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Standard # 5
Each student will have acquired essential science skills and knowledge including use of the scientific investigation process; understandings of concepts of life, earth, and physical sciences; understandings of the interrelationships among the sciences and the applications of science as technology; and knowledge of the impact of science in our world.
Kindergarten Science
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Twenty minutes daily for the entire year.
Themes/Topics
Growing and Changing
Life Cycle
Plant's Needs
Seasons
Projects/Speakers/Field Trips
Butterfly Pavilion
Littleton Historical Museum (Seeds, Plants, Harvest)
Kindergarten Science Expectations
Scientific Investigation
A. Observed and described parts of a system.
B. Identified patterns and changes and predicted future events.
C. Used simple devices to gather observational data.
D. Communicated about investigations and explanations.
Scientific Principles and Concepts
A. Described life cycles of selected plants.
B. Described ways that their bodies grow and change.
C. Distinguished living from non-living.
D. Described the basic needs of living things.
E. Described how daily activities are affected by the weather.
F. Described existing weather conditions by collecting and recording weather data.
G. Described the characteristics of each season.
Relationships
A. Identified observable patterns.
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Grade 1 Science
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Eighty hours per year (one hour per day) alternating science and social studies units.
Themes/Topics
Animal Classification and Needs
Dental Health
Five Senses
Fossils
Magnetic Force
Projects/Speakers/Field Trips
The Morrison Natural History Museum
Zoo Discovery
Grade 1 Science Expectations
Scientific Investigation
A. Asked questions and stated predictions that could be addressed through scientific investigation.
B. Selected and used simple devices to gather data related to an investigation.
C. Used data based on observations to construct a reasonable explanation.
D. Communicated about investigations and explanations.
Scientific Principles and Concepts
A. Distinguished living from non-living things.
B. Examined, described, and classified tangible objects in terms of common physical properties.
C. Described human body parts that are used for each sense.
D. Identified which sense they are using when they observe something.
E. Described what each sense tells us.
F. Classified a variety of organisms according to selected characteristics.
G. Recognized that animals consume plants and other organisms to live.
H. Described the basic needs of animals.
I. Described life cycles of selected organisms.
J. Identified characteristics that are common to all individuals of a species.
K. Recognized differences in appearance among individuals of the same group.
L. Recognized that fossils are evidence of past life.
M. Described examples of extinct organisms based on fossil evidence.
N. Recognized the properties and characteristics of magnets.
O. Described the uses of magnets.
P. Determined the importance of teeth.
Q. Understood why they lose their teeth.
R. Listed activities that cause tooth decay.
Relationships
A. Recognized that daily care is important to maintaining healthy teeth.
B. Identified observable patterns.
C. Compared a model with what it represents.
D. Recognized that people who care for animals must know the needs of each type of animal in
their care.
E. Realized that some people spend their lives studying fossils and what fossils tell us about life
on earth long ago.
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Grade 2 Science
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Eighty hours per year (one hour per day) alternating science and social studies units.
Themes/Topics
Food Chain
Plant's Needs
The Interrelationship of Plants and Animals to Their Environment
Projects/Speakers/Field Trips
Ocean Journey
Grade 2 Science Expectations
Scientific Investigation
A. Asked questions and stated predictions that can be addressed through scientific investigation.
B. Selected and used simple devices to gather data related to an investigation.
C. Used data based on observations to construct a reasonable explanation.
D. Communicated about investigations and explanations.
Scientific Principles and Concepts
A. Described the basic needs of plants and animals in specific habitats.
B. Classified a variety of organisms according to selected characteristics.
C. Recognized that green plants need energy from sunlight and various raw materials to live.
D. Described basic foods that come from plants.
E. Described how organisms interact with each other and with non-living parts of their habitats.
F. Identified characteristics of plants and animals that allow them to live in specific environments.
G. Recognized characteristics that are common to all individuals of a species.
H. Described the characteristics of various habitats throughout the world.
Relationships
A. Recognized interrelationships of organisms/food chain.
B. Recognized the diversity of resources provided by the earth and its different habitats.
C. Described resource-related activities in which they could participate to benefit their
community.
D. Used models to explain concepts.
E. Recognized that people who work in greenhouses must know the needs of each type of plant
in their care.
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Grade 3 Science
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Eighty hours per year (one hour per day) alternating science and social studies units.
Themes/Topics
Matter
Simple Machines
Water Cycle
Weather
Projects/Speakers/Field Trips
Tornado Tube
Weatherman's Visit
Water Cycle Project
Assessments
Teacher constructed tests and quizzes.
Grades and Performance Levels
Grades are based on participation, completion of assignments, and quality of work. Performance levels are based on the student's attainment of grade level expectations through standards assessment.
Grade 3 Science Expectations
Scientific Investigation
A. Asked questions and stated predictions that can be addressed through scientific investigation.
B. Selected and used simple devices to gather data related to an investigation.
C. Used data based on observations.
D. Communicated about investigations and explanations.
Scientific Principles and Concepts
A. Described the effects of water as it relates to changes to the Earth's surface.
B. Recognized that humans and their environment are affected by natural events.
C. Identified major sources of water.
D. Identified and described the states in which water can be found.
E. Recognized the importance of water.
F. Investigated and compared the properties and behavior of water in its solid, liquid, and
gaseous states.
G. Identified and predicted what will change and what will remain unchanged when an object
experiences an external force.
H. Described, measured, and calculated quantities that characterize moving objects.
I. Recognized how our daily lives are affected by the weather.
J. Observed, measured, and recorded changes in weather conditions.
K. Described large scale and local weather systems.
L. Described the basic composition, properties, and structure of the atmosphere.
M. Examined, described, and classified, and compared substances in terms of common physical
properties.
N. Created mixtures and separated them based on differences in properties
O. Described and observed change in terms of starting conditions, types of change, and ending
conditions.
P. Predicted what changes and what remains unchanged when matter experiences an external
influence.
Q. Described and compared the components and functions of a simple machine.
Relationships
A. Recognized that when a science experiment is repeated with the same conditions, the
experiment generally works the same way.
B. Compared knowledge gained from direct experience to knowledge gained indirectly.
C. Identified observable patterns and changes and predicted future events based on those
patterns.
D. Compared a model with what it represents.
E. Understood the role of a meteorologist in the study of weather.
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Grade 4 Science
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty-five minutes daily for the entire year.
Themes/Topics
Earth's Forces
Marine Biology and Oceanography
The Solar System and Space
Rocks and Minerals
Projects/Speakers/Field Trips
Guest Speaker--Astronaut
Museum of Nature and Science
Star Lab
Assessments
Teacher constructed tests and quizzes.
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and quality of work. Performance levels are based on the student's attainment of grade level expectations through standards assessments.
Grade 4 Science Expectations
Scientific Investigation
A. Described what can be readily observed
B. Asked questions and stated predictions that can be addressed through scientific investigation
C. Selected and used simple devices to gather data related to an investigation
D. Used data based on observations to construct a reasonable explanation
E. Communicated about investigations and explanations
Scientific Principles and Concepts
A. Described the earth's forces and their impact on people
B. Understood the interactions of plate tectonics, volcanoes, and earthquakes
C. Described the basic needs of animals and plants as related to marine biology
D. Recognized the interrelationships of organisms by tracing the flow of matter and energy in a food chain
E. Identified characteristics of animals that allow them to find and eat food in specific environments
F. Described what can be readily observed by the unaided eye in the daytime and nighttime sky
G. Described the motion of Earth in relation to the sun, including the concepts of day, night, and year
H. Identified the basic components of the solar system
I. Described a space exploration event such as a manned or unmanned space mission
J. Identified and compared the basic components of the ocean (for example, tides, waves, currents, and ocean floor)
K. Identified and classified the properties of rocks and minerals
Relationships
A. Recognized that when a science experiment is repeated with the same conditions, the
experiment generally works the same way
B. Compared knowledge gained from direct experience to knowledge gained indirectly
C. Identified observable patterns and predicted future events based on those patterns
D. Described the components and interrelationships of a system
E. Compared a model with what it represents
F. Realized that astronauts and those people who plan space flight must understand the
movement of objects in space
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Grade 5 Science
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty-five minutes daily for the entire year.
Texts/References
The Human Body, Dorling Kindersley Publishing, 2000
Themes/Topics
Body Systems
Sound and Light
Projects/Speakers/Field Trips
Dissections--shark and eyeball
Hall of Life
Science Fair
Assessments
Teacher constructed tests and quizzes.
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and quality of work. Performance levels are based on the student's attainment of grade level expectations through standards assessments.
Grade 5 Science Expectations
Scientific Investigation
A. Demonstrated an understanding of the scientific process through participating in the Science Fair competition and utilizing the following components: a step by step plan; tools, materials and equipment necessary for their investigation; a conclusion from evaluating their data; an ongoing journal reporting their process; and a formulation of new questions and possible investigations from unexpected results.
B. Described what can readily be observed.
C. Asked questions and stated predictions that can be addressed through scientific investigation.
D. Selected and used simple devices to gather data related to an investigation.
E. Used data based on observations to construct a reasonable explanation.
F. Communicated about investigations and explanation.
Scientific Principles and Concepts
A. Described the basic needs of an organism.
B. Defined cell structures and functions.
C. Used microscopes and slides to observe various kinds of cells and structures.
D. Studied embryonic development, body and sex, cell division, chromosomes and genetic traits.
E. Studied and assessed the complete anatomy and physiology of the human body.
F. Described the growth and development of selected organisms.
G. Described the structures and functions of the major human body systems.
H. Recognized that sound and light are a form of energy that can be described and studied even though they cannot be held or touched.
I. Made observations associated with sound and light.
Relationships Expectations
A. Recognized that when a science experiment is repeated with the same conditions, the
experiment generally works the same way.
B. Compared knowledge gained from direct experience to knowledge gained indirectly.
C. Identified, compared, and predicted variables and conditions related to change.
D. Identified and illustrated natural cycles within systems.
E. Used a model to explain a phenomenon.
F. Realized that medical doctors and nurses must understand the way systems interact within
the human body.
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