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Science "I Can" Statements and Standards

Science Standards

Unit A – Plants and Animals

 

SC-EP-3.4.1      Students will explain the basic needs of organisms.  Organisms have basic needs. For example, animals need air, water and food; plants need air, water, nutrients and light. Organisms can survive only in environments in which their needs can be met.  DOK 2

SC-EP-3.4.2         Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).

SC-EP-3.4.3      Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival.  Each plant or animal has observable structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking, holding, seeing and talking. These observable structures should be explored to sort, classify, compare and describe organisms. DOK 2

SC-EP-3.4.4      Students will describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism.

Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and death. The details of a life cycle are different for different organisms. Observations of different life cycles should be made in order to identify patterns and recognize similarities and differences. DOK 2

SC-EP-4.6.1      Students will describe basic relationships of plants and animals in an ecosystem (food chains).  Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. Basic relationships and connections between organisms in food chains can be used to discover patterns within ecosystems.  DOK 2

SC-EP-4.7.1      Students will describe the cause and effect relationships existing between organisms and their environments.  The world has many different environments. Organisms require an environment in which their needs can be met. When the environment changes some plants and animals survive and reproduce and others die or move to new locations.  DOK 2

 

I can describe the parts of a plant.

I can explain what a plant needs.

I can describe a simple plant.

I can describe the parts of a seed.

I can explain what a seed needs to germinate and grow.

I can tell the parts of a seed.

I can explain how seeds are spread from place to place.

I can describe how plants make their food.

I can describe the needs of animals.

I can describe how an animal gets their traits.

I can describe four traits of mammals.

I can describe five traits of birds.

I can describe four traits of amphibians.

I can describe four traits of fish.

I can describe three traits of reptiles.

I can describe the life cycle of a frog.

I can describe the different types of animal behaviors.

I can describe why animals become extinct.

 

Unit B – Plants and Animals Interact

SC-EP-4.6.1      Students will describe basic relationships of plants and animals in an ecosystem (food chains).  Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. Basic relationships and connections between organisms in food chains can be used to discover patterns within ecosystems.  DOK 2

SC-EP-4.7.1      Students will describe the cause and effect relationships existing between organisms and their environments.  The world has many different environments. Organisms require an environment in which their needs can be met. When the environment changes some plants and animals survive and reproduce and others die or move to new locations.  DOK 2

 

I can describe what makes up an ecosystem.

I can describe four kinds of forests.

I can describe two kinds of deserts.

I can describe a grassland ecosystem.

I can describe what makes up a freshwater ecosystem.

I can describe what makes up a saltwater ecosystem.

I can describe how living things get food.

I can describe a food chain.

I can describe a food web.

 

Unit C – Earth’s Land

 

SC-EP-2.3.1      Students will describe earth materials (solid rocks, soils, water and gases of the atmosphere) using their properties.  Earth materials include solid rocks and soils, water and the gases of the atmosphere. Minerals that make up rocks have properties of color, luster and hardness. Soils have properties of color, texture, the capacity to retain water and the ability to support plant growth. Water on Earth and in the atmosphere can be a solid, liquid or gas. DOK 2

SC-EP-2.3.2      Students will describe patterns in weather and weather data in order to make simple predictions based on those patterns discovered.  Weather changes from day to day and over seasons. Weather can be described using observations and measurable quantities such as temperature, wind direction, wind speed and precipitation. Simple predictions can be made by analyzing collected data for patterns.  DOK 2

 

SC-EP-3.5.1      Students will describe fossils as evidence of organisms that lived long ago, some of which may be similar to others that are alive today.  Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time. Representations of fossils provide the basis for describing and drawing conclusions about the organisms and basic environments represented by them.  DOK 3

SC-EP-4.7.1      Students will describe the cause and effect relationships existing between organisms and their environments.  The world has many different environments. Organisms require an environment in which their needs can be met. When the environment changes some plants and animals survive and reproduce and others die or move to new locations.  DOK 2

WR-EP-1.1.3     In Transactive Writing, Students will communicate a purpose through informing or persuading.  Students will develop an angle.  Students will communicate what the reader. should know, do or believe as a result of reading the piece.  Students will apply characteristics of the selected form (e.g., letter, feature article).  Students will use a suitable tone.  Students will allow voice to emerge when appropriate.

WR-EP-1.2.3     In Transactive Writing, Students will communicate relevant information.

`           Students will develop an angle with support (e.g., facts, examples, reasons, visuals).  Students will apply research to support ideas with facts and opinions.

WR-EP-2.3.3     In Transactive Writing, Students will establish a context for reading.  Students will apply the accepted format of the genre.  Students will develop text structure (e.g., problem/ solution, question/answer, description, sequence) to achieve purpose.

Students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details.  Students will create paragraphs.

Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.

Students will create conclusions effectively.

WR-EP-3.5.3     In Transactive Writing, Students will adhere to standard guidelines for grammar and usage.  Students will use precise word choice.  Students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.

 

I can describe what minerals are and how they are used.

I can describe the layers of the Earth.

I can name the three types of rocks.

I can name how people use rocks.

I can describe fossils and how they are formed.

I can describe the different types of landforms.

I can describe slow landform changes.

I can describe fast landform changes.

I can describe how soil forms.

I can describe different types of soil.

I can describe how to help the soil.

I can explain how we get our resources.

I can describe different kinds of resources.

I can describe recycling.

I can create a transactive writing piece, a brochure, informing an audience about a specific endangered animal.

 

Unit D – Cycles on Earth and in Space

SC-EP-2.3.1      Students will describe earth materials (solid rocks, soils, water and gases of the atmosphere) using their properties.  Earth materials include solid rocks and soils, water and the gases of the atmosphere. Minerals that make up rocks have properties of color, luster and hardness. Soils have properties of color, texture, the capacity to retain water and the ability to support plant growth. Water on Earth and in the atmosphere can be a solid, liquid or gas.  DOK 2

SC-EP-2.3.2      Students will describe patterns in weather and weather data in order to make simple predictions based on those patterns discovered.  Weather changes from day to day and over seasons. Weather can be described using observations and measurable quantities such as temperature, wind direction, wind speed and precipitation. Simple predictions can be made by analyzing collected data for patterns.  DOK 2

SC-EP-2.3.3      Students will describe the properties, locations and real or apparent movements of objects in the sky (Sun, moon).  Objects in the sky have properties, locations and real or apparent movements that can be observed and described. Observational data, patterns and models should be used to describe real or apparent movements. DOK 2

SC-EP-2.3.4      Students will describe the movement of the sun in the sky using evidence of interactions of the sun with the earth (e.g., shadows, position of sun relative to horizon) to identify patterns of movement.  Changes in movement of objects in the sky have patterns that can be observed and described. The Sun appears to move across the sky in the same way every day, but the Sun’s apparent path changes slowly over seasons. Recognizing relationships between movements of objects and resulting phenomena, such as shadows, provides information that can be used to make predictions and draw conclusions about those movements.  DOK 2

SC-EP-2.3.5      Students will understand that the moon appears to move across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month.

 

I can describe why water is important.

I can name where water is found on Earth.

I can describe recycling.

I can describe what weather is.

I can name the layers of the atmosphere.

I can describe how weather is measured.

I can read a weather map.

I can name the planets of the solar system.

I can tell why there are seasons.

I can describe what causes night and day.

 

Unit E – Investing Matter

SC-EP-1.1.1      Students will classify material objects by their properties providing evidence to support their classifications.  Objects are made of one or more materials such as paper, wood and metal. Objects can be described by the properties of the materials from which they are made. Those properties and measurements of the objects can be used to separate or classify objects or materials.  DOK 3

SC-EP-1.1.2         Students will understand that objects have many observable properties such as size, mass, shape, color, temperature, magnetism and the ability to interact and/or to react with other substances. Some properties can be measured using tools such as metric rulers, balances and thermometers.

SC-EP-1.1.3      Students will describe the properties of water as it occurs as a solid, liquid or gas.

Matter (water) can exist in different states--solid, liquid and gas. Properties of those states of matter can be used to describe and classify them.  DOK 2

 

I can describe the physical properties of matter.

I can name the three states of matter.

I can describe what matter is made of.

I can measure matter using various tools.

I can describe physical changes.

I can describe chemical changes.

 

 

 

 

 

Unit F – Exploring Energy and Forces

SC-EP-1.2.2      Students will describe the change in position over time (motion) of an object.

An object’s motion can be observed, described, compared and graphed by measuring its change in position over time.  DOK 2

SC-EP-1.2.3      Students will describe the position and motion of objects and predict changes in position and motion as related to the strength of pushes and pulls.  The position and motion of objects can be changed by pushing or pulling, and can be explored in a variety of ways (such as rolling different objects down different ramps). The amount of change in position and motion is related to the strength of the push or pull (force). The force with which a ball is hit illustrates this principle. By examining cause and effect relationships related to forces and motions, consequences of change can be predicted.  DOK 2

SC-EP-4.6.2      Students will describe evidence of the sun providing light and heat to the Earth.

Simple observations and investigations begin to reveal that the Sun provides the light and heat necessary to maintain the temperature of Earth. Based on those experiences, the conclusion can be drawn that the Sun’s light and heat are necessary to sustain life on Earth. DOK 2

SC-EP-4.6.3      Students will analyze models of basic electrical circuits using batteries, bulbs and wires, in order to determine whether a simple circuit is open or closed.  Electricity in circuits can produce light. Describing and comparing models demonstrates basic understanding of circuits. DOK 2

 

 

I can describe different forms of energy.

I can describe how energy is formed.

I can describe how energy moves as electricity.

I can describe how energy can change to sunlight.

I can describe heat and thermal energy and how they are related.

I can describe ways that thermal energy moves.

I can measure temperature.

I can describe force and motion.

I can describe how force and motion are related.

I can name simple machines.