The STANDARDS CORRELATION chart suggests which Texas Essential Knowledge and Skills for Science standards you can cover using PASSPORT TO THE UNIVERSE in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO THE UNIVERSE.
PASSPORT TO WEATHER AND CLIMATE
Elementary Standards: Kindergarten, Grade 1,
Grade 2, Grade 3,
Grade 4, Grade 5,
Middle School Standards: Grade 6, Grade 7,
Grade 8,
High School Standards: Integrated Physics and Chemistry,
Chemistry, Astronomy
(K.1)
Scientific processes. The student participates in classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (K.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations using information; and
video (E)
communicate findings about simple investigations.
video (K.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and propose a solution.
video (K.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
identify and use senses as tools of observation; and
video (B)
make observations using tools including hand lenses, balances, cups, bowls, and
computers.
video (K.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
describe properties of objects and characteristics of organisms;
video (B)
observe and identify patterns including seasons, growth, and day and night and
predict what happens next; and
video (C)
recognize and copy patterns seen in charts and graphs.
video (K.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects into groups according to their parts and describe how
the groups are formed;
video (D)
identify parts that, when separated from the whole, may result in the part or the
whole not working, such as cars without wheels and plants without roots; and
video (E)
manipulate parts of objects such as toys, vehicles, or construction sets that, when
put together, can do things they cannot do by themselves.
video (K.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, describe, and record changes in size, mass, color, position, quantity,
time, temperature, sound, and movement;
video (B)
identify that heat causes change, such as ice melting or the Sun warming the air
and compare objects according to temperature;
video (K.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(C)
identify ways that the Earth can provide resources for life.
video (K.10)
Scientific concepts. The student knows that the natural world includes
rocks, soil, and water.
(A)
observe and describe properties of rocks, soil, and water; and
video (B)
give examples of ways that rocks, soil, and water are useful.
video (1.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (1.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations and draw conclusions; and
video (E)
communicate explanations about investigations.
video (1.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (1.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including hand lenses, clocks, computers,
thermometers, and balances;
video (B)
record and compare collected information; and
video (C)
measure organisms and objects and parts of organisms and objects, using
non-standard units such as paper clips, hands, and pencils.
video (1.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
sort objects and events based on properties and patterns; and
video (B)
identify, predict, and create patterns including those seen in charts, graphs, and
numbers.
video (1.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects according to their parts and characteristics;
video (C)
manipulate objects such as toys, vehicles, or construction sets so that the parts
are separated from the whole which may result in the part or the whole not working; and
video (D)
identify parts that, when put together, can do things they cannot do by themselves,
such as a working camera with film, a car moving with a motor, and an airplane flying with
fuel.
video (1.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, and record changes in size, mass, color, position, quantity,
sound, and movement;
video (B)
identify and test ways that heat may cause change such as when ice melts;
video (1.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(A)
identify characteristics of living organisms that allow their basic needs to be
met; and
video (B)
compare and give examples of the ways living organisms depend on each other for
their basic needs.
video (2.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and dispose of materials.
video (2.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
compare results of investigations with what students and scientists know about the
world;
video (D)
gather information using simple equipment and tools to extend the senses;
video (E)
construct reasonable explanations and draw conclusions using information and prior
knowledge; and
video (F)
communicate explanations about investigations.
video (2.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (2.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including rulers, meter sticks, measuring cups,
clocks, hand lenses, computers, thermometers, and balances; and
video (B)
measure and compare organisms and objects and parts of organisms and objects, using
standard and non-standard units.
video (2.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
classify and sequence organisms, objects, and events based on properties and
patterns; and
video (B)
identify, predict, replicate, and create patterns including those seen in charts,
graphs, and numbers.
video (2.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
manipulate, predict, and identify parts that, when separated from the whole, may
result in the part or the whole not working, such as flashlights without batteries and
plants without leaves;
video (B)
manipulate, predict, and identify parts that, when put together, can do things they
cannot do by themselves, such as a guitar and guitar strings;
video (2.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, record, analyze, predict, and illustrate changes in size, mass,
temperature, color, position, quantity, sound, and movement;
video (B)
identify, predict, and test uses of heat to cause change such as melting and
evaporation;
video (C)
demonstrate a change in the motion of an object by giving the object a push or a
pull; and
video (3.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (3.2)
Scientific processes.The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine and evaluate
information.
video (3.3)
Scientific processes. The student knows that information, critical
thinking, and scientific problem solving are used in making decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 3 science concepts with the history of science and contributions of
scientists.
video (3.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses,
meter sticks, rulers, balances, magnets, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (3.5)
Scientific concepts. The student knows that systems exist in the world.
(A)
observe and identify simple systems such as a sprouted seed and a wooden toy car;
and
video (B)
observe a simple system and describe the role of various parts such as a
yo-yo and string.
video (3.6)
Scientific concepts. The student knows that forces cause change.
(A)
measure and record changes in the position and direction of the motion of an object
to which a force such as a push or pull has been applied; and
video (B)
identify that the surface of the Earth can be changed by forces such as earthquakes
and glaciers.
video (3.7)
Scientific concepts. The student knows that matter has physical properties.
(A)
gather information including temperature, magnetism, hardness, and mass using
appropriate tools to identify physical properties of matter; and
video (B)
identify matter as liquids, solids, and gases.
video (3.11)
Scientific concepts. The student knows that the natural world includes earth
materials and objects in the sky.
(C)
identify the planets in our solar system and their position in relation to the Sun;
and
video (D)
describe the characteristics of the Sun.
video (4.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (4.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine, and
evaluate information.
video (4.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 4 science concepts with the history of science and contributions of
scientists.
video (4.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, safety goggles,
microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter
sticks, timing devices, balances, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (4.5)
Scientific concepts. The student knows that complex systems may not work if
some parts are removed.
(A)
identify and describe the roles of some organisms in living systems such as plants
in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and
video (B)
predict and draw conclusions about what happens when part of a system is removed.
video (4.6)
Scientific concepts. The student knows that change can create recognizable
patterns.
(A)
identify patterns of change such as in weather, metamorphosis, and objects in the
sky;
video (B)
illustrate that certain characteristics of an object can remain constant even when
the object is rotated like a spinning top, translated like a skater moving in a straight
line, or reflected on a smooth surface; and
video (C)
use reflections to verify that a natural object has symmetry.
video (4.11)
Scientific concepts. The student knows that the natural world includes earth
materials and objects in the sky.
(C)
identify the Sun as the major source of energy for the Earth and understand its
role in the growth of plants, in the creation of winds, and in the water cycle.
video (5.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (5.2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement descriptive and simple experimental investigations including
asking well-defined questions, formulating testable hypotheses, and selecting and using
equipment and technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts using tools including computers
to organize, examine, and evaluate information.
video (5.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 5 science concepts with the history of science and contributions of
scientists.
video (5.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses,
balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety
goggles; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (5.5)
Scientific concepts. The student knows that a system is a collection of
cycles, structures, and processes that interact.
(A)
describe some cycles, structures, and processes that are found in a simple system;
and
video (B)
describe some interactions that occur in a simple system.
video (5.6)
Scientific concepts. The student knows that some change occurs in cycles.
(A)
identify events and describe changes that occur on a regular basis such as in
daily, weekly, lunar, and seasonal cycles;
video (B)
identify the significance of the water, carbon, and nitrogen cycles; and
video (5.7)
Scientific concepts. The student knows that matter has physical properties.
(A)
classify matter based on its physical properties including magnetism, physical
state, and the ability to conduct or insulate heat, electricity, and sound;
video (B)
demonstrate that some mixtures maintain the physical properties of their
ingredients;
video (C)
identify changes that can occur in the physical properties of the ingredients of
solutions such as dissolving sugar in water; and
video (D)
observe and measure characteristic properties of substances that remain constant
such as boiling points and melting points.
video (5.8)
Scientific concepts. The student knows that energy occurs in many forms.
(A)
differentiate among forms of energy including light, heat, electrical, and solar
energy;
video (B)
identify and demonstrate everyday examples of how light is reflected, such as from
tinted windows, and refracted, such as in cameras, telescopes, and eyeglasses;
video (C)
demonstrate that electricity can flow in a circuit and can produce heat, light,
sound, and magnetic effects; and
video (D)
verify that vibrating an object can produce sound.
video (5.12)
Scientific concepts. The student knows that the natural
world includes earth materials and objects in the sky.
(C)
identify the physical characteristics of the Earth and compare them to the physical
characteristics of the moon; and
video (D)
identify gravity as the force that keeps planets in orbit around the Sun and the
moon in orbit around the Earth.
video (6.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (6.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (6.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 6 science concepts with the history of science and contributions of
scientists.
video (6.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect, analyze, and record information using tools including beakers, petri
dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot
plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes,
telescopes, thermometers, calculators, field equipment, compasses, computers, and computer
probes; and
video (B)
identify patterns in collected information using percent, average, range, and
frequency.
video (6.5)
Scientific concepts. The student knows that systems may combine with other
systems to form a larger system.
(A)
identify and describe a system that results from the combination of two or more
systems such as in the solar system; and
video (B)
describe how the properties of a system are different from the properties of its
parts.
video (6.6)
Scientific concepts. The student knows that there is a relationship between
force and motion.
(A)
identify and describe the changes in position, direction of motion, and speed of an
object when acted upon by force;
video (B)
demonstrate that changes in motion can be measured and graphically represented; and
video (C)
identify forces that shape features of the Earth including uplifting, movement of
water, and volcanic activity.
video (6.7)
Scientific concepts. The student knows that substances have physical and
chemical properties.
(A)
demonstrate that new substances can be made when two or more substances are
chemically combined and compare the properties of the new substances to the original
substances; and
video (B)
classify substances by their physical and chemical properties.
video (6.8)
Scientific concepts. The student knows that complex interactions occur
between matter and energy.
(A)
define matter and energy;
video (6.13)
Scientific concepts. The student knows components of our solar system.
(A)
identify characteristics of objects in our solar system including the Sun, planets,
meteorites, comets, asteroids, and moons; and
video (B)
describe types of equipment and transportation needed for space travel.
video (7.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (7.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
organize, analyze, make inferences, and predict trends from direct and indirect
evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (7.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 7 science concepts with the history of science and contributions of
scientists.
video (7.4)
Scientific processes. The student knows how to use tools and methods to
conduct science inquiry.
(A)
collect, analyze, and record information to explain a phenomenon using tools
including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring
scales, balances, microscopes, telescopes, thermometers, calculators, field equipment,
computers, computer probes, timing devices, magnets, and compasses; and
video (B)
collect and analyze information to recognize patterns such as rates of change.
video (7.6)
Scientific concepts. The student knows that there is a relationship between
force and motion.
(B)
demonstrate that an object will remain at rest or move at a constant speed and in a
straight line if it is not being subjected to an unbalanced force; and
video (7.7)
Scientific concepts. The student knows that substances have physical and
chemical properties.
(A)
identify and demonstrate everyday examples of chemical phenomena such as rusting
and tarnishing of metals and burning of wood;
video (B)
describe physical properties of elements and identify how they are used to position
an element on the periodic table; and
video (C)
recognize that compounds are composed of elements.
video (7.8)
Scientific concepts. The student knows that complex interactions occur
between matter and energy.
(A)
illustrate examples of potential and kinetic energy in everyday life such as
objects at rest, movement of geologic faults, and falling water; and
video (B)
identify that radiant energy from the Sun is transferred into chemical energy
through the process of photosynthesis.
video (7.13)
Scientific concepts. The student knows components of our solar system.
(A)
identify and illustrate how the tilt of the Earth on its axis as it rotates and
revolves around the Sun causes changes in seasons and the length of a day; and
video (B)
relate the Earth's movement and the moon's orbit to the observed cyclical phases of
the moon.
video (8.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (8.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
organize, analyze, evaluate, make inferences, and predict trends from direct and
indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (8.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 8 science concepts with the history of science and contributions of
scientists.
video (8.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect, record, and analyze information using tools including beakers, petri
dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting
equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes,
thermometers, calculators, field equipment, computers, computer probes, water test kits,
and timing devices; and
video (B)
extrapolate from collected information to make predictions.
video (8.5)
Scientific concepts. The student knows that relationships exist between
science and technology.
(A)
identify a design problem and propose a solution;
video (B)
design and test a model to solve the problem; and
video (C)
evaluate the model and make recommendations for improving the model.
video (8.7)
Scientific concepts. The student knows that there is a relationship between
force and motion.
(A)
demonstrate how unbalanced forces cause changes in the speed or direction of an
object's motion; and
video (B)
recognize that waves are generated and can travel through different media.
video (8.8)
Scientific concepts. The student knows that matter is composed of atoms.
(A)
describe the structure and parts of an atom; and
video (B)
identify the properties of an atom including mass and electrical charge.
video (8.9)
Scientific concepts. The student knows that substances have chemical and
physical properties.
(A)
demonstrate that substances may react chemically to form new substances;
video (B)
interpret information on the periodic table to understand that physical properties
are used to group elements;
video (C)
recognize the importance of formulas and equations to express what happens in a
chemical reaction; and
video (D)
identify that physical and chemical properties influence the development and
application of everyday materials such as cooking surfaces, insulation, adhesives, and
plastics.
video (8.10)
Scientific concepts. The student knows that complex interactions occur
between matter and energy.
(A)
illustrate interactions between matter and energy including specific heat;
video (B)
describe interactions among solar, weather, and ocean systems; and
video (C)
identify and demonstrate that loss or gain of heat energy occurs during exothermic
and endothermic chemical reactions.
video (8.13)
Scientific concepts. The student knows characteristics of the universe.
(A)
describe characteristics of the universe such as stars and galaxies;
video (B)
explain the use of light years to describe distances in the universe; and
video (C)
research and describe historical scientific theories of the origin of the universe.
video (1)
Scientific processes. The student, for at least 40% of instructional time,
conducts field and laboratory investigations using safe, environmentally appropriate, and
ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
video (B)
collect data and make measurements with precision;
video (C)
organize, analyze, evaluate, make inferences, and predict trends from data; and
video (D)
communicate valid conclusions.
video (3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
evaluate the impact of research on scientific thought, society, and the
environment;
video (D)
describe connections between physics and chemistry, and future careers; and
video (E)
research and describe the history of physics, chemistry, and contributions of
scientists.
video (4)
Scientific concepts. The student knows concepts of force and motion evident in
everyday life.
(A)
calculate speed, momentum, acceleration, work, and power in systems such as in the
human body, moving toys, and machines;
video (B)
investigate and describe applications of Newton's laws such as in vehicle
restraints, sports activities, geological processes, and satellite orbits;
video (C)
analyze the effects caused by changing force or distance in simple machines as
demonstrated in household devices, the human body, and vehicles; and
video (D)
investigate and demonstrate mechanical advantage and efficiency of various machines
such as levers, motors, wheels and axles, pulleys, and ramps.
video (5)
Scientific concepts. The student knows the effects of waves on everyday life.
(A)
demonstrate wave types and their characteristics through a variety of activities
such as modeling with ropes and coils, activating tuning forks, and interpreting data on
seismic waves;
video (B)
demonstrate wave interactions including interference, polarization, reflection,
refraction, and resonance within various materials;
video (C)
identify uses of electromagnetic waves in various technological applications such
as fiber optics, optical scanners, and microwaves; and
video (D)
demonstrate the application of acoustic principles such as in echolocation, musical
instruments, noise pollution, and sonograms.
video (6)
Scientific concepts. The student knows the impact of energy transformations in
everyday life.
(A)
describe the law of conservation of energy;
video (B)
investigate and demonstrate the movement of heat through solids, liquids, and gases
by convection, conduction, and radiation;
video (C)
analyze the efficiency of energy conversions that are responsible for the
production of electricity such as from radiant, nuclear, and geothermal sources, fossil
fuels such as coal, gas, oil, and the movement of water or wind;
video (D)
investigate and compare economic and environmental impacts of using various energy
sources such as rechargeable or disposable batteries and solar cells;
video (E)
measure the thermal and electrical conductivity of various materials and explain
results;
video (F)
investigate and compare series and parallel circuits;
video (G)
analyze the relationship between an electric current and the strength of its
magnetic field using simple electromagnets; and
video (H)
analyze the effects of heating and cooling processes in systems such as weather,
living, and mechanical.
video (7)
Scientific concepts. The student knows relationships exist between properties
of matter and its components.
(A)
investigate and identify properties of fluids including density, viscosity, and
buoyancy;
video (B)
research and describe the historical development of the atomic theory;
video (C)
identify constituents of various materials or objects such as metal salts, light
sources, fireworks displays, and stars using spectral-analysis techniques;
video (D)
relate the chemical behavior of an element including bonding, to its placement on
the periodic table; and
video (E)
classify samples of matter from everyday life as being elements, compounds, or
mixtures.
video (8)
Scientific concepts. The student knows that changes in matter affect everyday
life.
(A)
distinguish between physical and chemical changes in matter such as oxidation,
digestion, changes in states, and stages in the rock cycle;
video (B)
analyze energy changes that accompany chemical reactions such as those occurring in
heat packs, cold packs, and glow sticks to classify them as endergonic or exergonic
reactions;
video (C)
investigate and identify the law of conservation of mass;
video (D)
describe types of nuclear reactions such as fission and fusion and their roles in
applications such as medicine and energy production; and
video (E)
research and describe the environmental and economic impact of the end-products of
chemical reactions.
video (9)
Scientific concepts. The student knows how solution chemistry is a part of
everyday life.
(A)
relate the structure of water to its function as the universal solvent;
video (B)
relate the concentration of ions in a solution to physical and chemical properties
such as pH, electrolytic behavior, and reactivity;
video (C)
simulate the effects of acid rain on soil, buildings, statues, or microorganisms;
video (D)
demonstrate how various factors influence solubility including temperature,
pressure, and nature of the solute and solvent; and
video (E)
demonstrate how factors such as particle size, influence the rate of dissolving.
video (1)
Scientific processes. The student, for at least 40% of instructional time,
conducts field and laboratory investigations using safe, environmentally appropriate, and
ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
video (B)
collect data and make measurements with precision;
video (C)
express and manipulate chemical quantities using scientific conventions and
mathematical procedures such as dimensional analysis, scientific notation, and significant
figures;
video (D)
organize, analyze, evaluate, make inferences, and predict trends from data; and
video (E)
communicate valid conclusions.
video (3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
make responsible choices in selecting everyday products and services using
scientific information;
video (C)
evaluate the impact of research on scientific thought, society, and the
environment;
video (D)
describe the connection between chemistry and future careers; and
video (E)
research and describe the history of chemistry and contributions of scientists.
video (4)
Scientific concepts. The student knows the characteristics of matter.
(A)
differentiate between physical and chemical properties of matter;
video (B)
analyze examples of solids, liquids, and gases to determine their compressibility,
structure, motion of particles, shape, and volume;
video (C)
investigate and identify properties of mixtures and pure substances; and
video (D)
describe the physical and chemical characteristics of an element using the periodic
table and make inferences about its chemical behavior.
video (5)
Scientific concepts. The student knows that energy transformations occur during
physical or chemical changes in matter.
(A)
identify changes in matter, determine the nature of the change, and examine the
forms of energy involved;
video (B)
identify and measure energy transformations and exchanges involved in chemical
reactions; and
video (C)
measure the effects of the gain or loss of heat energy on the properties of solids,
liquids, and gases.
video (6)
Scientific concepts. The student knows that atomic structure is determined by
nuclear composition, allowable electron cloud, and subatomic particles.
(A)
describe the existence and properties of subatomic particles;
video (B)
analyze stable and unstable isotopes of an element to determine the relationship
between the isotope's stability and its application; and
video (C)
summarize the historical development of the periodic table to understand the
concept of periodicity.
video (7)
Scientific concepts. The student knows the variables that influence the
behavior of gases.
(A)
describe interrelationships among temperature, particle number, pressure, and
volume of gases contained within a closed system; and
video (B)
illustrate the data obtained from investigations with gases in a closed system and
determine if the data are consistent with the Universal Gas Law.
video (8)
Scientific concepts. The student knows how atoms form bonds to acquire a stable
arrangement of electrons.
(A)
identify characteristics of atoms involved in chemical bonding;
video (B)
investigate and compare the physical and chemical properties of ionic and covalent
compounds;
video (C)
compare the arrangement of atoms in molecules, ionic crystals, polymers, and
metallic substances; and
video (D)
describe the influence of intermolecular forces on the physical and chemical
properties of covalent compounds.
video (9)
Scientific concepts. The student knows the processes, effects, and significance
of nuclear fission and nuclear fusion.
(A)
compare fission and fusion reactions in terms of the masses of the reactants and
products and the amount of energy released in the nuclear reactions;
video (B)
investigate radioactive elements to determine half-life;
video (C)
evaluate the commercial use of nuclear energy and medical uses of radioisotopes;
and
video (D)
evaluate environmental issues associated with the storage, containment, and
disposal of nuclear wastes.
video (10)
Scientific concepts. The student knows common oxidation-reduction reactions.
(A)
identify oxidation-reduction processes; and
video (B)
demonstrate and document the effects of a corrosion process and evaluate the
importance of electroplating metals.
video (11)
Scientific concepts. The student knows that balanced chemical equations are
used to interpret and describe the interactions of matter.
(A)
identify common elements and compounds using scientific nomenclature;
video (B)
demonstrate the use of symbols, formulas, and equations in describing interactions
of matter such as chemical and nuclear reactions; and
video (C)
explain and balance chemical and nuclear equations using number of atoms, masses,
and charge.
video (12)
Scientific concepts. The student knows the factors that influence the
solubility of solutes in a solvent.
(A)
demonstrate and explain effects of temperature and the nature of solid solutes on
the solubility of solids;
video (B)
develop general rules for solubility through investigations with aqueous solutions;
and
video (C)
evaluate the significance of water as a solvent in living organisms and in the
environment.
video (13)
Scientific concepts. The student knows relationships among the concentration,
electrical conductivity, and colligative properties of a solution.
(A)
compare unsaturated, saturated, and supersaturated solutions;
video (B)
interpret relationships among ionic and covalent compounds, electrical
conductivity, and colligative properties of water; and
video (C)
measure and compare the rates of reaction of a solid reactant in solutions of
varying concentration.
video (14)
Scientific concepts. The student knows the properties and behavior of acids
and bases.
(A)
analyze and measure common household products using a variety of indicators to
classify the products as acids or bases;
video (B)
demonstrate the electrical conductivity of acids and bases;
video (C)
identify the characteristics of a neutralization reaction; and
video (D)
describe effects of acids and bases on an ecological system.
video (15)
Scientific concepts. The student knows factors involved in chemical reactions.
(A)
verify the law of conservation of energy by evaluating the energy exchange that
occurs as a consequence of a chemical reaction; and
video (B)
relate the rate of a chemical reaction to temperature, concentration, surface area,
and presence of a catalyst.
video (1)
Scientific processes. The student, for at least 40% of instructional time,
conducts field and laboratory investigations using safe, environmentally appropriate, and
ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
video (B)
collect data and make measurements with precision;
video (C)
collect data and make measurements with precision;
video (D)
organize, analyze, evaluate, make inferences, and predict trends from data; and
video (E)
communicate valid conclusions.
video (3)
Scientific processes. The student uses critical thinking and scientific
problem solving skills to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
evaluate the impact of research on scientific thought, society, and the
environment;
video (D)
describe the connection between astronomy and future careers; and
video (E)
esearch and describe the history of astronomy and contributions of scientists.
video (4)
Scientific concepts. The student knows scientific information about the
universe.
(A)
observe and record data about lunar phases and uses that information to model the
earth, moon, and sun system; and
video (B)
describe characteristics of galaxies.
video (5)
Scientific concepts. The student knows the scientific theories of the evolution
of the universe.
(A)
research and analyze scientific empirical data on the estimated age of the
universe;
video (B)
research and describe the historical development of the Big Bang Theory; and
video (C)
interpret data concerning the formation of galaxies and our solar system.
video (6)
Scientific concepts. The student knows the characteristics and the life cycle
of stars.
(A)
describe nuclear reactions in stars;
video (B)
identify the characteristics of stars such as temperature, age, relative size,
composition, and radial velocity using spectral analysis; and
video (C)
identify the stages in the life cycle of stars by examining the Hertzsprung-Russell
diagram.
video (7)
Scientific concepts. The student knows how mathematical models, computer
simulations, and exploration can be used to study the universe.
(A)
demonstrate the use of units of measurement in astronomy such as light year and
Astronomical Units;
video (B)
research and describe the historical development of the laws of universal
gravitation and planetary motion and the theory of special relativity;
video (C)
analyze a model that simulates planetary motion and universal gravitation;
video (D)
identify the historical origins of the perceived patterns of constellations and
their role in ancient and modern navigation; and
video (E)
analyze the impact of the space program on the collection of data about the Earth
and the universe.
video (8)
Scientific concepts. The student knows the role of the Sun in our solar system.
(A)
identify the approximate mass, size, motion, temperature, structure, and
composition of the Sun;
video (B)
identify the source of energy within the Sun and explain that the Sun is the major
source of energy for the Earth; and
video (C)
describe the Sun's effects on the Earth.
video (9)
Scientific concepts. The student knows that planets of different size,
composition, and surface features orbit around the Sun.
(A)
observe the night-time sky to determine movement of the planets relative to stars;
video (B)
compare the planets in terms of orbit, size, composition, rotation, atmosphere,
moons, and geologic activity;
video (C)
identify objects, other than planets, that orbit the Sun; and
video (D)
relate the role of gravitation to the motion of the planets around the Sun and to
the motion of moons and satellites around the planets.
video (10)
Scientific concepts. The student knows how life on Earth is affected by its
unique placement and orientation in our solar system.
(A)
compare the factors essential to life on Earth such as temperature, water, mass,
and gases to conditions on other planets;
video (B)
determine the effects of the Earth's rotation, revolution, and tilt on its
environment; and
video (C)
identify the effects of the moon on tides.
video © 2000 Passport to Knowledge. All Rights Reserved.Kindergarten
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 1
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 2
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
Grade 3
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 4
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
Grade 5
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 6
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 7
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 8
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
High School
Integrated Physics and Chemistry
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Chemistry:
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Astronomy:
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online