Topic
A. Scientific Inquiry

Indicator
1. Access and process information from readings, investigations, and/or oral communications.

a. Identify the topic or meaning of the question, decision, or problem being researched.

b.Identify print and non-print resources that relate to the topic or meaning of the question/decision/problem being researched.

c. Differentiate between resources that are factual and those that are fictional.

d. Use scientifically accurate resources to answer questions, make predictions, and support ideas.

e. Develop graphic organizers to record information.

Indicator
2. Recognize and develop predictions that can be tested in an investigation.

Objectives

a. Make and record observations of physical phenomena.

b. Identify and pose "what if" questions that can be answered through a well-designed investigation.

c. Use what they have learned to develop a testable prediction.

Indicator
4. Recognize the elements of a simple well-designed investigation.

Objectives

a. Identify that an investigation is well-designed using the following criteria:

• Only one variable is tested
• Testing conditions such as time, temperature, and surfaces are controlled
• Multiple trials are completed
• Appropriate materials and equipment are selected
• Clear, logical directions are included

b. Examine various investigations and identify those that meet the criteria for a well-designed investigation.

Indicator
5 Identify and demonstrate safe procedures when conducting an investigation.

Objectives

a. Follow oral and written procedures.

b. Identify situations when wearing safety goggles, plastic gloves, and aprons is appropriate.

c. Demonstrate safe and appropriate use of science equipment and materials. .

d. Use senses in appropriate and safe ways.

Indicator
6. Collect, record, and accurately display data collected from investigations.

Objectives

a. Collect data using scientific equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), and Celsius thermometer (temperature).

b. Select the equipment appropriate for the quantity being measured.

c. Select appropriate charts to record data.

d. Complete tables, charts, and graphs to display data.

e. Use metric units with numbers when making and recording observations.

Indicator
8. Identify possible trends in data.

Objectives

a. Identify similarities and differences among data.

b. Identify whether data indicates increase, decrease, or no change.

c. Draw conclusions from data.

Indicator
9. Communicate processes and results from hands-on investigations and print and non-print resources.

Objectives

a. Complete graphic organizers to write a conclusion.

b. Communicate orally or in writing a description of an investigation that includes:

• The question investigated
• The prediction made
• The findings of the investigation
• An explanation of the findings using supporting evidence

Topic
B. Critical Thinking

Indicator
1. Describe the similarities and differences among objects and scientific concepts.

Objective

a. Identify and describe similarities and differences between one object and another.

b. Identify key ideas of scientific concepts.

c. Identify and describe similarities and differences between two related scientific concepts.

Indicator
2. Use classification systems.

Objectives

a. Identify the properties used to group objects in a given classification system.

b. Group objects by applying a given classification system.

c. Describe how objects were classified.

Indicator
3. Identify and describe patterns found in the natural environment.

Objectives

a. Identify repeated elements in a sequence, such as in designs (pattern on a butterfly wing), structures (a beehive), sounds (chirping crickets), and events (phases of the moon).

b. Describe a repeated sequence, orally, in writing, or by drawing.

c. Extend a sequence using the pattern discovered.

Indicator
4. Provide supporting evidence when forming conclusions, devising a plan or solving a practical problem.

Objectives

a. Identify the key concept of a conclusion, plan, or problem.

b. Access and process information from print and non-print resources to support the identified concept.

c. Support conclusions, plans, or solutions by using data, facts, or principles.

Indicator
5. Modify understandings of scientific ideas based on new information.

Objectives

a. Access and process information from print and non-print resources.

b. Discuss and compare new information collected to prior knowledge.

c. Verify or change prior understandings based on new information.

 

 

 

 

 

 

 

 

 

 

• Grouping and Classifying Materials... from the BBC's ReviseWise, an interactive activity in which students classify objects by the materials in which they are made.

• Variation... highly interactive activity in which students classify living things as insects, plants, mammals or birds...fun!

• Classifying Critters... this interactive site asks students to classify animals by their similar characteristics.

 

• Patterns in Nature... this contains photographs of plant, animal, water and mineral patterns found in nature. A great resource!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

• Seek Background Information... strategies for locating additional information on a topic, helpful websites.

Topic
C. Applications of Science

Indicator
1. Apply scientific concepts to make decisions about an identified, relevant science issue.

Objective

a. Use what they know and have learned to recognize a science-related issue.

b. Identify and explain the advantages and disadvantages of a possible decision about an issue.

c. Identify scientific concepts that can be used to make a decision about an issue.

Indicator
2. Use scientific knowledge to select and evaluate plans to address science-related problems.

Objectives

a. Recognize that a problem is science-related.

b. Identify the scientific facts and principles that can be used to address an identified problem.

c. Recognize that there can be many ways to solve a problem.

d. Examine and evaluate various plans by identifying the following:

• Materials needed
• Steps necessary
• Time required for implementation

e. Choose a solution and support the choice using scientific information.

Topic
D. Technology

Indicator
1. Recognize and explain that a model can be used to learn something about an object, event, or situation.

Objectives

a. Explain that models can represent actual objects, events, or situations.

b. Compare models with what they represent.

c. Explain how models can be used to learn about what they represent.

Indicator
2. Recognize and describe how tools are used to collect and communicate scientific information.

Objectives

a. Describe how measurements are made using metric tools, such as centimeter rulers, balances, spring scales, and Celsius thermometers.

b. Explain the advantages of measuring with tools with standard units.

c. Describe how to use magnifying instruments such as hand lenses, binoculars, and simple microscopes.

d. Describe when it is appropriate to use magnifying instruments to make observations.

e. Collect, analyze, and display data and information using tools such as calculators and computers.

Indicator
3. Design, plan, and construct objects.

Objectives

a. Identify the function and design of simple objects through examination.

b. Identify the purpose and function of simple tools and materials in a plan or design.

c. Select the appropriate tools and materials to complete the design, plan, and construction of a simple object.

Indicator
4. Evaluate and modify designs and products based on performance.

Objectives

a. Test, describe, and evaluate the performance of student-designed products.

b. Modify a product based on the performance evaluation.

Indicator
5. Recognize and explain that inventions provide new ways to do work and solve problems.

Objectives

a. Describe that inventions, such as paper clips, staplers, and pencil sharpeners, have made work easier or solved problems.

b. Recognize that technologies, such as computers, calculators, television, and VCRs, have influenced life in the past and continue to do so.

• Inventor Hall of Fame... search by inventor name or invention

Topic
E. History of Science

Indicator
1. Recognize that people from ancient times to the present have investigated the world around us, answered scientific questions, and invented things.

Objectives

a. Identify examples of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology.

b. Identify and describe that technological advances over time have caused changes in science careers.

Topic
A. Materials and Processes That Shape A Planet

Indicator
1. Recognize and explain how physical weathering and erosion cause changes to Earth materials.

Objectives

a. Recognize and explain that moving water breaks down Earth materials into smaller pieces and transports these pieces to other locations.

b. Recognize and explain that the formation and movement of ice breaks down Earth materials into smaller pieces and transports these pieces to other locations.

c. Recognize and explain that wind transports Earth materials to other locations.

Topic
B. Earth History

Indicator
2. Recognize and explain that fossils provide evidence about the plants and animals that lived long ago and about the nature of the environment at that time.

Objectives

a. Recognize and explain that the remains or imprints of plants or animals can become fossils.

b. Describe the physical structures of an animal or plant based on its fossil remains.

Topic
C. Plate Tectonics

Indicator
1. Identify and describe various natural features found on Earth.

Objectives

a. Identify and describe some natural features of continents.

• Mountains
• Valleys
• Rivers
• Canyons

b. Identify and describe some features of the ocean floor.

• Mountains
• Valleys
• Canyons

c. Recognize and explain that an ocean floor is a continuation of the continents.

d. Describe the natural features in their immediate outdoor environment, and compare the features with those of another region in Maryland.

Topic
A. Cellular

Indicator
1. Recognize and explain that there are some organisms too small to be seen clearly with the unaided eye.

Objectives

a. Recognize and describe minute organisms, such as brine shrimp and green algae, after examining with magnifying instruments.

b. Recognize and describe minute details of organisms, such as butterfly wings, cricket legs, and flower parts, after examining with magnifying instruments.

Indicator
3. Explain that some diseases may be caused by microscopic organisms.

Objectives

a. Recognize that some organisms are harmful and cause common diseases, such as colds, flu, strep throat, measles, and chicken pox.

b. Identify and describe the healthy habits that prevent the spread of disease.

c. Recognize and describe how some common diseases are spread.

• Touch
• Airborne
• Water-borne

d. Explain ways of preventing the spread of some common diseases.

Topic
C. Evolution

Indicator
1. Describe how physical structures of plants and animals enable organisms to live in water and land environments.

Objectives

a. Describe and compare how roots, stems, leaves, and flowers enable plants to live in land and water environments.

b. Describe and compare how the physical structures of animals enable them to move, obtain food, and protect themselves in land and water environments.

Topic
E. Ecology

Indicator
1. Recognize and explain how the basic needs of organisms are provided by their habitats.

Objectives

a. Describe the habitats of animals and plants.

b. Explain that organisms live in habitats that provide their basic needs.

• Food
• Water
• Air
• Shelter

• Human and Animal Habitats... interactive game in which students decide is the organism could survive in a particular habitat.

 

 

• MBGnet... biomes of the world and the plants/animals that live in each, site contains colored photos, written for kids

Topic
A. Properties of Matter

Indicator
1. Recognize and describe the processes involved with changing materials from one state to another.

Objectives

a. Classify materials as solids, liquids, and gases.

 

 

b. Identify that water exists in three states and explain that it changes from one state to another.

c. Recognize that heating causes liquids to evaporate changing them to gases.

d. Recognize that cooling causes gases to condense into liquids.

 

 

• Movies About Solids, Liquids and Gases...for your students to view about the states of matter, excellent resource!
• Solids, Liquids and Gases.... interactive activity from the BBC's ReviseWise in which students learn about and identify these.
• States of Matter... watch this movie from BrainPop.
• NASA Newsbreak... an animated movie about the states of matter.
• Changing States... highly interactive activity in which students learn and effects of temperature on water and its changing states.

• Evaporation... a lesson plan designed to teach the concept of evaporation.

Topic
A.. Mechanics

Indicator
1. Recognize and describe the motion of an object using its speed and direction.

Objectives

a. Observe and describe different types of motion.

• Straight
• Round and round
• Fast and slow
• Zig-zag
• Back and forth

b. Recognize and describe the difference in the speeds of objects that travel the same distance in different amounts of time.

c. Recognize and describe the difference in the speeds of objects that travel different distances in the same amount of time.

d. Observe and describe the straight-line motion of objects that are dropped vertically and the curved motion of objects that are thrown horizontally.

Indicator
3. Recognize and explain that a force changes the way an object moves.

Objectives

a. Recognize and explain that a force is needed to start an object moving.

b. Recognize and explain that a force is needed to stop a moving object.

c. Explain that objects speed up, slow down, or change direction because a force is applied to them.

d. Explain that friction causes objects to move differently on surfaces of different textures.

e. Recognize that Earth's gravity pulls any object toward it without touching it.

f. Explain the relationship between the size of the force applied and the amount of change in the object's motion.

Topic
D. Environmental Issues

Indicator
1. Recognize and explain the consequences that may occur when Earth's natural resources are used to meet human needs.

Objectives

a. Explain how natural resources can be used while maintaining and sustaining the natural environment.

b. Explain how human activities, such as recycling centers, native plantings in landscaping, farming, zoo breeding programs, nature centers and camps, or environmentally friendly cleaning products may have positive consequences on the natural environment.

c. Explain how human activity around the world may have negative consequences on the natural environment.

• Damage or destruction of habitat
• Increase the rate of extinction
• Pollution (air, water, land, and noise)