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

• The Scientific Method... a primer
• The Scientific Method... view this movie from BrainPop.

 

 

 

• Searching and Locating Useful Resources... strategies and websites

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

• Forming a Hypothesis... article from World Book Online Database

 

 

 

• Well-Designed Investigation Charts... from Montgomery Public Schools, these charts are most helpful!

 

 

 

 

 

 

 

 

 

 

 

Science Safety Rules with SpongeBob... this website contains a link to these rules.

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.

 

• Tools of a Scientist... this site describes tools that a marine biologist uses, possible connection to Marshy Point field trip/Hands On Habitat research model.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

• Telescopes... a movie available on BrainPop.
• Microscope: How to Use it and Enjoy It! This website will foster interest in the power of the microscope.
• Use the World Book Online Reference Desk to learn more about these instruments.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

• What in the World Is That? Ingenius Inventions... from the Library of Congress, this site details and shows pictures of various inventions, check out the interactive game!
• Inventor Hall of Fame... search by inventor name or invention.

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
A. Materials and Processes That Shape A Planet

Indicator
1. Recognize and explain the processes that shape and reshape Earth's surface.

 

 

 

Objectives

a. DescribExplain how weathering wears down Earth's surface. e the rotation of the planet Earth on its axis.

b. Explain that erosion moves Earth's materials from one location to another.

 

 

 

 

c. Recognize and describe how deposition builds up Earth materials at or near the surface.

Indicator
3. Recognize and explain that minerals have physical properties.

Objectives

a. Identify and describe physical properties of minerals.

• Color
• Hardness
• Luster
• Streak

b. Classify minerals using their physical properties.

c. Compare a mineral to a rock.

Topic
C. Plate Tectonics

Indicator
1.. Recognize and describe the internal and external structure of the Earth.

Objectives

a. Identify and describe the Earth's core and mantle.

b. Identify and describe the Earth's crust.

• Crustal plates
• Plate boundaries

 

 

• Surface and Interior of Earth... a site designed for kids describes the Earth both inside and out.
• View Brain Pop's movies "Earth's Structure" and "Plate Tectonics"

Topic
D. Astronomy

Indicator
4. Identify and describe the relationships among the sun and other celestial objects in our solar system.

Objectives

a. Recognize and describe the solar system as a sun-centered system.

b. Identify and describe the planets in our solar system.

• Relative size
• Physical properties
• Motion

c. Recognize that distance influences the amount of energy a planet receives from the sun.

 

d. Recognize that gravitational force between the sun and its planets causes the regular and predictable motion of those planets.

 

 

 

 

 

 

e. Recognize that asteroids, comets, and meteors are celestial objects in our solar system.

• The Nine Planets... tour the solar system in this comprehensive website, great research tool.

 

 

 

 

 

• Windows to the Universe "Our Solar System" details the planets with kid readability.
• Solar System... article from World Book's Online Database.
• A variety of movies available for viewing from Brain Pop database.

 

• What Goes Up, Must Come Down... interactive site, relationship between earth and the moon, the planets and the sun and more.
• 3, 2, 1... Blast Off!... this research model, developed by BCPS addresses Newton's Third Law.

• From Apples to Orbits... gravity's history and its small/ large-scale effects.

 

• Asteroids Deadly Impact... in this interactive site from National Geographic, students act as invesigators to distinguish between these falling objects.
• Visit the World Book Online Reference Center database to research these celestial objects.

Topic
A. Cellular

Indicator
1. Recognize and explain that all organisms are made up of one or more cells.

Objectives

a. Identify and explain that cells are the basic units of structure and function in all organisms.

b. Recognize that all cells come from cells that already exist (cellular reproduction).

c. Recognize and describe organisms as unicellular or multicellular.

d. Recognize and describe that unicellular and multicellular organisms have the same needs.

• Food
• Air
• Water
• A way to dispose of waste
• An environment to live in

e. Recognize and describe that cells vary greatly in appearance, such as onion skin cells, amoeba, etc.

f. Compare the appearance of plant and animal cells.

Indicator
2. Recognize and explain that organisms have different structures and systems that serve various functions in growth, reproduction, and survival.

Objectives

a. Identify and describe the function of the digestive, circulatory, respiratory, excretory, and nervous systems in animals.

 

 

b. Recognize and explain that structures and mechanisms in the human body fight disease.

• Tears
• Saliva
• Skin
• White blood cells
• Response to vaccination

 

 

 

 

 

c. Identify and describe how plant structures have different functions and work together for growth and survival.

• Roots
• Stems
• Leaves
• Flowers

d. Recognize that growth and repair in plants and animals occur through cell reproduction.

• The City Inside a Cell ... this research model developed by BCPS address this indicator.

 

• Cells... a movie from BrainPop.
• Cells... an article from the World Book Online database.
• Cell Structure and Function... This site contains a diagram and describes the parts of a cell.
• Cell Structure from biology4kids.com
• Cell Organelle Table... this chart lists the description and fuction of each part of a cell for both plant and animal.

 

 

 

 

• Is it Plant or is it Animal?... explains the differences between plant and animal cells.

 

 

 

• The Human Body Systems... pathfinders for each of the body systems (websites, books, audio-visuals).
• Your Body... a movie on Brain Pop briefly describing the body systems. Other movies are available for many of the systems.

 

• Immunology... this research model, designed by BCPS, addresses the question "How do various components of the body's immune system keep us free from disease?"
• Immune System... movie available on Brain Pop database.
• See the World Book Online database for each of these disease fighting mechanisms.

 

 

• Great Plant Escape... interactive website for kids, details plant parts and function
• Plants... an interactive tutorial/activity from BBC's ReviseWise, includes quiz and worksheet.
• Different Parts of a Plant... plant parts are listed and described.

Topic
D. Biochemistry

Indicator
2. Recognize and explain that some source of energy is needed for all organisms to grow, survive, and reproduce.

Objectives

a. Identify the sun as the primary source of energy for organisms.

b. Recognize that plants use the sun's energy to produce their own food.

c. Recognize that a continuous supply of energy in the form of food is needed for organisms to stay alive and grow.

d. Recognize and explain that animals depend on plants.

• Some animals eat plants
• Some animals eat other animals that eat plants

 

 

 

• The Sun... an article from the World Book Online database.
• Photosynthesis... an article from the World Book Online database.
• Photosynthesis... a movie from BrainPop describes the process.

• Food Chains and Photosynthesis... a website for kids that explains these concepts. Water and land food chains are shown.
• The Food Chain... diagram of process and explanation of producers, consumers, decomposers.
• Watch a movie about Food Chains on BrainPop.

Topic
E. Ecology

Indicator
1. Recognize and explain that individuals and groups of organisms interact with each other and their environment.

 

 

 

Objectives

a. Identify and describe the interactions of organisms present in an environment.

• Competition for space, food, and water
• Predator / prey
• Food chain
• Producer / consumer / decomposer

 

 

 

 

 

 

 

 

 

 

 

 

b. Identify and describe the interaction of organisms with the non-living environment, such as water, soil, and temperature.

Indicator
2. Recognize and explain that organisms cause changes in the environment.

Objectives

a. Describe ways that organisms cause beneficial changes to the environment, such as animals spreading seeds and worms enriching soil.

b. Describe ways that organisms cause harmful changes to the environment, such as destruction of habitat by overpopulation and invasion by nonnative plants and animals.

Topic
B. Physical and/or Chemical Changes

Indicator
1. Identify and describe that matter undergoes physical changes.

Objectives

a. Identify and describe that changes in state are physical changes usually caused by changes in temperature.

b. Describe the difference between melting and dissolving

c. Recognize and explain that the mass of a material is the same before and after a physical change.

 

 

 

 

• Search Brain Pop using keyword "matter" for various movies regarding the states of matter, melting and dissolving.

Topic
C. Classification and Structure of Matter

Indicator
1. Recognize and explain that matter has structure.

Objectives

a. Recognize and describe that all matter is composed of parts that are too small to be seen without magnification, such as granulated table salt, granulated sugar, powdered sugar, and granite.

b.Recognize and explain that the sum of the weight of the parts is equal to the weight of the whole.

Topic
A.. Mechanics

Indicator
5. Recognize and describe that the force of Earth's gravity pulls any object toward Earth.

Objectives

a. Identify that gravity is the force that causes an object to fall toward Earth.

 

Indicator
6. Identify and describe that stored energy (potential energy) may be converted to energy of motion (kinetic energy).

 

 

Objectives

a. Identify ways of storing energy in an object.

• Raising an object above the ground
• Putting it on the end of a compressed spring

b. Describe objects in the real world that have stored energy (potential energy).

c. Explain that stored energy (potential energy) may be used to create motion (kinetic energy).

 

 

 

• 3, 2, 1... Blast Off!... this research model, developed by BCPS addresses Newton's Third Law.

 

• Kinetic and Potential Energy... this site explains these terms with examples of each.
• BrainPop has movies for both kinetic and potential energy.
• Visit the World Book Online Reference Center for more information about energy.

Topic
D. Wave Interactions

Indicator
2. Explain that sound is produced by vibrations.

Objectives

a. Explain that vibrations can be felt when an object produces a sound.

 

b. Explain that the pitch of sounds can be varied by changing the rate of vibration.

Indicator
3. Describe and explain that light will travel in a straight line until it strikes an object and is reflected or refracted.

Objectives

a. Describe the images formed by a plane mirror.

• Size of the image
• Apparent distance of the image from the mirror
• Front-to-back reversal in the image

b.Describe the path of a ray of light before and after it bounces off a plane mirror.

c. Describe the path of a ray of light when it crosses the boundary between two materials such as from air to water or air to glass

• BrainPop has a movie about sound.
• Visit the World Book Online Reference Center for information about sound.
• Sound... lesson plan ideas from Scholastic.
• The Phenomenon of Sound... lesson ideas from Discovery School.

• Sound... interactive activity from ReviseWise, quiz and worksheet is included.

 

 

Optics for Kids... a website with information about light, reflection and refraction.

Topic
C. Natural Resources and Human Needs

Indicator
1. Recognize and explain how renewable and nonrenewable natural resources are used by humans to meet basic needs.

Objectives

a. Identify and compare renewable resources and nonrenewable resources.

b. Describe how humans use renewable natural resources.

• Plants
• Soil
• Water
• Animals

c. Describe how humans use nonrenewable natural resources.

• Oil
• Coal
• Natural gas
• Minerals, including metals

 

• Visit World Book Online Reference Center for information about natural resources.

Topic
D. Environmental Issues

Indicator
1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.

Objectives

a. Identify and describe personal and community behaviors that cause environmental harm and those behaviors that maintain or improve the environment.

b. Identify and describe that individuals and groups assess and manage risk to the environment differently.

 

• Hands On Habitat... this research model, developed by BCPS provides some connections and background information.
• Eco-Storybook... interactive stories in which students make decisions and learn the impact or their decisions and the need for environmental protection.