earth and the angle of the sun�s rays.	video hands-on online
7. Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system.
a. Examine the role of gravity in keeping the sun and solar system in orbit.	video hands-on online
b. Relate qualitative force to mass and distance.	video hands-on online
8. Unbalanced forces will cause changes in the speed or direction of an object�s motion. (Forces and Motion: Physical Science)
a. Apply Newton�s Laws of Motion to the way that a rocket works.	video hands-on online
b. Explain how satellites are placed in orbit around Earth.	video hands-on online
c. Describe the motion of an object in free fall.	video hands-on online
d. Summarize some of the programs that have allowed people to explore space. (H)	video hands-on online
e. Analyze the benefits generated by space explorations (e.g., food preservations, fabric, and insulation materials). (T)	video hands-on online
f. Predict future space missions and the contributions of those missions. (H)	video hands-on online
9. Light interacts with matter by refraction and reflection.(Transfer of Energy: Physical Science)
a. Identify and distinguish the components of the electromagnetic spectrum (e.g., infrared, visible light, and ultraviolet).	video hands-on online
b. Compare and contrast the characteristics of waves in various parts of the electromagnetic spectrum.	video hands-on online
c. Explain and diagram how images are formed on mirrors.	video hands-on online
d. Describe images formed from convex and concave lenses.	video hands-on online
e. Compare and contrast reflecting and refracting telescopes. (T)	video hands-on online
f. Compare and contrast radio telescopes and light telescopes. (T)	video hands-on online
g. Explain how space probes, satellites, light and radio telescopes, and spectroscopes have increased our knowledge of the solar system and the universe. (T)	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

III. Earth

C. The Origin and Evolution of the Earth System
1. Scientists theorize that the sun, the Earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. The early Earth was very different from the planet we live on today.
a. Describe how scientists theorize that the Solar system formed from a nebular cloud of dust and gas.	video hands-on online
b. Describe changes in atmospheric conditions over time and explain possible causes including the greenhouse effect and ice age cycles.	video hands-on online
2. Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in the rock to measure the time since the rock was formed.
a. Trace the historical development of relative dating using rock sequences and fossils including the contributions of Hutton (uniformitarianism) and Lyell (crosscutting relationships and inclusions). (H, N)	video hands-on online
b. Describe techniques of relative dating using rock sequences and fossils to establish a sequence of geologic events, including the age of fossils.	video hands-on online
c. Describe radioactive decay as a means of dating events in the Earth�s history.	video hands-on online
3. Interactions among the solid Earth, the oceans, and organisms have resulted in the ongoing evolution of the Earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.
a. Explain how scientists conclude that processes take place and change occurs, even when the change is too slow to observe directly.	video hands-on online
b. Infer from surface features shown on aerial, satellite, and topographic maps the underlying subsurface conditions resulting from past geologic events. (T)	video hands-on online
c. Explain how interactions between the atmosphere, hydrosphere, and solid Earth result in the formation of sedimentary rocks.	video hands-on online
d. Predict changes in the Earth�s surface based on past and current geologic events (e.g., earthquakes, volcanic activity, mountain building, weathering, erosion, and impact craters). (N)	video hands-on online
e. Trace the historical development of the theory of plate tectonics including the contributions of Wegener. (H, N)	video hands-on online
4. Evidence for one-celled forms of life--the bacteria--extends back more than 3.5 billion years. The evolution of life caused dramatic changes in the composition of the Earth�s atmosphere, which did not originally contain oxygen.
a. Relate the dramatic changes in the composition of the Earth�s atmosphere (introduction of oxygen) to the evolution of single-celled life forms.	video hands-on online
D. The Origin and Evolution of the Universe
1. The origin of the universe remains one of the greatest questions in science. The "Big Bang" theory places the origin between 10 and 20 billion years ago, when the universe began in a hot dense state; according to this theory, the universe has been expanding ever since.
a. Trace the historical development of scientific theories for the formation of and changes in the universe including the contributions of Copernicus, Kepler, and Galileo. (H, N)	video hands-on online
b. Discuss the evidence for an expanding universe.	video hands-on online
c. Give examples of the technology used to provide evidence about the history and origin of the universe. (H, N, T)	video hands-on online
2. Early in the history of the universe, matter, primarily the light atoms hydrogen and helium clumped together by gravitational attraction to form countless trillions of stars. Billions of galaxies, each of which is a gravitationally bound cluster of billions of stars, now form most of the visible mass in the universe.
a. Describe how gravity and motion affect the formation of different types of galaxies.	video hands-on online
b. Identify the location of our Sun in the Milky Way galaxy.	video hands-on online
3. Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium. These and other processes in stars have led to the formation of all the other elements.
a. Describe the life cycles of stars.	video hands-on online
b. Explain the formation of elements by fusion in stars and supernova explosions.	video hands-on online

IV. Physical Science (CHEMISTRY)

A. Structure of Atoms
1. Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.
a. Trace the historical development of the model of the atom including the contributions of Dalton, Thomson, Rutherford, and Bohr. (H, N)	video hands-on online
b. Infer the existence of atoms from physical and chemical evidence.	video hands-on online
c. Compare and contrast the component particles of the atom.	video hands-on online
2. The atom�s nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.
a. Trace the development of nuclear models including the contributions of the Curies, Meitner, and Fermi. (H, N)	video hands-on online
b. Identify the charge, component particles, and relative mass of the nucleus.	video hands-on online
c. Explain that elements exist as isotopes, which may be stable or unstable (radioactive).	video hands-on online
3. The nuclear forces that hold the nucleus of an atom together, at nuclear distances, are usually stronger than the electric forces that would make it fly apart. Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. Fission is the splitting of a large nucleus into smaller pieces. Fusion is the joining of two nuclei at extremely high temperature and pressure, and is the process responsible for the energy of the sun and other stars.
a. Explain why like charges are able to remain in close proximity in the nucleus.	video hands-on online
b. Contrast the energy released by nuclear reactions to that released by chemical reactions.	video hands-on online
c. Define fission and fusion reactions showing how they are processes that convert matter to energy.	video hands-on online
d. Describe fusion as the process that fuels the sun and other stars.	video hands-on online
e. Debate the consequences of the development of nuclear applications such as the atomic bomb, nuclear power plants, and medical technologies. (P)	video hands-on online
4. Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, emitting particles, and/or wavelike radiation. The decay of any one nucleus cannot be predicted, but a large group of identical nuclei decay at a predictable rate. This predictability can be used to estimate the age of materials that contain radioactive isotopes.
a. Explain that unstable isotopes undergo spontaneous nuclear decay, emitting energy or particles and energy.	video hands-on online
b. Apply the predictable rate of nuclear decay to estimate the age of materials.	video hands-on online
A. Structure and Properties of Matter
1. Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element.
a. Predict the charge a representative element will acquire based on its outer electron arrangement.	video hands-on online
2. An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies.
a. Trace the historical development of the periodic table including the contributions of Mendeleev. (H, N)	video hands-on online
b. Explain the arrangement of elements within a group on the periodic table based on similar physical and chemical properties.	video hands-on online
c. Explain that property trends on the periodic table are a function of the elements� atomic structures.	video hands-on online
d. Identify atomic number, mass number, # protons, # neutrons, # electrons for given elements.	video hands-on online
3. Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically.
a. Trace the historical development of the systematic approach to the study of matter by including the contributions of Lavoisier (Law of Conservation of Matter) and Dalton (atomic theory). (H, N)	video hands-on online
b. Compare and contrast elements and compounds.	video hands-on online
c. Classify compounds as being crystalline solids (ionic) or molecules (covalent) based on transfer of sharing of outer electrons.	video hands-on online
d. Predict the ratio by which the representative elements combine to form ionic compounds expressing that ratio in a chemical formula.	video hands-on online
4. The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them.
a. Explain how the physical properties of compounds are related to their type of bonding.	video hands-on online
b. Analyze the physical properties of water as they relate to water�s bonding and molecular shape.	video hands-on online
c. Describe how solubility varies among different solutes and for the same solute at different temperatures.	video hands-on online
d. Analyze the behavior of polar and nonpolar substances in forming solutions.	video hands-on online
e. Identify factors that affect the rates at which substances dissolve.	video hands-on online
f. Compare the amount of solute and solvent in concentrated and dilute mixtures.	video hands-on online
5. Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart.
a. Compare and contrast solids, liquids, and gases in terms of particle arrangement and the energy that binds them together.	video hands-on online
6. Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life.
a. Analyze how carbon atoms bond to one another in a variety of structures.	video hands-on online
b. Describe polymers as molecules bonded together.	video hands-on online
c. Identify uses of aromatic compounds and polymers in everyday life. (P)	video hands-on online
d. Explore, investigate, and list some common uses of petroleum products, including manufacturing and medical applications.	video hands-on online
A. Chemical Reactions
1. Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles. Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies.
a. Explain the process of rusting in terms of electron transfer and debate the economic impact of rusting.	video hands-on online
b. Describe how metabolism is an inter-related collection of chemical reactions.	video hands-on online
1. Explain that food is composed partially of large complex molecules that are broken down into simpler molecules. (P)	video hands-on online
2. Describe how these simpler molecules are rearranged into new molecules within living things. (N)	video hands-on online
c. Explain the sources and environmental effects of some inorganic and organic toxic substances, such as heavy metals and PCB�s. (P)	video hands-on online
2. Chemical reactions may release or consume energy. Some reactions such as the burning of fossil fuels release large amounts of energy by losing heat and by emitting light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.
a. List evidences that identify a chemical change by recording systematic observations, such as change in color, odor, and temperature for various chemical reactions. (N)	video hands-on online
b. Recognize balanced chemical equations.	video hands-on online
c. Classify reactions as energy-absorbing (endothermic) or energy-releasing (exothermic) based on temperature measurements.	video hands-on online
d. Conclude from experimental evidence that mass is neither created nor destroyed based on mass measurements. (N)	video hands-on online
3. A large number of important reactions involve the transfer of either electrons (oxidation/reduction) or hydrogen ions (acid/base reactions) between reaction ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.
a. Differentiate between acids and bases.	video hands-on online
1. Identify the physical characteristics of acids and bases.	video hands-on online
2. Identify acids and bases in terms of their pH.	video hands-on online
3. Describe neutralization reactions.	video hands-on online
4. Explain how acid rain is formed and discuss its effects on the environment. (P)	video hands-on online
5. Evaluate the role pH plays in the development of consumer products. (N, P)	video hands-on online
6. Analyze the color changes of some common indicators to distinguish among the ranges of acidic, basic, and neutral solutions.	video hands-on online
b. Identify the role of free radicals in atmospheric changes, cellular changes, and processes such as organic synthesis and burning. (N, P)	video hands-on online
4. Chemical reactions can take place in time periods ranging from the few femtoseconds (10-15 seconds) required for an atom to move a fraction of a chemical bond distance to geologic time scales of billions of years. Reaction rates depend on how often the reacting atoms and molecules encounter one another, on the temperature, and on the properties � including shape � of the reacting species. Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.
a. Describe how reaction rates are a function of the collisions among particles.	video hands-on online
b. Analyze the effects of temperature, particle size, stirring, concentration, and catalysts on reaction rates.	video hands-on online
c. Apply reaction rate concepts to real life applications such as food spoilage, storage of film and batteries, digestive aids, and catalytic converters. (P, T)	video hands-on online

IV. Physical Science (PHYSICS)

A. Motions and Forces
1. Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force. Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object.
a. Trace the historical development of the understanding of forces including the contributions of Galileo, Newton, Franklin, and Coulomb. (H, N)	video hands-on online
b. Describe the motion of an object in terms of Newton�s three laws of motion.	video hands-on online
c. Solve uniformly accelerated, linear motion problems quantitatively and graphically.	video hands-on online
d. Generate and interpret graphs of linear motion.	video hands-on online
e. Cite evidence to justify the use of auto safety devices, including seat belts, air bags, bumpers and head rests, in terms of Newton�s laws. (P, T)	video hands-on online
2. Gravitation is a universal force that each mass exerts on any other mass. The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them.
a. Describe quantitative changes in gravitational attraction in terms of changes in distances between masses.	video hands-on online
b. Describe quantitative changes in gravitational attraction in terms of changes in the masses.	video hands-on online
3. The electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. The strength of the force is proportional to the charges, and, as with gravitation, inversely proportional to the square of the distance between them. Between any two charged particles, electric force is vastly greater than the gravitational force. Most observable forces such as those exerted by a coiled spring or friction may be traced to electric forces acting between atoms and molecules.
a. Demonstrate the interactions of like and unlike charges.	video hands-on online
b. Describe changes in electrostatic attraction in terms of changes in distances between two point charges. (NOTE: May consider this as too difficult for all learners -- exit exam.)	video hands-on online
c. Describe changes in electrostatic attraction in terms of changes in the charges.	video hands-on online
d. Compare the magnitudes of electrical and gravitational forces.	video hands-on online
e. Discuss the role of static electricity in disruptions and damage to electrical devices. (N, P, T)	video hands-on online
4. Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces. These effects help students to understand electric motors and generators.
a. Describe how moving electrical charges produce magnetic fields.	video hands-on online
b. Describe how moving magnets produce electrical fields.	video hands-on online
c. Compare and contrast electrical motors and electrical generators in terms of energy transfers. (N, T)	video hands-on online
d. Examine the effects of the advent of electricity on individuals and society. (H, N, P, T)	video hands-on online
5. Analyze electrical circuits that obey Ohm�s Law. (Not an NSES standard)
a. Construct and schematically diagram simple series circuits and parallel circuits.	video hands-on online
b. Use an electric meter to measure the voltage and resistance. (T)	video hands-on online
c. Compare and contrast series and parallel circuits.	video hands-on online
d. Perform calculations using Ohm�s Law. e. Explain how fuses, surge protectors, and breakers function. (T)	video hands-on online
B. Conservation of Energy and the Increase in Disorder
1. The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.
a. Examine and describe transformations between potential and kinetic energies and other forms of energy.	video hands-on online
b. State quantitative relationships between energy, work, power, and efficiency.	video hands-on online
c. Cite or identify examples of how the disorder of matter changes with energy changes. (N)	video hands-on online
2. All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.
a. Classify energy types as potential, kinetic, or electromagnetic.	video hands-on online
3. Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.
a. Predict and measure the effects of varying the temperature, pressure, and volume of gases. (N)	video hands-on online
b. Assess particle motion and distance as they relate to temperature and phase changes.	video hands-on online
c. Assess the hazards of handling and storing pressurized gases. (P, T)	video hands-on online
4. Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels.
a. Compare and contrast the environmental impact of power plants that use fossil fuels, water, and nuclear energy to produce electricity. (P, T)	video hands-on online
C. Interactions of Energy and Matter
1. Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.
a. Identify and show relationships among wave characteristics such as velocity, period, frequency, amplitude, phase, and wavelength.	video hands-on online
b. Compare and contrast models of longitudinal and transverse waves.	video hands-on online
c. Identify examples of the wave behaviors of reflection, refraction, diffraction, interference, polarization, and Doppler effect.	video hands-on online
d. Compare light and sound in terms of wave models.	video hands-on online
e. Distinguish between the electromagnetic spectrum, seismic waves, water waves and sound waves based on their properties and behaviors.	video hands-on online
f. Describe the energy of a wave in terms of amplitude and frequency.	video hands-on online
g. Apply wave behavior to health issues such as skin cancer, cataracts, medical diagnostics, and treatment. (P, T)	video hands-on online
h. Apply wave behavior to communication issues such as cellular phones, satellites, and animal communication. (P, T)	video hands-on online
i. Apply wave behavior to optical and sonic devices such as optic fibers and motion detectors. (P, T)	video hands-on online
2. Electromagnetic waves result when a charged object is accelerated or decelerated. Electromagnetic waves include radio waves (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays. The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength.
a. Compare and contrast the parts of the electromagnetic spectrum in terms of energy.	video hands-on online
3. Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts. These wavelengths can be used to identify the substance.
a. Describe how the absorbing and releasing of energy by electrons produces light.	video hands-on online
b. Explain that each element has its own configuration of electrons and has a unique line spectrum that can be used to identify that element.	video hands-on online
c. Discuss the application of emitted colors by certain substances in such areas as fireworks and light sources. (P,T)	video hands-on online
4. In some materials, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures some materials become superconductors and offer no resistance to the flow of electrons.
a. Compare insulators, conductors, and semiconductors.	video hands-on online
b. Describe the conditions under which superconductivity exists. (H, P, T)	video hands-on online

South Carolina Curriculum Standards

Kindergarten

First Grade:

Second Grade:

Third Grade:

Fourth Grade:

Fifth Grade:

Sixth Grade:

Seventh Grade:

Eighth Grade:

Ninth to Twelfth Grade: