Mr. Whiskers

Kindergarten Physical Sciences

• Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:

a. Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking). b. Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other.

Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Observe common objects by using the five senses.

b. Describe the properties of common objects.

Grade One Physical Sciences

1. Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept:

a. Students know solids, liquids, and gases have different properties.

b. Students know the properties of substances can change when the substances are mixed, cooled, or heated.

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Grade Two Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

c. Compare and sort common objects according to two or more physical attributes (e. g., color, shape, texture, size, weight).

Grade Three Physical Sciences

1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept:

e. Students know matter has three forms: solid, liquid, and gas.

f. Students know evaporation and melting are changes that occur when the objects are heated.

Recycles

Kindergarten Physical Sciences

• Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:

c. Students know water left in an open container evaporates (goes into the air) but water in a closed container does not.

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Grade Two Earth Sciences

3. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:

c. Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.

Grade Three Physical Sciences

1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept:

f. Students know evaporation and melting are changes that occur when the objects are heated.

Grade four Life Sciences

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

Grade Five Earth Sciences

3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:

b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

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Earth Cycles

Grade Three Earth Sciences

4. Objects in the sky move in regular and predictable patterns. As a basis for under-standing this concept:

b. Students know the way in which the Moon's appearance changes during the four-week lunar cycle.

d. Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth.

e. Students know the position of the Sun in the sky changes during the course of the day and from season to season.

What Makes Everything Go?

Grade One Life Sciences

2. Plants and animals meet their needs in different ways. As a basis for understanding this concept:

a. Students know different plants and animals inhabit different kinds of environ-ments and have external features that help them thrive in different kinds of places.

b. Students know both plants and animals need water, animals need food, and plants need light.

c. Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.

Grade One Earth Sciences

c. Students know the sun warms the land, air, and water.

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Grade Three Physical Sciences

1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept:

a. Students know energy comes from the Sun to Earth in the form of light.

b. Students know sources of stored energy take many forms, such as food, fuel, and batteries.

Grade four Life Sciences

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

a. Students know plants are the primary source of matter and energy entering most food chains.

b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

Grade Six Heat (Thermal Energy) (Physical Science)

3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:

a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.

b. Students know that when fuel is consumed, most of the energy released becomes heat energy.

d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space).

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Grade Six Energy in the Earth System

4. Many phenomena on Earth's surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:

a. Students know the sun is the major source of energy for phenomena on Earth's surface; it powers winds, ocean currents, and the water cycle.

b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.

Grade Six Ecology (Life Science)

5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.

b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.

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The Happy Camper Handbook

Grade Six Investigation and Experimentation

7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.

Life Cycles

Grade Two Life Sciences

2. Plants and animals have predictable life cycles. As a basis for understanding this concept:

a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.

b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

f. Students know flowers and fruits are associated with reproduction in plants.

Grade four Life Sciences

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

a. Students know plants are the primary source of matter and energy entering most food chains.

b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

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Body Cycles

Grade Five Life Sciences

2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:

b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

f. Students know plants use carbon dioxide (CO 2 and energy from sunlight to build molecules of sugar and release oxygen.

g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).

Cycles, Cycles, Cycles

Grade Two Life Sciences

2. Plants and animals have predictable life cycles. As a basis for understanding this concept:

a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.

b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

f. Students know flowers and fruits are associated with reproduction in plants.

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Grade Three Physical Sciences

1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept:

f. Students know evaporation and melting are changes that occur when the objects are heated.

Grade four Life Sciences

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals

The World of Small

Grade Two Investigation and Experimentation

• Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
  
  f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects.

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Backyard Buddies Series and
You are the Scientist Series

Grade Three Investigation and Experimentation

5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.

b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.

c. Use numerical data in describing and comparing objects, events, and measurements.

d. Predict the outcome of a simple investigation and compare the result with the prediction.

e. Collect data in an investigation and analyze those data to develop a logical conclusion.

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Millipedeology

Grade Three Life Sciences

3. Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

Wormology

Grade Three Life Sciences

3. Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

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Exploring the Earth
with John Wesley Powell

Grade Four Earth Sciences

4. The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept:

a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

b. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.

5. Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:

a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.

c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

Grade Six Earth Science Shaping Earth's Surface

2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:

a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.

b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.