| The Nature of Matter
4 |
|
| Uses a variety of measurements
to compare and contrast the physical properties of matter. |
All Movers & Shakers
themes involve students in collecting a wide variety of data
on any given exploration. Various graphs and charts are produced
as a common way of showing investigation results. The comparing
and contrasting of physical properties of matter can be found
in themes: 1 (Sound & Light), 2 (Force & Motion), 3 (Magnetism
& Electricity), 4 (Heat & Simple Machines), 5 (Air, Water, &
Weather), 8 (Geology). |
| Understands that heating
or cooling of matter will speed up or slow down, respectively,
the motion of the small particles within matter and that this
is what causes a phase change. |
N/A |
| Uses a variety of tools
(hand lens, microscope) to observe and study minute details
of objects. |
The use of hand lenses
is embedded in a wide number of hands-on explorations within
all Movers & Shakers themes. |
| Energy 4 |
|
| Knows that most living
things use energy from the Sun to live and grow. |
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 how to trace
the flow of energy in a system (for example, in an ecosystem). |
Movers & Shakers theme
7: Living Things, Week 6: Level 1: Hands-on activity The Food
Chain Game, teacher guide pages 132-136 and My LunchWhere
Did It All Begin?, teacher guide pages 137-140. |
| Knows that there are
a variety of sources for electricity (for example, hydroelectric,
geothermal, windmills). |
N/A |
| Knows the relationship
between attributes of all waves (for example, wavelength, frequency)
and attributes of sound waves (for example, pitch, intensity). |
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 that most objects
that emit light also emit heat. |
Movers & Shakers theme
1: Sound & Light, Week 8: Level 1 hands-on activity Hot Boxes,
teacher guide pages 134-137 & Solar Cooker, teacher guide pages
138-141 offer a variety of student investigations into the relationship
between heat and light. |
| Knows ways that energy
can be transformed (for example, electricity to light, light
to heat, mechanical to heat). |
Movers & Shakers themes
1(Sound & Light), 2 (Force & Motion), and 4 (Heat & Simple Machines)
all offer investigations into energy transformation. |
| Knows that moving electric
charges produce magnetic forces and moving magnets produce electric
currents. |
Movers & Shakers theme
3: Magnetism & Electricity, Week 7: Level 1 hands-on activity,
Simply Electrifying, teacher guide pages 114-117 & Students,
Start Your Motors, teacher guide pages 118-119 offer explorations
into electro-magnets. |
| Extends and refines
use of a variety of tools to measure the gain or loss of energy. |
N/A |
| Understands the reasons
for energy conservation. |
N/A |
| Knows the risk factors
associated with the use of nonrenewable energy sources (for
example, economic factors and health factors). |
N/A |
| Understands the processes
that created fossil fuels and why they are nonrenewable. |
N/A |
| Force and Motion 4 |
|
| Knows that velocity
describes a change in distance over time |
Movers & Shakers theme
2: Force & Motion, Week 3: Level 1 hands-on activity, Rollin',
Rollin', Slowin, and Bouncing 'Round the Room, teacher guide
pages 59-70. |
| Understands that waves
behave differently in different media (for example, water, a
wall, the atmosphere, a vacuum). |
Movers & Shakers theme
1: Sound & Light, Week 3: Level 1 hands-on activity, What's
the Matter, teacher guide pages 60-63. |
| Understands how simple
machines are used to make tasks possible. |
Movers & Shakers theme
4: Heat & Simple Machines, Week 4: Level 1 hands-on activity,
Such simple machines, teacher guide pages 49-52. |
| Uses tools to measure
changes in position, direction, and speed of an object after
a push or pull has been applied. |
Movers & Shakers theme
2: Force & Motion, Week 5: Level 1 hands-on activity, Bottle
Racer Construction & Bottle Racer Race, teacher guide pages
93-100. |
| Processes that Shape
the Earth 4 |
|
| Understands the stages
of the rock cycle. |
Movers & Shakers theme
8: Geology Week 2: Level 1 hands-on activity, Under Pressure
Birth of a Rock, teacher guide pages 47-50. |
| Knows the properties
of different types of soil. |
Movers & Shakers theme
8: Geology Week 1: Level 1 hands-on activity, Shake, Shift,
and Roll, teacher guide pages 27-32. |
| Understands how the
water cycle is influenced by temperature and land features. |
Movers & Shakers theme
5: Air, Water, & Weather, Week 7: Level 1 & 2 hands-on activities
Water Cycle & Stately Behavior, teacher guide pages 131-137 |
| Understands how processes
of weathering and erosion constantly change the surface of the
Earth. |
Movers & Shakers theme
8: Geology Week 4: Level 1 hands-on activities Erosion Explosion
& Wash-A-Way Mountain teacher guide pages 71-74 . |
| Knows ways in which
people can conserve natural resources. |
N/A |
| Knows ways misuse of
natural resources affects the quality of life for all species. |
N/A |
| Earth and Space 4 |
|
| Knows that the tilt
of the Earth causes the change of seasons, length of day, and
the amount of energy available. |
Movers & Shakers theme
6: Above the Clouds Week 2: Level 1 hands-on activities, Earth
Turns & Earth Turns 2, teacher guide pages 47-53. |
| Understands the cause
of the phases of the Moon (for example, the movement patterns
of the Earth and Moon relative to the Sun). |
Movers & Shakers theme
6: Above the Clouds Week 3: Level 1 hands-on activity, The Changing
Moon, teacher guide pages 59-63. |
| Knows how the energy
of the Sun can be captured as a source of heat and light on
Earth (for example, plants, solar panels). |
Movers & Shakers theme
6: Above the Clouds Week 5: Level 2 hands-on activity, Sun and
Seeds, teacher guide pages 97-98. |
| Knows characteristics
of Jupiter, Saturn, Uranus, Neptune, and Pluto. |
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 gravity
is the one of the forces that keeps planets arranged in orbits
around the Sun and the Moon in orbit around the Earth. |
N/A |
| Understands that the
Sun is a medium-sized star located near the edge of a galaxy
containing billions of other stars, which in turn is one of
innumerable galaxies in the Universe. |
Movers & Shakers theme
6: Above the Clouds, Week 1: Level 1 hands-on activity The Big
Pop, teacher guide pages17-20. |
| Processes of Life
4 |
|
| Knows that complex
animals have specialized organs to carry out life processes. |
Movers & Shakers theme
7: Living Things Week 3 Level 1: hands-on activity, Caterpillar
Construction, teacher guide pages 68-72. |
| Knows the major organ
systems of the human body. |
N/A |
| Understands the functions
of various body systems. |
N/A |
| Knows that living things
are composed of cells. |
Movers & Shakers theme
7: Living Things Week 3 Level 1: hands-on activity, Blocks of
Life, teacher guide pages 73-77. |
| Knows that processes
needed for life are carried out by the cells. |
N/A |
| How Living Things
Interact with Their Environment 4 |
|
| Knows how plants and
animals interact with one another in an ecosystem (for example,
organization of communities, flow of energy through food webs). |
Movers & Shakers theme
7: Living Things Week 6 Level 1: hands-on activities, The Food
Chain Game & My LunchWhere Did It All Begin? teacher guide
pages 132-140. |
| Knows organisms that
act as decomposers. |
Movers & Shakers theme
7: Living Things Week 7 Level 1: video, New Beginnings, teacher
guide pages 148-149. |
| Understands the need
for nutrients and minerals for living organisms. |
Movers & Shakers theme
7: Living Things Week 7 Level 1: hands-on activity, Make It
Grow, teacher guide pages 49-54. |
| Understands the process
of decay (for example, the stages of decay, the organisms that
help the decay process, the nonliving factors that influence
the rate of decay, the products of decay). |
Movers & Shakers theme
7: Living Things Week 3 Level 1: video, Look Closer, teacher
guide pages 66-67. |
| Knows that organisms
are growing, dying, and decaying and that new organisms are
being produced. |
Movers & Shakers theme
7: Living Things Week 3 Level 1: video, Look Closer, teacher
guide pages 66-67. |
| Knows that variations
in light, water, temperature, and soil content are largely responsible
for the existence of different kinds of organisms and population
densities in an ecosystem. |
N/A |
| Knows the kinds of
organisms that lived in the past and compares them to existing
species. |
Movers & Shakers theme
8: Geology Week 8 Level 1: video, Clues to the Past, teacher
guide pages 129-133. |
| Knows characteristics
that allow members within a species to survive and reproduce. |
Movers & Shakers theme
7: Living Things Week 1 Level 1: web activity, Selecting Living
Color, teacher guide pages 32-33. |
| Understands patterns
of interdependency in ecological systems. |
Movers & Shakers theme
7: Living Things Week 8 Level 1: video, New Beginnings, teacher
guide pages 148-149. |
| Understands that what
benefits one organism may be harmful to other organisms. |
N/A |
| Understands that changes
in an ecological system usually affect the whole system. |
Movers & Shakers theme
7: Living Things Week 5 Level 1: video, Connections, teacher
guide pages 106-108. |
| The Nature of Science
4 |
|
| Knows that scientists
make the results of their investigations public, and they describe
the investigations in ways that enable others to repeat the
investigation. |
All Movers & Shakers
themes have as part of each hands-on activity an area called,
Sharing Discoveries. This enables student teams to discuss what
they have found and show the data that supports their findings.
|
| Plans and investigates
experiments in which hypotheses are formulated based on cause
and effect relationships; distinctions are made among observations,
conclusions/inferences and predictions; a limited number of
variables are controlled; and numerical data that are contradictory
or unusual in experimental results are recognized. |
All Movers & Shakers
hands-on activities repeatedly make use of the scientific processes.
Students are continually exposed to experiments in which hypotheses
are formulated based on cause and effect relationships; distinctions
are made among observations, conclusions/inferences and predictions;
a limited number of variables are controlled; and numerical
data that are contradictory or unusual in experimental results
are recognized. |
| Uses metric tools to
measure, record, and interpret data. |
All Movers & Shakers
hands-on activities repeatedly make continual use of metric
measurement when conducting all hands-on activities where relevant. |
| Works collaboratively
to collect, share, and record information for a scientific investigation. |
All Movers & Shakers
hands-on activities have as part of the format collaborative
student teams where they collect, share, and record information. |
| Knows that comparisons
between experiments can be made when conditions are the same. |
All Movers & Shakers
hands-on activities have as part of the format collaborative
student teams where they are conducting the same exploration
where conditions are the same. Comparison of data between teams
always concludes each exploration. |
| Knows that a model
of something is different from the real thing, but can be used
to learn something about the real thing. |
Movers & Shakers theme
6: Above the Clouds is a perfect example of extensive use of
planetary models in order to learn about the real thing. |
| Makes predictions based
on data from picture graphs, bar graphs, and line graphs. |
All Movers & Shakers
hands-on activities have as part of the format extensive data
collection through graphs, charts, and written observations.
Comparison of data between teams always concludes each exploration. |
| Knows basic patterns,
sequences, and cycles occurring in nature. |
Movers & Shakers theme
6: Above the Clouds Week 3: Level 1 hands-on activity, The Changing
Moon, teacher guide pages 59-63. |
| Knows that technologies
often have costs, as well as benefits, and can have an enormous
effect on people and other living things. |
N/A |
| Researches and reports
on a science topic. |
All Movers & Shakers
hands-on activities have as part of the format collaborative
student teams where they collect, share, and record information
concluding in individual and team reports of specific science
topics. |
| Constructs and analyzes
graphs, tables, maps, and charts to organize, examine, and evaluate
information. |
All Movers & Shakers
hands-on activities have as part of the format extensive data
collection through graphs, charts, and written observations.
Comparison of data between teams always concludes each exploration. |
| Uses criteria to understand
and analyze the impact of scientific discoveries (for example,
determines whether or not scientific claims are backed by sufficient
evidence and logical arguments). |
All Movers & Shakers
hands-on activities have as part of the format comparison of
data between teams at the conclusion each exploration. Teams
can dispute claims from other teams if information does not
support findings. |
| Knows ways that, through
the use of science processes and knowledge, people can solve
problems, make decisions, and form new ideas. |
All Movers & Shakers
themes repeatedly make use of scientific processes during hands-on
explorations. Through this year long process students come to
understand that through the use of science processes and knowledge,
people can solve problems, make decisions, and form new ideas. |
