Science

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=** 4th **=

Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. || || || || || [|Science][|Safety Rules] || || [|Variation in Living Things] [|Classifying Variations] [|Animal Groups Beginning Classification] || || [|Interactions Among Living Things] [|Every Living Thing Has A Home] [|What’s It Like Where You Live?] [|Animals Around Us] || || [|Senses Challenge] [|Amazing Animal Senses] [|Making Sense] || [|Animal Adaptations Game] [|Adaptations: Form and Function] [|Living Things in their Environment] || [|The Diversity of Life] ||
 * 4-1.1 Classify observations as either quantitative or qualitative.
 * 4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations.
 * 4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained) || ||
 * 4-1.4 Distinguish among observations, predictions, and inferences || ||
 * 4-1.5 Recognize the correct placement of variables on a line graph || ||
 * 4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. || ||
 * 4-1.7 Use appropriate safety procedures when conducting investigations.
 * Standard 4-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science) **
 * 4-2.1 Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics.
 * 4-2.2 Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts, and the polar regions) influence the variety of organisms in each.
 * 4-2.3 Explain how humans and other animals use their senses and sensory organs to detect signals from the environment and how their behaviors are influenced by these signals.
 * 4-2.4 Distinguish between the characteristics of an organism that are inherited and those that are acquired over time. || [|Arctic Animal Adaptations Quiz]
 * 4-2.5 Explain how an organism’s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment). || [|Interdependence and Adaption]
 * 4-2.6 Explain how organisms cause changes in their environment. || ||
 * Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science) **

[|The Solar System] [|Solar System Facts] [|The Solar System] [|The Planets] || || [|Examine Earth] [|Our Planet Earth] || || [|Earth, Sun, and Moon] [|The Sun and Earth] || || [|Seasons Interactive] [|Why Is It Hotter in Summer Than In Winter?] [|What Causes the Seasons?] || || [|Day and Night] || || [|The Lunar Cycle] [|Moon Challenge] [|Phases of the Moon] [|Phases of the Moon] || [|What’s in a Shadow?] ||
 * 4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun. || [|The Solar System]
 * 4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.
 * 4-3.3 Explain how the Sun affects Earth.
 * 4-3.4 Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
 * 4-3.5 Explain how the rotation of Earth results in day and night.
 * 4-3.6 Illustrate the phases of the Moon and the Moon’s effect on ocean tides.
 * 4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. || [|Shadows]
 * 4-3.8 Recognize the purpose of telescopes. || ||
 * Standard 4-4: **** The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science) **

[|The Water Cycle] [|The Water Cycle] [|Make A Water Cycle Wheel] [|Weather Smart: The Water Cycle and Clouds] || [|Stuff In The Sky: Clouds] [|Cloud Matching Game] [|Name The Clouds Game] [|Cloud Observation Form] || || [|Temperature Farenheit] [|Weather Patterns] || || [|Hurricane House] [|Interactive Weather Maker] [|Severe Weather Senteo Quiz] [|Control a Tornado] [|Play With Lightning] [|Weather Smart: Tornadoes] [|Weather Smart: Thunderstorms] [|Weather Smart: Hurricanes] [|Safety Precautions in Severe Weather] || || [|Measuring Earthquakes] [|Weather Changes and Measurement] || 
 * 4-4.1 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff). || [|The Water Cycle]
 * 4-4.2 Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form. || [|Cloud Types]
 * 4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.
 * 4-4.4 Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns.
 * 4-4.5 Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments.
 * 4-4.6 Predict weather from data collected through observation and measurements. || [|Predict The Weather] ||
 * Standard 4-5: T he student will demonstrate an understanding of the properties of light and electricity. (Physical Science) **

[|Senteo Quiz: Light] [|The Visible Spectrum] || || [|Newton’s Prism Experiment] [|Color Dispersion] [|The Primary Colors of Light] [|Exploring the Spectrum of Colors in White Light] || || [|Light and Dark] [|Light and Shadows] [|How We See Things] [|Reflected Light] [|Refracted Light] || || [|Transparent, Translucent, and Opaque] [|Worksheet: Light and Objects] || || [|Electricity In Our Lives] [|How Do We Make Electricity?] [|Electricity and Magnetism: Generating Electricity] || || [|Using Electricity] [|The Blobz Guide to Circuits] [|Electrical Circuit] [|Water Current and Electric Current] [|Electrical Flow] || [|Senteo Quiz- Materials/Conductors] || [|Magnets in the Kitchen] [|Stuck on Junk Magnet Game] [|Electromagnet Activity] [|How to make an Electromagnet] [|Electromagnets] || **5th**
 * 4-5.1 Summarize the basic properties of light (including brightness and colors). || [|Light Sources Investigation]
 * 4-5.2 Illustrate the fact that light, as a form of energy, is made up of many different colors.
 * 4-5.3 Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction, and absorption).
 * 4-5.4 Compare how light behaves when it strikes transparent, translucent, and opaque materials.
 * 4-5.5 Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound).
 * <span style="font-family: Verdana; font-size: 10pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana; msobidifontfamily: Verdana; msofareastfontfamily: Verdana; msolist: Ignore;">4-5.6 Summarize the functions of the components of complete circuits (including wire, switch, battery, and light bulb).
 * <span style="font-family: Verdana; font-size: 10pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana; msobidifontfamily: Verdana; msofareastfontfamily: Verdana; msolist: Ignore;">4-5.7 Illustrate the path of electric current in series and parallel circuits. || [|Changing Circuits] ||
 * 4-5.8 Classify materials as either conductors or insulators of electricity. || [|Circuits and Conductors]
 * 4-5.9 Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength). || Magnets and Springs
 * 4-5.10 Summarize the factors that affect the strength of an electromagnet. || ||