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 and use resources that are related to the topic or meaning of the question/decision/problem being researched.

c. Differentiate between resources that contain facts vs. those that contain opinions.

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 hypotheses that can be tested in well-designed investigations.

Objectives

a. Describe and record observations of physical phenomena.

b. Identify and pose scientifically testable questions that can be answered through a well-designed investigation.

c. Develop hypotheses that can be tested through a well-designed investigation.

Indicator
4. Analyze and develop a well-designed investigation.

Objectives

a. Describe the criteria for a well-designed investigation.

• Only one variable is tested
• A control is used when testing a factor or testing conditions and other variables such as time, temperature, and surfaces are controlled
• The results are observed and sometimes measured
• Multiple trials are completed
• Appropriate materials and equipment are selected
• Clear, logical directions are developed

b. Analyze an investigation and revise it to meet the criteria for a well-designed investigation.

c. Develop a well-designed investigation.

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

Objectives

a. Follow oral and written procedures.

b. Explain when and why 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, organize, and accurately display data collected from investigations.

Objectives

a. Design and construct tables, charts, databases, spreadsheets and graphs to display data.

b.Collect data using equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time).

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

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

Indicator
8. Analyze data to identify possible trends.

Objectives

a. Describe how data indicates increase, decrease, or lack of change.

b.Draw and explain conclusions from data.

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

Objectives

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

• The question investigated
• The hypothesis made
• The results of the investigation
• An explanation of the results using supporting evidence

Topic
B. Critical Thinking

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

Objective

a. Identify and describe similarities and differences among objects.

b. Analyze key ideas of scientific concepts.

c. Identify and describe similarities and differences among related scientific concepts.

Indicator
2. Construct and use classification systems.

Objectives

a. Identify similarities and differences among objects or scientific concepts in order to group them.

b. Determine common properties used to group objects.

c. Design a classification system based on identified similarities and differences

d. Apply classification systems.

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

Objectives

a. Identify repeated elements in sequences in designs, structures, sounds, and events.

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

c. Extend a sequence using the pattern discovered.

d. Identify symmetries in designs and structures.

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. Use data, facts, or principles collected to support conclusions, plans, or solutions.

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 new information relevant to the scientific idea presented.

c. Compare, independently, new information collected to prior knowledge.

d. Verify or modify prior understandings based on new information.

Topic
C. Applications of Science

Indicator
1. Apply scientific concepts to make decisions about a relevant science issue.

Objective

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

b. Select resources to obtain additional scientific information.

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

d. Identify and describe the advantages and disadvantages of possible decisions about an issue.

e. Explain how scientific information was used to make a decision about an issue.

Indicator
2. Use scientific knowledge to devise and evaluate plans to solve science-related problems.

Objectives

a. Describe how a practical problem is science-related.

b. Identify and describe the scientific facts and principles that can be used to solve a problem.

c. Develop a plan using the following:

• Materials needed
• Steps necessary
• Time required for implementation

d. Identify and describe two or more different solutions to a problem.

e. Select a possible solution and support the choice using scientific evidence.

Topic
D. Technology

Indicator
1. Recognize and explain how the changes made to models can apply to real objects, events, and situations.

Objectives

a. Compare the structure and function of the parts of an identified model with what they represent.

b. Identify changes that can be made to the structure and/or function of a part of an identified model.

c. Describe the effects of a change on the structure and function of the model.

d. Explain how what they learned from models applies to real objects, events, and situations.

Indicator
2. Identify and explain 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, Celsius thermometers, graduated cylinders, and stopwatches.

b. Explain how to use magnifying instruments such as hand lenses, microscopes, and ground and space-based telescopes.

c. Describe which magnifying instruments are appropriate to make a given observation.

 

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

Indicator
3. Design, plan, and construct objects in response to a particular need or problem.

Objectives

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

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

c. Identify whether a need or problem can be addressed or solved by creating an object or system.

d. Design an object or system that can be used to address a need or solve a problem.

Indicator
4. Evaluate and modify designs and products created to solve a problem and explain how one solution can cause other problems.

Objectives

a. Test, describe, and evaluate the performance of products they or others have designed.

b. Modify a product based on the performance evaluation.

c. Determine if the modification of a product has resulted in other problems.

Indicator
5. Recognize and explain that the use of technology extends the ability to do work and solve problems.

Objectives

a. Explain how inventions, such as the wheel, telephone, and radio, have made work easier or solved problems.

b. Explain that technologies, such as scissors, can openers, and bicycles, have influenced life in the past and continue to do so.

Topic
E. History of Science

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

Objectives

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

b. Describe careers in science and the preparation required for them.

c. Describe how technological advances produce new careers in science.

Topic
D. Astronomy

Indicator
1. Recognize and describe the effects produced by the rotation and revolution of planet Earth.

Objectives

a. Describe the rotation of the planet Earth on its axis.

 

b. Recognize and describe that the rotation of planet Earth produces the day and night cycle.

 

 

c.Recognize that the rotation of Earth causes the apparent movement of the sun, moon, planets, and stars.

 

d. Describe the revolution of the planet Earth around the sun.

 

 

 

 

e. Recognize and describe that the patterns of stars in the sky stay the same although different stars can be seen in different seasons.

• Oh Starry Night... a research model, developed by BCPS addresses this indicator.
• The Nine Planets... tour the solar system in this comprehensive website, great research tool.
• Why is the Earth Rotating...this site from NASA explains and shows the rotation of earth and its effects, students can listen to the text.

• Day and Night... from ReviseWise, an interactive activity that explains the concept, includes quiz and worksheet.
• Earth and Moon Viewer... view the earth at different times showing day and night, excellent photos!
• NASA Newsbreak... an animated movie about what causes day and night.

 

 

• The Seasons... this article from NASA kids explains this effect of earth's revolution.
• What Causes the Seasons?... readability of website can be changed, great explanation of the seasons.

 

• Astronomy and the Universe... excellent site for constellations, changing night sky, sky maps, star... created for kids.
• Astronomy for Kids... excellent resources written for kids.

Topic
E. Interactions of Hydrosphere and Atmosphere

Indicator
1.. Recognize and explain the relationship of the sun to the water cycle.

Objectives

a. Explain that the sun is the main source of energy that powers the water cycle.

b. Describe the relationship between the amount of energy from the sun and the quantity of water that changes through the water cycle.

Indicator
2. Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another.

Objectives

a. Describe how water changes throughout the water cycle.

• Condensation
• Precipitation
• Evaporation

b. Describe the water cycle.

 

Indicator
3. Recognize and describe that each season has different weather conditions.

Objectives

a. Describe different seasonal weather conditions using collected data from weather instruments.

b. Compare average daily temperatures during different seasons.

c. Compare average daily wind speed and direction during different seasons.

d. Compare average daily precipitation during different seasons.

• Amount
• Type

• The Water Cycle... excellent site describes the cycle, defines key terms, color diagrams.
• Water Cycle Simulation... students watch the cycle and can put the steps of the cycle in order.

 

 

 

 

• Water, Water Everywhere!... research model developed by BCPS addresses this indicator.
• The Water Cycle... excellent site for kids, explains the cycle including condensation, evaporation and precipitation, includes student worksheets.
• The Water Cycle... from USGS, most comprehensive website about the water cycle.
• EPA... lots of resources about our drinking water and the water cycle.

• Droplet and the Water Cycle... interactive game for students that will help them sharpen their skills about the water cycle.

Topic
B. Genetics

Indicator
1. Recognize and explain that some traits are inherited from both parents while behaviors may be inherited or result from interactions with the environment.

Objectives

a. Recognize and describe that for offspring to resemble their parents, traits (features), such as hair and eye color, height, and leaf shape, are passed from parent(s) to offspring.

b. Recognize that reproduction is necessary for the inheritance of traits and the continuation of a species.

c. Identify and describe innate (inherited) behavior and learned behavior.

• Innate, such as nest building and web spinning
• Learned, such as hunting and swimming (waterfowl)

 

 

 

 

 

• Heredity... this movie from BrainPop may be helpful.

 

 

 

 

 

• Pre-Programmed and Learned Behavior... this page gives good information about birds and their innate and learned behaviors.

 

Topic
C. Evolution

Indicator
1. Recognize and explain that organisms and groups of organisms that are best suited to an environment survive and reproduce.

Objectives

a. Identify and describe the traits and behaviors of an organism that help it to survive in its environment.

• Traits, such as coloring
• Behaviors, such as hibernation

b. Identify and describe the common traits and behaviors of groups of organisms that help them to survive in an environment.

• Traits, such as penguin wing shape
• Behaviors, such as herding and schooling

Indicator
2. Recognize and explain that some organisms survive and reproduce and others die or move to other locations when the environment changes.

Objectives

a. Identify environmental changes that affect the survival of organisms.

b. Describe how organisms respond to changes in their environment.

• Adaptation
• Migration
• Death

c. Describe that when all the organisms of one kind die, the species becomes extinct.

• Human and Animal Habitats... interactive game in which students decide is the organism could survive in a particular habitat.
• Save the Crabs... this research model, designed by BCPS addresses this indicator.

 

• The Long Winter Sleep of Hibernation... this article describes hibernation and how it is a survival technique.

 

 

• Amazing Animal Senses... details various animals and their unique senses that contribute to their survival.

 

 

 

 

• Save the Crabs... this research model, designed by BCPS addresses this indicator.

 

 

• Slimy Salamanders... this lesson plan from Thinkport includes a video clip to show to students and address animal adaptations.
• The Dodo... read about this bird who became flightless as a result of its environment and later became extinct.
• Extinction... watch this movie from BrainPop.

Topic
A. Properties of Matter

• Color
• Shape
• Texture
• Mass
• Weight
• Volume
• State of matter
• Solubility in water
• Transfer of heat
• Transfer of electricity

 

 

 

 

 

 

• Property Changes... watch this movie from BrainPop.
• Matter: Properties and States... this page leads to excellent lesson ideas and additional websites about matter.
• Matter... learn more from World Book Online Reference Center.

 

• Make Your Own Acid/Base Indicator... a lesson idea or something for the students to try at home.
• Acids and Bases... watch this movie from BrainPop.
• What Does pH Mean?... a handy chart for your students to refer to.
• Test the pH of Substances... a activity w/chart for your students to do.
• Learning About the Spring Scale... an article for teachers and/or students with an activity.

Topic
B. Physical and/or Chemical Changes

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

Objectives

a. Recognize and explain that water, in nature, exists in three states and changes from one state to another.

b. Recognize and describe that heating solids, such as water in the form of ice, causes them to melt, changing them to liquids.

c. Recognize and describe that cooling liquids, such as water, causes them to freeze, changing them to solids.

d. Recognize and describe that heating liquids, such as water, causes them to evaporate, changing them to gases.

e. Recognize and describe that cooling gases, such as water vapor, causes them to condense, changing them to liquids.

f. Recognize that the amount of matter remains the same when changing from one state to another.

 

 

 

 

• States of Water... students can read about water and the forms it takes.
• States of Matter... watch this movie from BrainPop.
• Solids and Liquids... highly interactive activity in which students heat and cool objects to see the results (change of state).

 

• Use the World Book ONline Reference Center to locate information about these topics.

 

 

 

Topic
C. Classification and Structure of Matter

Indicator
1. Recognize and describe that some common materials can exist as solids, liquids, and gases.

Objectives

a. Recognize that solids have definite shapes and volumes.

b. Recognize that liquids have definite volumes but no definite shapes.

c. Recognize that gases have no definite shape or volume.

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

 

 

• Movies About the States of Matter... excellent movies about states of matter. Worth a look!
• States of Matter... watch this movie from BrainPop.
• States of Matter... information from World Book Online Reference Center.
• NASA Newsbreak... an animated movie about the states of matter.

Topic
A.. Mechanics

Indicator
1. Recognize and compare different types of motions using distance and time.

Objectives

a. Identify and describe uniform motion as equal distances traveled in equal times.

b. Identify and describe variable motion as different distances traveled in equal times.

c. Identify and describe periodic motion as motion that repeats itself.

d. Classify different motions.

• Uniform, such as an escalator
• Variable, such as motion of an accelerating car
• Periodic, such as motion of a child on a swing

Indcator
2. Identify and describe motion using changes in position, speed, and time.

Objectives

a. Explain that distance is a measure of the change in position.

b. Recognize and describe speed as the distance traveled in a given unit of time.

 

 

 

 

Topic
B. Thermodynamics

Indicator
1. Identify and describe ways in which heat energy can be produced.

Objectives

a. Identify that the temperature of an object increases when heat energy is added to it.

b. Describe methods of producing heat energy.

• Burning
• Friction between surfaces
• Electricity in wires

Indicator
2. Recognize and explain that heat energy moves from a warmer object to a cooler object until they reach the same temperature.

Objectives

a. Describe that a warmer object can warm a cooler one by contact or at a distance.

b. Recognize and explain that heat energy can be transferred from warm objects without direct contact, such as heat energy from a flame, a warm breeze, and hot air rising from a hot object.

Indicator
3. Recognize and compare materials that conduct heat energy.

Objectives

a. Recognize that some materials readily conduct heat energy.

b. Recognize that some materials do not conduct heat energy well.

c. Classify materials as heat conductors or heat insulators based on how easily heat energy flows through them.

 

 

 

 

 

 

• Friction in Our Lives... lesson plan and ideas for the concept.

 

 

 

• Project Energy... a research model developed by BCPS addresses this indicator.
• The Blobz Guide to Electric Circuits... totally interactive tutorial and quiz about circuits, insulators, conductors, etc. Check it out!

 

 

 

 

 

 

• Thermal Conductors... an interactive activity from the BBC's ReviseWise, students identify heat conductors, fun!
• Lesson Ideas... for the concept of heat conductors and insulators.

Topic
C. Electricity and Magnetism

Indicator
1. Recognize and describe the activity of static electric charges.

Objectives

a. Identify and describe how to produce static charges (positive and negative) by friction between two surfaces.

b. Identify that like charges repel and opposite charges attract.

 

Indicator
2. Recognize and explain that magnets exert a force that attracts or repels other magnets and attracts objects containing iron.

Objectives

a. Recognize and describe that non-metallic materials are not attracted to magnets.

b. Recognize and describe that some metallic objects are attracted to magnets while others are not.

c. Recognize and describe that objects containing iron are attracted to magnets.

d. Recognize and explain that opposite poles of a magnet attract each other and identical poles repel each other.

e. Identify a compass as a magnetic instrument.

Indicator
3. Recognize and explain that a simple electric circuit provides a closed pathway for electricity to follow from a source through a device.

Objectives

a. Recognize and describe how to construct a simple circuit containing a battery and a light bulb or buzzer.

b. Identify the path of electricity in a simple circuit containing a battery and a light bulb or buzzer.

c. Identify materials that allow the movement of electricity through them (conductors) and those that block that movement (nonconductors).

d. Recognize and explain that the movement of electricity only occurs in a closed path.

Indicator
4. Identify and explain that an electric circuit can produce light, heat, sound, and a magnetic effect.

Objectives

a. Give examples of electrical devices that produce light, heat, and/or sound.

b. Recognize and explain that the movement of electricity in the wires of a complete electric circuit will cause the needle of a compass to move.

c. Recognize and describe how a simple electromagnet is made.

• Will It Hold a Charge?... lesson plan about static electric charges.

• Dialog for Kids - Electricity...electricity facts that go from the atom, to circuits, batteries and safety

 

 

• Dialog for Kids - Electricity...electricity facts that go from the atom, to circuits, batteries and safety

 

• Forces: Magnetism... from ReviseWise, interactive review of concepts, excellent!

• NASA Newsbreak... animated movie that your students will enjoy.

 

 

 

 

 

 

 

 

• Dialog for Kids - Electricity...electricity facts that go from the atom, to circuits, batteries and safety

• LA County - Electricity... short video on how simple circuits work and interactive that allows students to decide whether certain objects would be conductors or insulators of electricity.
• Electricity... interactive activity from ReviseWise that has students build circuits and decide if they will work or not, quiz and worksheet also available.

• Using Electricity... interactive tutorial/activity that allows students to make circuits, test for conductors, etc. A must see!
• Circuits and Conductors... another, more difficult interactive tutorial/activity.
• Electrical Conductors... highly interactive activity from the BBC's ReviseWise, students identify conductors and insulators... fun!

 

 

Topic
B. Interdependence of Organisms

Indicator
1. Recognize and explain that Earth's surface features and environmental conditions limit what types of organisms can survive.

Objectives

a. Describe how environmental conditions affect the types of organisms that can survive.

• Temperatures
• Amount and type of food or nutrients
• Precipitation
• Types of soil
• Salinity

b. Describe how the Earth's surface features affect environmental conditions.

• Mountains
• Valleys
• Rivers
• Estuary
• Oceans

• MBGnet... excellent resource for each of the biomes, written for kids, wonderful photos!
• Greenworks - Habitats Make Us Happy...quiz about what animals fit into certain habitats

• Blue Planet - World Biomes...students can see pictures, locations and descriptions of biomes

• Thinkport - "Jewels of the Forest-Hunting for Mushrooms"...multimedia lesson which shows how mushrooms interact with their environment

Topic
D. Environmental Issues

Indicator
1. Recognize and describe that people depend on, change, and are affected by the environment.

Objectives

a. Identify and describe that human activities in a community or region are affected by environmental factors, such as presence and quality of water, soil type, temperature, and precipitation.

b. Identify and describe that an environmental issue affects different individuals and groups.

• Thinkport - "Chesapeake Bay Pollution Solution"... lesson plan to study environmental problems and propose solutions