| The Nature of Matter
3 |
|
| Determines the physical
properties of matter using metric measurements that incorporate
tools such as rulers, thermometers, balances. |
All Movers & Shakers
Themes incorporate tools such as rulers, thermometers and balances
for active student involvement in exploring the physical world
and determining physical properties of specific materials encountered
within the content areas. Data collection is embedded in all
activities as well. |
| Knows that the weight
of an object is equal to the sum of the weights of its parts. |
Movers & Shakers Theme
2: Force & Motion, Week 3: hands-on activity, Weight a Minute
uses scales to determine the weight of a variety of objects,
teacher guide pages 64-66. |
| Uses a tool to observe
and study minute details of objects (for example, hand lens). |
All Movers & Shakers
Themes routinely incorporate the use tools to observe and study
minute details of objects when appropriate. |
| Energy 3 |
|
| Knows objects that
emit heat and light. |
Movers & Shakers Theme
4: Heat & Simple Machines, weeks 1-3: hands-on activities, Hot
Hangers, Hot Box, & The Heat is On explore objects that can
emit heat, teacher guide pages 14-46. Theme 1: Sound & Light,
week 8: hands-on activities Hot Boxes & The Solar Cooker explore
heat and light, teacher guide pages 134-141. |
| Knows different forms
of energy (for example, heat, light, sound). |
Explorations into the
sun's ability to produce light and heat are found in Movers
& Shakers Theme 6: Above the Clouds, hands-on activities for
program Week 2: Rotate and Revolve, teacher guide pages 44-46
and Earth Turns, teacher guide pages 47-51. |
| Knows that the Sun
provides energy for the Earth in the form of heat and light. |
Investigations to explore
the effects of sunlight on warming is covered in depth during
Movers & Shakers Theme 1: Sound & Light, Week 8: hands-on activities
Hot Boxes & The Solar Cooker explore heat and light, teacher
guide pages 134-141. |
| Knows that heat can
be produced by chemical reactions, electrical machines, and
friction. |
Several Movers & Shaker
Themes explore heat via chemical reaction, electrical machines
and friction. Theme 2: Force & Motion offers in week 3 investigations
centered on friction. Theme 3: Magnetism & Electricity has 2
weeks of investigations into circuits and circuit breakers (heat).
Theme 4: Heat & Simple Machines has 3 weeks of hands-on investigations
into heat. |
| Uses a variety of tools
to measure the gain or loss of energy. |
Movers & Shaker Theme
2: Force & Motion, week 6: Level 1 hands-on activity, Sled Slider,
teacher guide pages 109-115. |
| Knows that when a warmer
object comes in contact with a cooler one, the warm object loses
heat and the cool one gains it until they are both at the same
temperature. |
Movers & Shakers Theme
5; Air, Water, & Weather, Week 6: Level 1 hands-on activity,
Testy Temperatures, teacher guide pages 117-121. |
| Knows that some source
of energy is needed for organisms to stay alive and grow. |
Movers & Shakers Theme
7: Living Things, Week 6: Level 1 hands-on activity, The Food
Chain Game, teacher guide pages 132-136 explores the relationships
needed to keep organisms alive. |
| Knows ways natural
resources are important. |
N/A |
| Classifies resources
as renewable or nonrenewable. |
N/A |
| Knows that alternate
energy sources (for example, synthetic fuels, geothermal energy)
are being explored using natural and mechanical processes. |
N/A |
| Force and Motion 3 |
|
| Describes the motion
of various objects (for example, forward, circular, wave). |
Movers & Shakers Theme
2: Force & Motion, Week 1: Level 1 hands-on activity, Whole
Lota' Motion Goin' On, teacher guide pages 17-19. |
| Understands the characteristics
of waves (for example, crest, trough, length). |
Movers & Shakers Theme
1: Sound & Light, Week 2 & 3: teacher guide pages 41-75 offer
a variety of student investigations using sound vibrations and
discussions of sound waves. |
| Knows the six types
of simple machines (screw, inclined plane, wedge, pulley, lever,
and wheel and axle). |
Movers & Shakers Theme
4: Heat & Simple Machines, Weeks 4-8 hands-on activities investigate
the six types of simple machines, teacher guide pages 48-109. |
| Knows that an object
may move in a straight line at a constant speed, speed up, slow
down, or change direction dependent on net force acting on the
object. |
Movers & Shakers Theme
2: Force & Motion, Week 5: Science on the Web, Unbalanced Forces,
teacher guide pages 101-102 |
| Processes that Shape
the Earth 3 |
|
| Knows that smaller
rocks come from the breaking and weathering of bedrock and larger
rocks. |
Movers & Shakers Theme
8: Geology, Week 4 Level 1 hands-on activity Erosion Explosion,
teacher guide pages 71-73. |
| Knows that approximately
75 percent of the surface of the Earth is covered by water. |
Movers & Shakers Theme
5: Air, Water, Weather, Week 5: Level 1 hands-on activity, Water
Works, teacher guide pages 90-92. |
| Understands the stages
of the water cycle (for example, evaporation, condensation,
precipitation). |
Movers & Shakers Theme
5: Air, Water, Weather, Week 7: Level 1 hands-on activity, Water
Cycle, teacher guide pages 131-134, Level 1 hands-on activity,
Stately Behavior, teacher guide pages 135-137 |
| Understands the processes
of weathering and erosion. |
Movers & Shakers Theme
8: Geology, Week 4: Level 1 hands-on activity Erosion Explosion,
teacher guide pages 71-73. |
| Knows that land forms
change over time (for example, earthquakes, volcanoes). |
Movers & Shakers Theme
8: Geology, Week 7: Levels 1-3 hands-on activities explore lad
form change through earthquakes and volcanoes, teacher guide
pages 115-126. |
| Knows that reusing,
recycling, and reducing the use of natural resources improve
and protect the quality of life. |
N/A |
| Earth and Space 3 |
|
| Knows that days and
nights change in length throughout the year. |
Movers & Shakers Theme
6: Above the Clouds, Week 2: Level 1 hands-on activities Earth
Turns & Earth Turns 2, teacher guide pages 27-51. |
| Knows the patterns
of average temperatures throughout the year. |
Movers & Shakers Theme
5; Air, Water, Weather, Weeks: 2-8 hands-on activities, Weather
Collectors, teacher guide pages 40-156. |
| Knows the frequency
of the lunar cycle is approximately 28 days. |
Movers & Shakers Theme
6: Above the Clouds, Week 3: Level 1 hands-on activity The changing
Moon, teacher guide pages 59-63. |
| Knows the Sun is a
star that is much nearer to the Earth than the other stars. |
Movers & Shakers Theme
6: Above the Clouds, Week 6: Level 1 hands-on activity Star
Bright, Star Light, teacher guide pages 111-123. |
| Knows characteristics
of Mercury, Venus, Earth, and Mars. |
Movers & Shakers Theme
6: Above the Clouds, Week 1: Level 1 hands-on activity Planet
Path, teacher guide pages 21-27, Solar System Model: Planets,
teacher guide pages 28-31. |
| Knows the relative
positions of all the planets |
Movers & Shakers Theme
6: Above the Clouds, Week 1: Level 1 hands-on activity Planet
Path, teacher guide pages 21-27, Solar System Model: Planets,
teacher guide pages 28-31. |
| Knows that, in addition
to the Sun, there are many other stars that are far away. |
Movers & Shakers Theme
6: Above the Clouds, Week 6: Level 1 hands-on activity Star
Bright, Star Light, teacher guide pages 111-123. |
| Processes of Life
3 |
|
| Understands the various
ways that animals depend on plants for survival (for example,
food, shelter, oxygen). |
Movers & Shakers Theme
7: Living Things, Week 2: Level 1: hands-on activity Make It
Grow teacher guide pages 49-54. |
| Knows the common and
distinguishing characteristics of groups of vertebrate animals
(mammals, birds, fish, reptiles, amphibians). |
Movers & Shakers Theme
7: Living Things, Week 4: Level 1: Hands-on activity Classless
Critters, teacher guide pages 92-97 and Week 7: Level 1: hands-on
activity That's Quite a Beak teacher guide pages 150-155. |
| Understands similarities
and differences among plants. |
Movers & Shakers Theme
7: Living Things, Week 4: Level 1: hands-on activity A Classy
Leaf teacher guide pages 89-91. |
| Understands that although
plants and animals are different, they also share common characteristics
(for example, they both have structures for reproduction, respiration,
and growth). |
Movers & Shakers Theme
7: Living Things, Weeks 1-8 will give students an understanding
of shared characteristics between plants and animals. |
| How Living Things
Interact with Their Environment 3 |
|
| Knows how organisms
with similar needs in a climatic region compete with one another
for resources such as food, water, oxygen, or space. |
Movers & Shakers Theme
7: Living Things, Week 1: Level 1: Science on the Web, Selecting
Living Colors teacher guide pages 32-33, Week 5: Level 1: Science
on the Web, Balance an Ecosystem, teacher guide pages 121-122. |
| Knows behavioral and
structural adaptations that allow plants and animals to survive
in an environment. |
Movers & Shakers Theme
7: Living Things, Week 4: Level 1: Hands-on activity Classless
Critters, teacher guide pages 92-97 and Week 7: Level 1: hands-on
activity That's Quite a Beak teacher guide pages 150-155. |
| Understands that energy
is transferred to living organisms through the food they eat. |
Movers & Shakers Theme
7: Living Things, Week 6: Level 1: Hands-on activity My Lunch!
Where Did It All Begin?, teacher guide pages 137-140. |
| Knows examples of living
things that are classified as producers, consumers, carnivores,
herbivores, and omnivores. |
N/A |
| Understands that plants
and animals share and compete for limited resources such as
oxygen, water, food, and space. |
Movers & Shakers Theme
7: Living Things, Week 6: Level 1: Hands-on activity The Food
chain Game, teacher guide pages 132-136. A |
| Knows that the size
of a population is dependent upon the available resources within
its community. |
Movers & Shakers Theme
7: Living Things, Week 1: Level 1: Science on the Web, Selecting
Living Colors teacher guide pages 32-33, Week 5: Level 1: Science
on the Web, Balance an Ecosystem, teacher guide pages 121-122. |
| The Nature of Science
3 |
|
| Knows that it is important
to keep accurate records and descriptions to provide information
and clues on causes of discrepancies in repeated experiments. |
All Movers & Shakers
Themes have incorporated into the curricula, weekly journals,
data collection in the form of charts, diagrams, and antidotal
notes. This is an ongoing process extending the entire year.
|
| Plans and investigates
an experiment that defines a problem, proposes a solution, identifies
variables, collects and organizes data, interprets data in tables,
charts and graphs, analyzes information, makes predictions,
and presents and supports findings. |
All Movers & Shakers
Themes offer a wide number of explorations where students are
making predictions, creating drawings, and diagrams to explain
ideas, drawing conclusions using information gained as well
as using prior knowledge to create presentations and support
findings. This is an ongoing process extending the entire year. |
| Uses various kinds
of instruments to collect and analyze information (for example,
meter sticks, timing devices, graduated cylinders, force meters,
pan balances, calipers, microscopes, cameras, sound recorders,
hot plates, magnets, collecting nets). |
Movers & Shakers hands-on
explorations incorporate a wide number of tools to observe,
measure, analyze and predict changes in phenomena being investigated
whenever appropriate. This is an ongoing process extending through
the year. |
| Knows that to work
collaboratively, all team members should be free to reach, explain,
and justify their own individual conclusions. |
Movers & Shakers hands-on
explorations make extensive use of collaborative teams whenever
appropriate. This is an ongoing process extending through the
year. |
| Knows that to compare
and contrast observations and results is an essential skill
in science. |
Throughout the year,
Movers & Shakers activities offer the opportunity for students
to share, debate, and explore contrasting observations. The
point is made that this is an essential trait of good science. |
| Uses sketches, diagrams
and models to understand scientific ideas. |
Movers & Shakers offer
a wide number of explorations where students are making drawings,
and diagrams to explain ideas, drawing conclusions using information
gained as well as using prior knowledge to make sense of what
they are exploring. This is an ongoing process extending the
entire year. |
| Makes predictions and
inferences based on observations. |
Movers & Shakers hands-on
activities continually ask for students to make predictions
and inferences based on observations. This is an ongoing process
extending the entire year. |
| Uses charts and graphs
to understand patterns of change. |
Movers & Shakers hands-on
activities continually have students making and using charts
and graphs to interpret data and understand emerging patterns. |
| Understands the relationships
between science concepts and the history of science and the
contributions of scientists. |
Movers & Shakers activities
stress student understanding of relationships between science
concepts and the history of science and the contributions of
scientists through web activities spanning the entire year.
Student are exposed to scientists involved in discoveries within
in specific content areas. |
| Uses reference materials
to obtain information related to science concepts. |
Movers & Shakers hands-on
activities often end with a team presentation (sharing discoveries)
of information related to specific science concepts being explored.
Often these reports involve using reference materials to obtain
relevant information for these presentations. |
| Knows that data are
collected and interpreted in order to explain an event or concept. |
Data collection, interpretation,
and sharing of said data is an integral part of most hands-on
explorations conducted throughout the year during the Movers
& Shakers program. |
| Understands that scientific
information can be presented in several ways (for example, using
numbers and mathematics, drawings, words, graphs, tables). |
A wide variety of presentation
formats including using numbers and mathematics, drawings, words,
graphs, and tables are continually used by students as scientific
information based on hands-on activities is presented. |
| Understands how scientific
discoveries have helped or hindered progress regarding human
health and lifestyles. |
N/A |
| Knows that, through
the use of science processes and knowledge, people can solve
problems, make decisions, and form new ideas. |
The nature of the Movers
& Shakers program creates an atmosphere where by students are
continually using science process and sharing information gained.
The idea of teams debating, making new decisions, and forming
new ideas is carried throughout the year. |
