Science:
Elementary
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Standard 4:
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
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Key Idea
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Energy and matter interact through forces that result in changes in motion.
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PI |
Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces.
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PI |
Students describe how forces can operate across distances.
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Key Idea
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Energy exists in many forms, and when these forms change energy is conserved.
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PI |
Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
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PI |
Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).
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Key Idea
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Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
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PI |
Students describe the relationships among air, water, and land on Earth.
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Key Idea
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Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
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PI |
Students observe and describe properties of materials using appropriate tools.
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PI |
Students describe chemical and physical changes, including changes in states of matter.
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Key Idea
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The Earth and celestial phenomena can be described by principles of relative motion and perspective.
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PI |
Students describe patterns of daily, monthly, and seasonal changes in their environment.
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Key Idea
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Human decisions and activities have had a profound impact on the physical and living environment.
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PI |
Students identify ways in which humans have changed their environment and the effects of those changes.
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Key Idea
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Individual organisms and species change over time.
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PI |
Students describe how the structures of plants and animals complement the environment of the plant or animal.
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PI |
Students observe that differences within a species may give individuals an advantage in surviving and reproducing.
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Key Idea
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Living things are both similar to and different from each other and nonliving things.
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PI |
Students describe the characteristics of and variations between living and nonliving things.
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PI |
Students describe the life processes common to all living things.
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Key Idea
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Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
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PI |
Students recognize that traits of living things are both inherited and acquired or learned.
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PI |
Students recognize that for humans and other living things there is genetic continuity between generations.
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Key Idea
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Organisms maintain a dynamic equilibrium that sustains life.
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PI |
Students describe basic life functions of common living specimens (guppy, mealworm, gerbil).
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Students describe some survival behaviors of common living specimens.
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PI |
Students describe the factors that help promote good health and growth in humans.
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Key Idea
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Plants and animals depend on each other and their physical environment.
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PI |
Students describe how plants and animals, including humans, depend upon each other and the nonliving environment.
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PI |
Students describe the relationship of the sun as an energy source for living and nonliving cycles.
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Key Idea
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The continuity of life is sustained through reproduction and development.
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PI |
Students describe the major stages in the life cycles of selected plants and animals.
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PI |
Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
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