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Scientific Inquiry 1-1 The student will demonstrate an understanding of scientific inquiry, including the

processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

Effective January 2008 All indicators in Standard 1-1 1 / 6

1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color and motion, using standard English units of measurement where appropriate. Taxonomy Level: 2.6-B Understand Conceptual Knowledge

Previous/Future knowledge: In kindergarten, students compared objects by using nonstandard units of measurement (K-1.4) and classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water) (K-5.1). In 2nd grade (2-1.2), students will begin using metric units of measurement when they use tools. In 3rd grade, students will classify objects by two of their properties (3-1.1) and classify objects or events in sequential order (3-1.2). In 6th

grade (6-1.3), students will use a dichotomous key to classify organisms and objects.

It is essential for students to know that objects have observable properties such as number, shape, texture, size, color, and motion (direction and speed). These properties can be used to compare, classify, and sequence objects. • Objects can be compared by observing using the five senses. • Objects can be classified according to observed similarities or differences. • Objects can be sequenced, or put into an order, by an attribute such as size or number. Standard English units should be used where appropriate when making measurements of objects. For example, rulers should measure to the nearest whole inch; time can be measured in hours to the nearest half hour. It is not essential for students to classify observations as qualitative or quantitative or use metric units of measurement. Smaller units of distance (smaller than an inch) and time (seconds) are not essential. Temperature measurements are not essential for science but may be appropriate for math academic standards. Assessment Guidelines: One objective of this indicator is to compare objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate; therefore, the primary focus of assessment should be to detect similarities and differences between objects using the properties in the indicator. However, appropriate assessments should also require students recognize the property used to compare objects. Another objective of this indicator is to classify objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate; therefore, the primary focus of assessment should be to group objects using the properties in the indicator. However, appropriate assessments should also require students recognize the property used to group objects. Another objective of this indicator is to sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate; therefore, the primary focus of assessment should be to place objects in an orderly arrangement using the properties listed in the indicator. However, appropriate assessments should also require students recognize the property used to place objects in an orderly arrangement.




1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.

Taxonomy Level: 3.2-B Apply Conceptual Knowledge Previous/Future knowledge: In kindergarten (K-1.2), students used magnifiers and eyedroppers to safely, accurately and appropriately to gather data. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards. It is essential for students to know that every simple scientific investigation provides information. This information is called data. Data can be simple observations or numbers. It is essential for students to know that different tools are needed to collect different kinds of data. • A ruler is a measurement tool that can be used to measure the length, width, or height of an object

or the distance between two objects. o When using a ruler, make sure to begin measuring from the zero (0) mark, not necessarily the

edge of the ruler. o Ruler measurements should be made to the nearest whole inch (in).

It is essential for students to use care when handling rulers when gathering data. • Some rulers may have a sharp, metal edge on them. • Care should be taken not to break the ruler. It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level, such as eyedroppers or magnifiers, to gather data. NOTE TO TEACHER: See previous grade information regarding how to use each tool. It is not essential for students to use other measuring tools at this time such as meter sticks, meter tapes, or yardsticks. However, an introduction to other appropriate tools is acceptable if relevant to instruction. Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of rulers and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for magnifiers and eyedroppers; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools safely, accurately, and appropriately.




1-1.3 Carry out simple scientific investigations when given clear directions. Taxonomy Level: 3.1-A Apply Factual Knowledge

Previous/Future knowledge: This is the first time students are introduced to procedures for carrying out simple scientific investigations. The development of these skills will serve as the basis for all future science investigations. In 2nd grade (2-1.1), students will carry out simple scientific investigations to answer questions. In 4th grade (4-1.3), students will summarize the characteristics of a simple scientific investigation that represent a fair test. In 5th

grade (5-1.3), students will plan and conduct a controlled scientific investigation and manipulate variables. Students will further develop their skills with scientific investigations and technological design in middle school.

It is essential for students to follow clear, simple directions to carry out a simple scientific investigation. Clear directions for a scientific investigation may include instructions to: • Identify the question to be investigated • Make a prediction (possible answer to the question) • Decide what materials are needed for the investigation • List steps to follow to carry out the investigation • Record observations • Communicate observations (for example through verbal discussion, pictures, diagrams, note-

booking, etc.) To make a prediction: • Make observations and think about what is known about the object or event. • Tell what will happen next. Making observations is a way of learning about the world around us. • A scientific observation is one that anyone can make and the result will always be the same. For

example, the plant is green, has three leaves, and feels smooth. • An unscientific observation, or an opinion, is one that not everyone may agree on. For example,

the flower is pretty. • Observing does not mean just looking at something. It involves the use of several or all of the

five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures.

• Tasting in science should only be done with the permission of the teacher under controlled conditions.

• Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment).

NOTE TO TEACHER: Students do not need to devise their own questions for investigations. Data charts and graphs should also be prepared and provided for the students. The directions should be presented visually or orally in a manner that is suited to the students’ levels of development. It is not essential for students to devise the steps to carry out a scientific investigation or know the terms manipulated and responding variable.




Assessment Guidelines: The objective of this indicator is to carry out simple scientific investigations when given clear directions; therefore, the primary focus of assessment should be to follow the steps for completing a simple investigation when provided with the steps. However, appropriate assessments should also require students to compare observations and predictions; identify and use appropriate materials when conducting a simple scientific investigation; or recognize scientific observations.




1-1.4 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: In all grades students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and types of investigations. It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe.

Safety procedures to use when conducting science investigations may be • Be careful with sharp objects and glass. Only the teacher should clean up when something breaks. • Follow all directions for completing the science investigation. • Follow proper handling of plants in the classroom. • Keep objects away from the face unless instructed by the teacher. • Keep workplace neat. Clean up after an activity. • Practice all of the safety procedures associated with the activities or investigations conducted. • Tell the teacher about accidents or spills right away. • Wash hands after each activity. • Wear goggles or aprons when appropriate. It is essential for students to use tools safely and accurately when conducting investigations, including rulers. NOTE TO TEACHER (safety while working with students): • Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities.

Students should be able to describe and practice all of the safety procedures associated with the activities they conduct.

• Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.

• Teachers should review the safety procedures before doing an activity. • Lab safety rules may be posted in the classroom and/or laboratory where students can view them.

Students should be expected to follow these rules. • A lab safety contract is recommended to notify parents/guardians that classroom science

investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.

• In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.

• Materials Safety Data Sheets (MSDS) will be found in kits if necessary. • For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab

Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).




It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a first grade classroom. Assessment Guidelines: The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct safety procedures while conducting an investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when appropriate safety procedures are being used.



Effective January 2008 Indicator 1-1.1 1 / 1

1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color and motion, using standard English units of measurement where appropriate. Taxonomy Level: 2.6-B Understand Conceptual Knowledge

Previous/Future knowledge: In kindergarten, students compared objects by using nonstandard units of measurement (K-1.4) and classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water) (K-5.1). In 2nd grade (2-1.2), students will begin using metric units of measurement when they use tools. In 3rd grade, students will classify objects by two of their properties (3-1.1) and classify objects or events in sequential order (3-1.2). In 6th

grade (6-1.3), students will use a dichotomous key to classify organisms and objects.

It is essential for students to know that objects have observable properties such as number, shape, texture, size, color, and motion (direction and speed). These properties can be used to compare, classify, and sequence objects. • Objects can be compared by observing using the five senses. • Objects can be classified according to observed similarities or differences. • Objects can be sequenced, or put into an order, by an attribute such as size or number. Standard English units should be used where appropriate when making measurements of objects. For example, rulers should measure to the nearest whole inch; time can be measured in hours to the nearest half hour. It is not essential for students to classify observations as qualitative or quantitative or use metric units of measurement. Smaller units of distance (smaller than an inch) and time (seconds) are not essential. Temperature measurements are not essential for science but may be appropriate for math academic standards. Assessment Guidelines: One objective of this indicator is to compare objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate; therefore, the primary focus of assessment should be to detect similarities and differences between objects using the properties in the indicator. However, appropriate assessments should also require students recognize the property used to compare objects. Another objective of this indicator is to classify objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate; therefore, the primary focus of assessment should be to group objects using the properties in the indicator. However, appropriate assessments should also require students recognize the property used to group objects. Another objective of this indicator is to sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate; therefore, the primary focus of assessment should be to place objects in an orderly arrangement using the properties listed in the indicator. However, appropriate assessments should also require students recognize the property used to place objects in an orderly arrangement.




1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.

Taxonomy Level: 3.2-B Apply Conceptual Knowledge Previous/Future knowledge: In kindergarten (K-1.2), students used magnifiers and eyedroppers to safely, accurately and appropriately to gather data. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards. It is essential for students to know that every simple scientific investigation provides information. This information is called data. Data can be simple observations or numbers. It is essential for students to know that different tools are needed to collect different kinds of data. • A ruler is a measurement tool that can be used to measure the length, width, or height of an object

or the distance between two objects. o When using a ruler, make sure to begin measuring from the zero (0) mark, not necessarily the

edge of the ruler. o Ruler measurements should be made to the nearest whole inch (in).

It is essential for students to use care when handling rulers when gathering data. • Some rulers may have a sharp, metal edge on them. • Care should be taken not to break the ruler. It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level, such as eyedroppers or magnifiers, to gather data. NOTE TO TEACHER: See previous grade information regarding how to use each tool. It is not essential for students to use other measuring tools at this time such as meter sticks, meter tapes, or yardsticks. However, an introduction to other appropriate tools is acceptable if relevant to instruction. Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of rulers and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for magnifiers and eyedroppers; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools safely, accurately, and appropriately.




1-1.3 Carry out simple scientific investigations when given clear directions. Taxonomy Level: 3.1-A Apply Factual Knowledge

Previous/Future knowledge: This is the first time students are introduced to procedures for carrying out simple scientific investigations. The development of these skills will serve as the basis for all future science investigations. In 2nd grade (2-1.1), students will carry out simple scientific investigations to answer questions. In 4th grade (4-1.3), students will summarize the characteristics of a simple scientific investigation that represent a fair test. In 5th

grade (5-1.3), students will plan and conduct a controlled scientific investigation and manipulate variables. Students will further develop their skills with scientific investigations and technological design in middle school.

It is essential for students to follow clear, simple directions to carry out a simple scientific investigation. Clear directions for a scientific investigation may include instructions to: • Identify the question to be investigated • Make a prediction (possible answer to the question) • Decide what materials are needed for the investigation • List steps to follow to carry out the investigation • Record observations • Communicate observations (for example through verbal discussion, pictures, diagrams, note-

booking, etc.) To make a prediction: • Make observations and think about what is known about the object or event. • Tell what will happen next. Making observations is a way of learning about the world around us. • A scientific observation is one that anyone can make and the result will always be the same. For

example, the plant is green, has three leaves, and feels smooth. • An unscientific observation, or an opinion, is one that not everyone may agree on. For example,

the flower is pretty. • Observing does not mean just looking at something. It involves the use of several or all of the

five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures.

• Tasting in science should only be done with the permission of the teacher under controlled conditions.

• Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment).

NOTE TO TEACHER: Students do not need to devise their own questions for investigations. Data charts and graphs should also be prepared and provided for the students. The directions should be presented visually or orally in a manner that is suited to the students’ levels of development. It is not essential for students to devise the steps to carry out a scientific investigation or know the terms manipulated and responding variable.




Assessment Guidelines: The objective of this indicator is to carry out simple scientific investigations when given clear directions; therefore, the primary focus of assessment should be to follow the steps for completing a simple investigation when provided with the steps. However, appropriate assessments should also require students to compare observations and predictions; identify and use appropriate materials when conducting a simple scientific investigation; or recognize scientific observations.




1-1.4 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: In all grades, students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and types of investigations. It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe.

Safety procedures to use when conducting science investigations may be • Be careful with sharp objects and glass. Only the teacher should clean up when something breaks. • Follow all directions for completing the science investigation. • Follow proper handling of plants in the classroom. • Keep objects away from the face unless instructed by the teacher. • Keep workplace neat. Clean up after an activity. • Practice all of the safety procedures associated with the activities or investigations conducted. • Tell the teacher about accidents or spills right away. • Wash hands after each activity. • Wear goggles or aprons when appropriate. It is essential for students to use tools safely and accurately when conducting investigations, including rulers. NOTE TO TEACHER (safety while working with students): • Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities.

Students should be able to describe and practice all of the safety procedures associated with the activities they conduct.

• Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.

• Teachers should review the safety procedures before doing an activity. • Lab safety rules may be posted in the classroom and/or laboratory where students can view them.

Students should be expected to follow these rules. • A lab safety contract is recommended to notify parents/guardians that classroom science

investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.

• In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.

• Materials Safety Data Sheets (MSDS) will be found in kits if necessary. • For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab

Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).




It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a first grade classroom. Assessment Guidelines: The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct safety procedures while conducting an investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when appropriate safety procedures are being used.

Plants 1-2 The student will demonstrate an understanding of the special characteristics and

needs of plants that allow them to survive in their own distinct environments. (Life Science)

Effective August 2007 1

1-2.1 Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth. Taxonomy level: 1.2-A Remember Factual Knowledge

Previous/Future knowledge: In kindergarten (K-2.1), students recognized the needs of organisms (including air, water, food, and shelter). In 2nd grade (2-2.1), students will recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection. Students will take this information and expand their knowledge of basic needs of plants in 3rd

grade (3-2).

It is essential for students to know that plants have basic needs that provide energy so the plants can grow and be healthy. The basic needs of plants include: Air • Plants need air to make their own food and grow. Water • Plants need water to make their own food. • Too much water or too little water could cause the plant to die. Nutrients • Plants need special nutrients to help them grow and stay healthy. • Nutrients can be found in the soil or water. • Just as with water, too many nutrients or too few nutrients could cause the plant to die. Space • Plants need a certain amount of space to grow. • The space below the ground allows the plant to get the water and nutrients it needs. • The space above the ground allows the plants to get the light and air it needs. • If there are too many plants in a particular area, the plant may not get the materials it needs to

grow. Light • Plants need light to make their own food and grow. • Plants can get light from the Sun or from indoor light (light bulbs). It is not essential for students to go beyond the five basic needs as listed at this time. Assessment Guidelines: The objective of this indicator is to recall that plants have basic needs for energy and growth; therefore, the primary focus of assessment should be to remember what a plant needs and how it relates to plant growth and giving the plant energy. However, appropriate assessments should also require students to recognize the basic needs of plants using drawings, symbols, or words.




1-2.2 Illustrate the major structures of plants (including stems, root, leaves, flowers, fruits, and seeds). Taxonomy level: 2.2-A Understand Factual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to the structures of plants. Students will take this information and expand their knowledge of plant structure in 3rd grade (3-2). In 6th

grade (6-2), the student will study the structures, processes, and responses of plants that allow them to survive and reproduce.

It is essential for students to know the major structures of plants. Stems The part of the plant that grows out of the ground and supports the leaves,

flowers, and fruit Root The part of the plant that grows in the ground and holds the plant in place Leaves A flat, usually green part of the plant that grows from the stem Flowers Flowers have petals that come in many different shapes, sizes, and colors Fruits The part of the flowering plant that contains the seeds Seeds The part of the flowering plant that will grow into a new plant It is not essential for students to know the functions of these structures. Assessment Guidelines: The objective of this indicator is to illustrate major structures of plants; therefore, the primary focus of assessment should be to give examples of or use illustrations to show aspects of these structures. However, appropriate assessments should also require students to identify plant structures from a picture or drawing.




1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have). Taxonomy level: 2.3-B Understand Conceptual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to these characteristics of plants. Students will not specifically study plants structures again until 6th

grade (6-2) when the student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce.

It is essential for students to know that each plant has a specific environment they call home, that some plants have parts we can eat, and that some plants have physical traits that make them unique from other plants. Environment • The surroundings of living things: the air, water, plants, animals, and Earth. • Each plant has a particular environment where they thrive. For example, a cactus likes hot,

dry environments. It would not survive outdoors in an environment that had snow most of the time.

Edible parts • The part of the plant you can eat. Some examples of plant parts that can be eaten are:

o Stems: asparagus, celery, onions o Roots: carrots, beets, radishes, yams, turnips o Leaves: lettuce, spinach, cabbage o Flowers: broccoli, cauliflower, artichokes o Fruit: tomatoes, peaches, pumpkins, apples, oranges, cucumbers o Seeds: wheat, rice, corn, beans, peas, nuts

Physical traits • Something that makes one plant different from another. Examples of physical traits are the

shape of leaves, the color of flowers, spines on a cactus, thorns on a rose or the stalk of celery.

NOTE TO TEACHER: Select plants and plant parts from some of the examples listed above in this indicator. It is not essential for students to know every plant that can be found. Assessment Guidelines: The objective of this indicator is to classify plants according to their characteristics; therefore, the primary focus of assessment should be to determine whether a plant belongs to a category based on its descriptions. However, appropriate assessments should also require students to recognize the specific environment where a plant lives; identify an edible and an inedible plant; or illustrate using pictures or words an environment where a plant would thrive.




1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds). Taxonomy level: 2.4-B Understand Conceptual Knowledge

Previous/Future knowledge: In Kindergarten (K-2.5), students recognized that organisms go through changes of growth called life cycles. This is a foundational concept that students will develop further in 3rd grade (3-2.1) when students illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. In 6th

grade (6-2.5), students will summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).

It is essential for students to know that plants have life cycles with distinct stages. A plant's life cycle describes the stages it goes through during its life or how it germinates, grows, flowers, and seeds. The four parts of a life cycle students need to know at this grade level are: Germination • The process in which a plant begins to sprout or grow from the seed Growth • The process of increasing in size and developing from a seedling to a mature plant

Flowers • The part of the plant that makes seeds. • Flowers have to receive pollen to make seeds. • Most flowers have special characteristics such as color or scent, which usually attract

different insects. • Insects carry this pollen from flower to flower. Seeds • The seed is what flowering plants grow from. • It contains the “baby” plant and the food it will need to grow. • The seed is usually covered with a protective covering.

It is not essential for students to know how seeds are produced (fertilization) or the parts of the flower that make seeds. Students do not need to know about plants that grow from spores. Assessment Guidelines: The objective of this indicator is to summarize the stages of plant growth and development; therefore, the primary focus of assessment should be to generalize the parts in the life cycles. However, appropriate assessments should also require students to illustrate life cycles of plants using words, pictures, or diagrams; or classify by sequencing the stages of growth.




1-2.5 Explain how distinct environments throughout the world support the life of different types of plants. Taxonomy level: 2.7-B Understand Conceptual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to distinct environments and the concept that they support different types of plants. It is a foundational concept that will be developed further in 3rd grade (3-2.3) when students recall the characteristics of an organism’s habitat that allow the organism to survive there. In 4th

grade (4-2.2), students will 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.

It is essential for students to know that plants require air, water, nutrients, space, and light. A distinct environment is a special surrounding that supports the life of different plants. Plants can survive only in environments in which their needs can be met. The world has many different distinct environments that support varied types of plants. • One example of a distinct environment is the desert. The desert has plants that often have a

special water storage system. Other plants may have especially long roots that spread out to reach as much water as possible. Cacti (the plural form of cactus) are one of the best-known desert plants. Cacti are designed to store water from one rainfall to the next.

• Another example of a distinct environment that is nearby is the schoolyard. There are plants living in the shade, in a crack in the sidewalk or parking lot, where the soil is wet or the environment is always sunny.

It is not essential for students to study all distinct environments (biomes) but a study of more than one distinct environment is needed to completely cover the indicator. Assessment Guidelines: The objective of this indicator is to explain how distinct environments throughout the world support the life of different types of plants; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various ways that the types of plants are affected by the distinct environments. However, appropriate assessments should also require students to recall that plants can only thrive where their needs can be met; exemplify environments and the conditions that support plants; identify a plant that would live in a distinct environment; or summarize the characteristics of an environment and the types of plants growing there.



Effective August 2007

1-2.1 Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth. Taxonomy level: 1.2-A Remember Factual Knowledge

Previous/Future knowledge: In kindergarten (K-2.1), students recognized the needs of organisms (including air, water, food, and shelter). In 2nd grade (2-2.1), students will recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection. Students will take this information and expand their knowledge of basic needs of plants in 3rd

grade (3-2).

It is essential for students to know that plants have basic needs that provide energy so the plants can grow and be healthy. The basic needs of plants include: Air • Plants need air to make their own food and grow. Water • Plants need water to make their own food. • Too much water or too little water could cause the plant to die. Nutrients • Plants need special nutrients to help them grow and stay healthy. • Nutrients can be found in the soil or water. • Just as with water, too many nutrients or too few nutrients could cause the plant to die. Space • Plants need a certain amount of space to grow. • The space below the ground allows the plant to get the water and nutrients it needs. • The space above the ground allows the plants to get the light and air it needs. • If there are too many plants in a particular area, the plant may not get the materials it needs to

grow. Light • Plants need light to make their own food and grow. • Plants can get light from the Sun or from indoor light (light bulbs). It is not essential for students to go beyond the five basic needs as listed at this time. Assessment Guidelines: The objective of this indicator is to recall that plants have basic needs for energy and growth; therefore, the primary focus of assessment should be to remember what a plant needs and how it relates to plant growth and giving the plant energy. However, appropriate assessments should also require students to recognize the basic needs of plants using drawings, symbols, or words.




1-2.2 Illustrate the major structures of plants (including stems, root, leaves, flowers, fruits, and seeds). Taxonomy level: 2.2-A Understand Factual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to the structures of plants. Students will take this information and expand their knowledge of plant structure in 3rd grade (3-2). In 6th

grade (6-2), the student will study the structures, processes, and responses of plants that allow them to survive and reproduce.

It is essential for students to know the major structures of plants. Stems The part of the plant that grows out of the ground and supports the leaves,

flowers, and fruit Root The part of the plant that grows in the ground and holds the plant in place Leaves A flat, usually green part of the plant that grows from the stem Flowers Flowers have petals that come in many different shapes, sizes, and colors Fruits The part of the flowering plant that contains the seeds Seeds The part of the flowering plant that will grow into a new plant It is not essential for students to know the functions of these structures. Assessment Guidelines: The objective of this indicator is to illustrate major structures of plants; therefore, the primary focus of assessment should be to give examples of or use illustrations to show aspects of these structures. However, appropriate assessments should also require students to identify plant structures from a picture or drawing.



ffective August 2007

1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have). Taxonomy level: 2.3-B Understand Conceptual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to these characteristics of plants. Students will not specifically study plants structures again until 6th

grade (6-2) when the student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce.

It is essential for students to know that each plant has a specific environment they call home, that some plants have parts we can eat, and that some plants have physical traits that make them unique from other plants. Environment • The surroundings of living things: the air, water, plants, animals, and Earth. • Each plant has a particular environment where they thrive. For example, a cactus likes hot,

dry environments. It would not survive outdoors in an environment that had snow most of the time.

Edible parts • The part of the plant you can eat. Some examples of plant parts that can be eaten are:

o Stems: asparagus, celery, onions o Roots: carrots, beets, radishes, yams, turnips o Leaves: lettuce, spinach, cabbage o Flowers: broccoli, cauliflower, artichokes o Fruit: tomatoes, peaches, pumpkins, apples, oranges, cucumbers o Seeds: wheat, rice, corn, beans, peas, nuts

Physical traits • Something that makes one plant different from another. Examples of physical traits are the

shape of leaves, the color of flowers, spines on a cactus, thorns on a rose or the stalk of celery.

NOTE TO TEACHER: Select plants and plant parts from some of the examples listed above in this indicator. It is not essential for students to know every plant that can be found. Assessment Guidelines: The objective of this indicator is to classify plants according to their characteristics; therefore, the primary focus of assessment should be to determine whether a plant belongs to a category based on its descriptions. However, appropriate assessments should also require students to recognize the specific environment where a plant lives; identify an edible and an inedible plant; or illustrate using pictures or words an environment where a plant would thrive.




1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds). Taxonomy level: 2.4-B Understand Conceptual Knowledge

Previous/Future knowledge: In Kindergarten (K-2.5), students recognized that organisms go through changes of growth called life cycles. This is a foundational concept that students will develop further in 3rd grade (3-2.1) when students illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. In 6th

grade (6-2.5), students will summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).

It is essential for students to know that plants have life cycles with distinct stages. A plant's life cycle describes the stages it goes through during its life or how it germinates, grows, flowers, and seeds. The four parts of a life cycle students need to know at this grade level are: Germination • The process in which a plant begins to sprout or grow from the seed Growth • The process of increasing in size and developing from a seedling to a mature plant

Flowers • The part of the plant that makes seeds. • Flowers have to receive pollen to make seeds. • Most flowers have special characteristics such as color or scent, which usually attract

different insects. • Insects carry this pollen from flower to flower. Seeds • The seed is what flowering plants grow from. • It contains the “baby” plant and the food it will need to grow. • The seed is usually covered with a protective covering.

It is not essential for students to know how seeds are produced (fertilization) or the parts of the flower that make seeds. Students do not need to know about plants that grow from spores. Assessment Guidelines: The objective of this indicator is to summarize the stages of plant growth and development; therefore, the primary focus of assessment should be to generalize the parts in the life cycles. However, appropriate assessments should also require students to illustrate life cycles of plants using words, pictures, or diagrams; or classify by sequencing the stages of growth.




1-2.5 Explain how distinct environments throughout the world support the life of different types of plants. Taxonomy level: 2.7-B Understand Conceptual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to distinct environments and the concept that they support different types of plants. It is a foundational concept that will be developed further in 3rd grade (3-2.3) when students recall the characteristics of an organism’s habitat that allow the organism to survive there. In 4th

grade (4-2.2), students will 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.

It is essential for students to know that plants require air, water, nutrients, space, and light. A distinct environment is a special surrounding that supports the life of different plants. Plants can survive only in environments in which their needs can be met. The world has many different distinct environments that support varied types of plants. • One example of a distinct environment is the desert. The desert has plants that often have a

special water storage system. Other plants may have especially long roots that spread out to reach as much water as possible. Cacti (the plural form of cactus) are one of the best-known desert plants. Cacti are designed to store water from one rainfall to the next.

• Another example of a distinct environment that is nearby is the schoolyard. There are plants living in the shade, in a crack in the sidewalk or parking lot, where the soil is wet or the environment is always sunny.

It is not essential for students to study all distinct environments (biomes) but a study of more than one distinct environment is needed to completely cover the indicator. Assessment Guidelines: The objective of this indicator is to explain how distinct environments throughout the world support the life of different types of plants; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various ways that the types of plants are affected by the distinct environments. However, appropriate assessments should also require students to recall that plants can only thrive where their needs can be met; exemplify environments and the conditions that support plants; identify a plant that would live in a distinct environment; or summarize the characteristics of an environment and the types of plants growing there.

Sun and Moon 1-3 The student will demonstrate an understanding of the features of the sky and the

patterns of the Sun and the Moon. (Earth Science)


NOTE TO TEACHER: It is essential to keep this unit as basic as possible. Do not go beyond the recommendations since a child at this age is not developmentally ready to understand astronomy concepts. They will take the foundational knowledge they learn at this grade and expand on it in 4th

grade.

1-3.1 Compare the features of the day and night sky. Taxonomy level: 2.6-A Understand Factual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to features of the day and night sky. This is a foundational concept that will be further developed in 4th

grade (4-3.5) when students explain how day and night occur.

It is essential for students to know that there are features that can be found in the day sky and in the night sky. Day sky • The day sky is when there is enough light from the Sun to see. • The Sun is the only star seen in the day sky. • Examples of features found in the day sky might include the Sun, the Moon, clouds, birds, or

airplanes. NOTE TO TEACHER: Do NOT allow students to look directly at the Sun. Night sky • The night sky is when light from the Sun can no longer be seen. • Examples of features found in the night sky might include the Moon, clouds, airplanes, or

stars. It is not essential for students to go beyond this comparison. Assessment Guidelines: The objective of this indicator is to compare day and night sky features; therefore, the primary focus of assessment should be to detect similarities and differences between the day and night sky. However, appropriate assessments should also require students to exemplify features that would occur in the day sky, night sky, or both; or recognize specific features on a diagram.




1-3.2 Recall that the Sun is a source of heat and light for Earth. Taxonomy level: 1.2-A Remember Factual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to the concept of the Sun as a source of heat and light. This is foundational knowledge that will be further developed in 4th

grade when students explain how the Sun affects Earth (4-3.3).

It is essential for students to know that it is the Sun is a star in the sky that provides energy in the form of heat and light. • The heat from the Sun provides warmth for Earth. • Without the Sun, Earth would be too cold to live on. • The light from the Sun is needed by plants so that they can make their own food. • The Sun also provides light so we can see things around us. It is not essential for students to measure the effects of the Sun’s heat on Earth materials (for example, soil and water).

Assessment Guidelines: The objective of this indicator is to recall that the Sun is a source of heat and light for Earth; therefore, the primary focus of assessment should be to remember that the Sun warms Earth and provides light for organisms.




1-3.3 Recognize that the Sun and the Moon appear to rise and set.

Taxonomy level: 1.1-A Remember Factual Knowledge Previous/Future knowledge: This is the first time that students are introduced to the concept of the Sun and the Moon moving in the sky. This is foundational knowledge that will be further developed in 4th grade when students explain how the tilt of Earth causes seasons (4-3.4) and how the Earth’s movement around the Sun causes day and night (4-3.5). In 8th

grade (8-4.4), students will explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun including day and year.

It is essential for students to know that because Earth turns (rotates) the Sun and the Moon appear to rise and set. • The Sun appears to move across the sky during the day. It is lower in the sky in the morning

(sunrise) and in the evening (sunset). • The Moon also appears to rise and set. It is lower in the sky during moonrise and moonset.

However, moonrise or moonset can be seen during the day or night. NOTE TO TEACHER: Inform students that they should not look at the Sun. Because of the safety issues involved with viewing the location of the Sun, it is best to observe the rising and setting of the Sun through some sort of simulation (for example, a video, united streaming or a computer simulation). Students can safely view the movements and position of the Moon. It is not essential for students to know that Earth takes one year to travel (revolve) around the Sun.

Assessment Guidelines: The objective of this indicator is to recognize that the Sun and the Moon appear to rise and set in the sky; therefore, the primary focus of assessment should be to identify apparent movement of the Sun and the Moon. However, appropriate assessments should also require students to recall from a picture or drawing the time of day based on the location of the Sun in the sky; or recall that the Sun and the Moon are lower in the sky when they rise and set.




1-3.4 Illustrate changes in the Moon’s appearance (including patterns over time). Taxonomy level: 2.2-B Understand Conceptual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to the concept of the Moon’s changes. Students have investigated patterns in kindergarten. This is foundational knowledge that will be further developed in 4th grade (4-3.6) when students illustrate the phases of the Moon and the Moon’s effect on ocean tides. In 8th

grade (8-4.4), students will explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses, and tides).

It is essential for students to know that the Moon’s appearance changes over time. • The Moon is a ball of rock that moves around Earth. • The Moon goes around Earth about once every month. • The Moon does not make its own light. • We see the Moon because the Sun’s light shines on it. • As the Moon moves around Earth, it appears to change shape. For example, we can see the

entire Moon, part of the Moon, or none of the Moon. • The appearance of the Moon changes shape in a regular pattern each month. It is not essential for students to collect data on other objects in the night sky, such as planets, or name the phases of the Moon. Assessment Guidelines: The objective of this indicator is to illustrate patterns of change in the Moon’s appearance; therefore, the primary focus of assessment should be to use pictures, diagrams, or words to show aspects of these changes. However, appropriate assessments should also require students to classify by sequencing the patterns observed.





grade.

1-3.1 Compare the features of the day and night sky. Taxonomy level: 2.6-A Understand Factual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to features of the day and night sky. This is a foundational concept that will be further developed in 4th

grade (4-3.5) when students explain how day and night occur.

It is essential for students to know that there are features that can be found in the day sky and in the night sky. Day sky • The day sky is when there is enough light from the Sun to see. • The Sun is the only star seen in the day sky. • Examples of features found in the day sky might include the Sun, the Moon, clouds, birds, or

airplanes. NOTE TO TEACHER: Do NOT allow students to look directly at the Sun. Night sky • The night sky is when light from the Sun can no longer be seen. • Examples of features found in the night sky might include the Moon, clouds, airplanes, or

stars. It is not essential for students to go beyond this comparison. Assessment Guidelines: The objective of this indicator is to compare day and night sky features; therefore, the primary focus of assessment should be to detect similarities and differences between the day and night sky. However, appropriate assessments should also require students to exemplify features that would occur in the day sky, night sky, or both; or recognize specific features on a diagram.





grade.

1-3.2 Recall that the Sun is a source of heat and light for Earth. Taxonomy level: 1.2-A Remember Factual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to the concept of the Sun as a source of heat and light. This is foundational knowledge that will be further developed in 4th

grade when students explain how the Sun affects Earth (4-3.3).

It is essential for students to know that it is the Sun is a star in the sky that provides energy in the form of heat and light. • The heat from the Sun provides warmth for Earth. • Without the Sun, Earth would be too cold to live on. • The light from the Sun is needed by plants so that they can make their own food. • The Sun also provides light so we can see things around us. It is not essential for students to measure the effects of the Sun’s heat on Earth materials (for example, soil and water).

Assessment Guidelines: The objective of this indicator is to recall that the Sun is a source of heat and light for Earth; therefore, the primary focus of assessment should be to remember that the Sun warms Earth and provides light for organisms.





grade.

1-3.3 Recognize that the Sun and the Moon appear to rise and set. Taxonomy level: 1.1-A Remember Factual Knowledge

Previous/Future knowledge: This is the first time that students are introduced to the concept of the Sun and the Moon moving in the sky. This is foundational knowledge that will be further developed in 4th grade when students explain how the tilt of Earth causes seasons (4-3.4) and how the Earth’s movement around the Sun causes day and night (4-3.5). In 8th

grade (8-4.4), students will explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun including day and year.

It is essential for students to know that because Earth turns (rotates) the Sun and the Moon appear to rise and set. • The Sun appears to move across the sky during the day. It is lower in the sky in the morning

(sunrise) and in the evening (sunset). • The Moon also appears to rise and set. It is lower in the sky during moonrise and moonset.

However, moonrise or moonset can be seen during the day or night. NOTE TO TEACHER: Inform students that they should not look at the Sun. Because of the safety issues involved with viewing the location of the Sun, it is best to observe the rising and setting of the Sun through some sort of simulation (for example, a video, united streaming or a computer simulation). Students can safely view the movements and position of the Moon. It is not essential for students to know that Earth takes one year to travel (revolve) around the Sun.

Assessment Guidelines: The objective of this indicator is to recognize that the Sun and the Moon appear to rise and set in the sky; therefore, the primary focus of assessment should be to identify apparent movement of the Sun and the Moon. However, appropriate assessments should also require students to recall from a picture or drawing the time of day based on the location of the Sun in the sky; or recall that the Sun and the Moon are lower in the sky when they rise and set.





grade.

1-3.4 Illustrate changes in the Moon’s appearance (including patterns over time). Taxonomy level: 2.2-B Understand Conceptual Knowledge

Previous/Future knowledge: This is the first time that students have been introduced to the concept of the Moon’s changes. Students have investigated patterns in kindergarten. This is foundational knowledge that will be further developed in 4th grade (4-3.6) when students illustrate the phases of the Moon and the Moon’s effect on ocean tides. In 8th

grade (8-4.4), students will explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses, and tides).

It is essential for students to know that the Moon’s appearance changes over time. • The Moon is a ball of rock that moves around Earth. • The Moon goes around Earth about once every month. • The Moon does not make its own light. • We see the Moon because the Sun’s light shines on it. • As the Moon moves around Earth, it appears to change shape. For example, we can see the

entire Moon, part of the Moon, or none of the Moon. • The appearance of the Moon changes shape in a regular pattern each month. It is not essential for students to collect data on other objects in the night sky, such as planets, or name the phases of the Moon. Assessment Guidelines: The objective of this indicator is to illustrate patterns of change in the Moon’s appearance; therefore, the primary focus of assessment should be to use pictures, diagrams, or words to show aspects of these changes. However, appropriate assessments should also require students to classify by sequencing the patterns observed.

Earth Materials 1-4 The student will demonstrate an understanding of the properties of Earth materials.

(Earth Science)


1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water). Taxonomy level: 1.1-A Remember Factual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. In 3rd

grade (3-3.1), students will classify rocks as sedimentary, metamorphic, or igneous and will identify the components of soil.

It is essential for students to know that Earth is made of different materials, including rocks, sand, soil, and water. An Earth material is defined as a resource that comes from Earth. Types of Earth materials include: Rocks • Rocks are hard, solid, nonliving materials that make up Earth. • Rocks come in many different shapes, sizes, and colors and can be classified into different

groups based on similar characteristics. Sand • Sand is made of tiny pieces of rock. Soil • Soil is the loose, top layer of Earth’s surface made up of pieces of rock, sand, water, air, and

pieces of dead organisms. • The type of soil used the most for supporting life is the topsoil. • It is used to grow plants. Water • Water is one of our most valuable resources on Earth. • Every living thing needs water to survive. • Water covers most of Earth, but only a small portion of it can be used for drinking. • It can be salt water or fresh water. It is not essential for students to use the classification terms for rocks at this grade level. Students do not need to identify the layers of soil (soil profile). Assessment Guidelines: The objective of this indicator is to recognize the composition of Earth materials; therefore, the primary focus of assessment should be to remember the characteristics about rocks, sand, soil, and water. However, appropriate assessments should also require students to identify an Earth material by its characteristics; or recall what an Earth material is.


(Earth Science)


1-4.2 Classify rocks and sand by their physical appearance. Taxonomy level: 2.3-A Classify Factual Knowledge



It is essential for students to know that rocks and sand can be classified by their physical appearance. • Examples of physical appearances used to classify rocks and sand might include color, size

and shape, texture (rough or smooth), shiny or dull. It is not essential for students to learn about fossil rocks at this grade level. Students do not need to classify rocks as sedimentary, igneous, or metamorphic. Assessment Guidelines: The objective of this indicator is to classify rocks and sand by their physical properties; therefore, the primary focus of assessment should be to determine that something belongs to a category based on its properties. However, appropriate assessments should also require students to compare different rocks or sand samples; or identify a rock based on given properties.


(Earth Science)


1-4.3 Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants. Taxonomy level: 2.6-A Remember Factual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. In kindergarten (K-5.1), texture was defined as the way something feels to the touch. In 3rd


It is essential for students to know that different soils have different properties. Soils can be sorted by color, texture, and the capacity to nourish growing plants. Color • Topsoil is usually very dark. • Other soils can come in many different colors depending on the types of rocks that make up

the soil. Texture • Soils have different textures. • For example, sandy soil feels rough and gritty.

Capacity to nourish growing plants • The ability for soil to grow plants depends on how much water it will hold and the types of

nutrients in it. • For example, topsoil holds enough water and contains the proper nutrients for certain plants

to grow. It is not essential for students to go beyond making a comparison of soils using the properties mentioned above. Assessment Guidelines: The objective of this indicator is to compare soil samples according to their properties; therefore, the primary focus of assessment should be to detect similarities or differences between different types of soil. However, appropriate assessments should also require students to classify different soil samples by their color, texture, or capacity to grow plants.


(Earth Science)


1-4.4 Recognize the observable properties of water (including the fact that it takes the shape of its container, flows downhill, and feels wet). Taxonomy level: 1.1-A Remember Factual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. In 2nd grade (2-4), students will study ways that matter can change shape (for example from a solid to a liquid). In 3rd

grade (3-4.1), students will classify different forms of matter, one of these being a liquid. This concept of the observable properties of water will also provide foundation for the study of Earth processes in future earth science topics.

It is essential for students to know that water as an Earth material has observable properties. These properties include: • Water is a liquid that takes the shape of its container. For example, water on Earth may be

found in containers known as lakes, ponds, or oceans. • Water will flow downhill. Water flows in streams and rivers toward the ocean. • Water feels wet. Water is needed by all living things. It is not essential for students to observe water changing from a solid to a liquid. Assessment Guidelines: The objective of this indicator is to recognize the observable properties of water; therefore, the primary focus of assessment should be to remember that water takes the shape of its container, flows downhill, and feels wet. However, appropriate assessments should also require students to recall from a picture or drawing examples of water and its observable properties.


(Earth Science)


1-4.5 Illustrate the locations of water on Earth by using drawings, maps, or models. Taxonomy level: 2.2-A Understand Factual Knowledge


grade (3-3.5), students will illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).

It is essential for students to know that Earth is made of land and water. • Water surrounds the land on Earth. • It is found in many locations including oceans, seas, rivers, lakes, ponds, or streams. • Examples of these locations can be seen on drawings, maps, or models. • When water is represented on maps, it is usually colored blue. It is not essential for students to identify the names of oceans, seas, rivers, lakes, ponds, or streams but they do need to identify all of the above as locations of water. Assessment Guidelines: The objective of this indicator is to illustrate locations of water on Earth; therefore, the primary focus of assessment should be to find a specific example of water on Earth on a drawing, map, or model. However, appropriate assessments should also require students to identify locations of water on Earth by using drawings, maps, or models.


(Earth Science)


1-4.6 Exemplify Earth materials that are used for building structures or for growing plants. Taxonomy level: 2.2-A Understand Factual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. Students have learned about nutrients from the soil (1-1.2) and the value of topsoil (1-4.1, 1-4.3). In 3rd grade (3-3.1), students will classify types of soil based on its properties. In 7th

grade (7-3.6), students will classify resources as renewable or nonrenewable.

It is essential for students to know that Earth materials can be used for building structures or for growing plants. Examples of some ways that Earth materials can be used include: Rocks Making roads, walls, or buildings Sand Making glass, growing certain types of plants (for example a desert plant) Soil Making bricks, growing certain types of plants (for example a forest plant) Water Growing plants must take in water through their roots But humans are not the only ones that use Earth materials. Birds use twigs, leaves, soil, and straw to make their homes and some insect homes are made from soil. It is not essential for students to know the names of specific Earth materials (for example granite, kaolin, slate). Assessment Guidelines: The objective of this indicator is to exemplify Earth materials that are used for building structures or growing plants; therefore, the primary focus of assessment should be to give examples of Earth materials that can be used as building materials or for growing plants. However, appropriate assessments should also require students to identify Earth materials used for building structures or growing plants; or illustrate through drawings or descriptions Earth materials that are used for buildings or growing plants.


(Earth Science)


1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water). Taxonomy level: 1.1-A Remember Factual Knowledge



It is essential for students to know that Earth is made of different materials, including rocks, sand, soil, and water. An Earth material is defined as a resource that comes from Earth. Types of Earth materials include: Rocks • Rocks are hard, solid, nonliving materials that make up Earth. • Rocks come in many different shapes, sizes, and colors and can be classified into different

groups based on similar characteristics. Sand • Sand is made of tiny pieces of rock. Soil • Soil is the loose, top layer of Earth’s surface made up of pieces of rock, sand, water, air, and

pieces of dead organisms. • The type of soil used the most for supporting life is the topsoil. • It is used to grow plants. Water • Water is one of our most valuable resources on Earth. • Every living thing needs water to survive. • Water covers most of Earth, but only a small portion of it can be used for drinking. • It can be salt water or fresh water. It is not essential for students to use the classification terms for rocks at this grade level. Students do not need to identify the layers of soil (soil profile). Assessment Guidelines: The objective of this indicator is to recognize the composition of Earth materials; therefore, the primary focus of assessment should be to remember the characteristics about rocks, sand, soil, and water. However, appropriate assessments should also require students to identify an Earth material by its characteristics; or recall what an Earth material is.


(Earth Science)


1-4.2 Classify rocks and sand by their physical appearance. Taxonomy level: 2.3-A Classify Factual Knowledge



It is essential for students to know that rocks and sand can be classified by their physical appearance. • Examples of physical appearances used to classify rocks and sand might include color, size

and shape, texture (rough or smooth), shiny or dull. It is not essential for students to learn about fossil rocks at this grade level. Students do not need to classify rocks as sedimentary, igneous, or metamorphic. Assessment Guidelines: The objective of this indicator is to classify rocks and sand by their physical properties; therefore, the primary focus of assessment should be to determine that something belongs to a category based on its properties. However, appropriate assessments should also require students to compare different rocks or sand samples; or identify a rock based on given properties.


(Earth Science)


1-4.3 Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants. Taxonomy level: 2.6-A Remember Factual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. In kindergarten (K-5.1), texture was defined as the way something feels to the touch. In 3rd


It is essential for students to know that different soils have different properties. Soils can be sorted by color, texture, and the capacity to nourish growing plants. Color • Topsoil is usually very dark. • Other soils can come in many different colors depending on the types of rocks that make up

the soil. Texture • Soils have different textures. • For example, sandy soil feels rough and gritty.

Capacity to nourish growing plants • The ability for soil to grow plants depends on how much water it will hold and the types of

nutrients in it. • For example, topsoil holds enough water and contains the proper nutrients for certain plants

to grow. It is not essential for students to go beyond making a comparison of soils using the properties mentioned above. Assessment Guidelines: The objective of this indicator is to compare soil samples according to their properties; therefore, the primary focus of assessment should be to detect similarities or differences between different types of soil. However, appropriate assessments should also require students to classify different soil samples by their color, texture, or capacity to grow plants.


(Earth Science)


1-4.4 Recognize the observable properties of water (including the fact that it takes the shape of its container, flows downhill, and feels wet). Taxonomy level: 1.1-A Remember Factual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. In 2nd grade (2-4), students will study ways that matter can change shape (for example from a solid to a liquid). In 3rd

grade (3-4.1), students will classify different forms of matter, one of these being a liquid. This concept of the observable properties of water will also provide foundation for the study of Earth processes in future earth science topics.

It is essential for students to know that water as an Earth material has observable properties. These properties include: • Water is a liquid that takes the shape of its container. For example, water on Earth may be

found in containers known as lakes, ponds, or oceans. • Water will flow downhill. Water flows in streams and rivers toward the ocean. • Water feels wet. Water is needed by all living things. It is not essential for students to observe water changing from a solid to a liquid. Assessment Guidelines: The objective of this indicator is to recognize the observable properties of water; therefore, the primary focus of assessment should be to remember that water takes the shape of its container, flows downhill, and feels wet. However, appropriate assessments should also require students to recall from a picture or drawing examples of water and its observable properties.


(Earth Science)


1-4.5 Illustrate the locations of water on Earth by using drawings, maps, or models. Taxonomy level: 2.2-A Understand Factual Knowledge


grade (3-3.5), students will illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).

It is essential for students to know that Earth is made of land and water. • Water surrounds the land on Earth. • It is found in many locations including oceans, seas, rivers, lakes, ponds, or streams. • Examples of these locations can be seen on drawings, maps, or models. • When water is represented on maps, it is usually colored blue. It is not essential for students to identify the names of oceans, seas, rivers, lakes, ponds, or streams but they do need to identify all of the above as locations of water. Assessment Guidelines: The objective of this indicator is to illustrate locations of water on Earth; therefore, the primary focus of assessment should be to find a specific example of water on Earth on a drawing, map, or model. However, appropriate assessments should also require students to identify locations of water on Earth by using drawings, maps, or models.


(Earth Science)


1-4.6 Exemplify Earth materials that are used for building structures or for growing plants. Taxonomy level: 2.2-A Understand Factual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. Students have learned about nutrients from the soil (1-1.2) and the value of topsoil (1-4.1, 1-4.3). In 3rd grade (3-3.1), students will classify types of soil based on its properties. In 7th

grade (7-3.6), students will classify resources as renewable or nonrenewable.

It is essential for students to know that Earth materials can be used for building structures or for growing plants. Examples of some ways that Earth materials can be used include: Rocks Making roads, walls, or buildings Sand Making glass, growing certain types of plants (for example a desert plant) Soil Making bricks, growing certain types of plants (for example a forest plant) Water Growing plants must take in water through their roots But humans are not the only ones that use Earth materials. Birds use twigs, leaves, soil, and straw to make their homes and some insect homes are made from soil. It is not essential for students to know the names of specific Earth materials (for example granite, kaolin, slate). Assessment Guidelines: The objective of this indicator is to exemplify Earth materials that are used for building structures or growing plants; therefore, the primary focus of assessment should be to give examples of Earth materials that can be used as building materials or for growing plants. However, appropriate assessments should also require students to identify Earth materials used for building structures or growing plants; or illustrate through drawings or descriptions Earth materials that are used for buildings or growing plants.

Exploring Motion 1-5 The student will demonstrate an understanding of the positions and motions of

objects. (Physical Science)


1-5.1 Identify the location of an object relative to another object. Taxonomy level: 1.1-A Remember Factual Knowledge


grade (3-5.1), students will identify the position of objects using positional terms (such as “above,” “below,” “inside of,” “underneath,” or “on top of”) and a distance scale or measurement.

It is essential for students to identify the location of an object relative to another object using appropriate terms. Examples of descriptive words include: • In front of • Behind • Between • On top of • Under • Above • Below • Beside It is not essential for students to go beyond identifying these terms. Assessment Guidelines: The objective of this indicator is to identify the location of an object relative to another object; therefore, the primary focus of assessment should be to locate knowledge about an object’s position. However, appropriate assessments should also require students to identify the location of an object through descriptive words.




1-5.2 Explain the importance of pushing and pulling to the motion of an object. Taxonomy level: 2.7-B Understand Conceptual Knowledge


grade (3-5.3), students will explain how the motion of an object is affected by the strength of a push or a pull and will begin to investigate the effect of gravity on the motion of an object.

It is essential for a student to know an object that is not moving will only move if it is pushed or pulled. A push or a pull can affect the motion of an object in three ways: • It can make it go faster.

• It can make it slow down. • It can change the direction of the motion. It is not essential for students to determine how fast an object is traveling. Assessment Guidelines: The objective of this indicator is to explain the importance of pushing and pulling on an object’s motion; therefore; the primary focus of assessment should be to construct a cause-and-effect model of the various ways that an object’s motion is affected by pushing and pulling. However, appropriate assessments should also require students to recall that the motion of an object is changed if it is pushed or pulled; or infer what would happen if a certain object was pushed or pulled.




1-5.3 Illustrate the fact that sound is produced by vibrating objects. Taxonomy level: 2.2-B Understand Conceptual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. This is the first time that students have been introduced to the concept of how sound is produced. In 3rd

grade, students will recall that vibrations produce sound (3-5.5) and will compare features of sound including pitch and volume (3-5.6), ways to change volume (3-5.7), and how vibrations affect pitch (3-5.8).

It is essential for students to know that sound is made when an object vibrates. Vibrate means that an object moves back and forth. Examples of some ways that sound vibration can be illustrated are: • Putting your hands on your throat and speaking • Plucking a rubber band • Strumming a guitar string • Hitting a ruler on a desk It is not essential for students to know pitch or volume at this grade level. Assessment Guidelines: The objective of this indicator is to illustrate how sound is produced; therefore; the primary focus of assessment should be to give a specific examples of ways that sound can be produced. However, appropriate assessments should also require students to exemplify objects that will vibrate; or recognize from pictures or diagrams when an object is vibrating.




1-5.4 Illustrate ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular).

Taxonomy level: 2.2-B Understand Conceptual Knowledge Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. In 3rd

grade (3-5.3), students will explain how the motion of an object is affected by the strength of a push or a pull and will begin to investigate the effect of gravity on the motion of an object (3-5.4).

It is essential for students to know how objects can move. The movement can be illustrated in terms of: Direction • The way or path that an object takes as it moves, such as straight forward, back and forth,

zigzag, and circular. Speed • The pace or rate in which an object moves, such as fast or slow. These movements are compared to the starting position before the object is moved. It is not essential for students to explain how a change in the strength of the push or pull will affect the object. Assessment Guidelines: The objective of this indicator is to illustrate ways in which objects can move in terms of direction and speed; therefore, the primary focus of assessment should be to give specific examples through the use of pictures or words. However, appropriate assessment should also require students to recall how objects can move; or compare the movement of one object with another object.




1-5.1 Identify the location of an object relative to another object. Taxonomy level: 1.1-A Remember Factual Knowledge


grade (3-5.1), students will identify the position of objects using positional terms (such as “above,” “below,” “inside of,” “underneath,” or “on top of”) and a distance scale or measurement.

It is essential for students to identify the location of an object relative to another object using appropriate terms. Examples of descriptive words include: • In front of • Behind • Between • On top of • Under • Above • Below • Beside It is not essential for students to go beyond identifying these terms. Assessment Guidelines: The objective of this indicator is to identify the location of an object relative to another object; therefore, the primary focus of assessment should be to locate knowledge about an object’s position. However, appropriate assessments should also require students to identify the location of an object through descriptive words.




1-5.2 Explain the importance of pushing and pulling to the motion of an object. Taxonomy level: 2.7-B Understand Conceptual Knowledge


grade (3-5.3), students will explain how the motion of an object is affected by the strength of a push or a pull and will begin to investigate the effect of gravity on the motion of an object.

It is essential for a student to know an object that is not moving will only move if it is pushed or pulled. A push or a pull can affect the motion of an object in three ways: • It can make it go faster.

• It can make it slow down. • It can change the direction of the motion. It is not essential for students to determine how fast an object is traveling. Assessment Guidelines: The objective of this indicator is to explain the importance of pushing and pulling on an object’s motion; therefore; the primary focus of assessment should be to construct a cause-and-effect model of the various ways that an object’s motion is affected by pushing and pulling. However, appropriate assessments should also require students to recall that the motion of an object is changed if it is pushed or pulled; or infer what would happen if a certain object was pushed or pulled.




1-5.3 Illustrate the fact that sound is produced by vibrating objects. Taxonomy level: 2.2-B Understand Conceptual Knowledge

Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. This is the first time that students have been introduced to the concept of how sound is produced. In 3rd

grade, students will recall that vibrations produce sound (3-5.5) and will compare features of sound including pitch and volume (3-5.6), ways to change volume (3-5.7), and how vibrations affect pitch (3-5.8).

It is essential for students to know that sound is made when an object vibrates. Vibrate means that an object moves back and forth. Examples of some ways that sound vibration can be illustrated are: • Putting your hands on your throat and speaking • Plucking a rubber band • Strumming a guitar string • Hitting a ruler on a desk It is not essential for students to know pitch or volume at this grade level. Assessment Guidelines: The objective of this indicator is to illustrate how sound is produced; therefore; the primary focus of assessment should be to give a specific examples of ways that sound can be produced. However, appropriate assessments should also require students to exemplify objects that will vibrate; or recognize from pictures or diagrams when an object is vibrating.




1-5.4 Illustrate ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular).

Taxonomy level: 2.2-B Understand Conceptual Knowledge Previous/Future knowledge: This is a foundational concept that students will develop further in future grades. In 3rd

grade (3-5.3), students will explain how the motion of an object is affected by the strength of a push or a pull and will begin to investigate the effect of gravity on the motion of an object (3-5.4).

It is essential for students to know how objects can move. The movement can be illustrated in terms of: Direction • The way or path that an object takes as it moves, such as straight forward, back and forth,

zigzag, and circular. Speed • The pace or rate in which an object moves, such as fast or slow. These movements are compared to the starting position before the object is moved. It is not essential for students to explain how a change in the strength of the push or pull will affect the object. Assessment Guidelines: The objective of this indicator is to illustrate ways in which objects can move in terms of direction and speed; therefore, the primary focus of assessment should be to give specific examples through the use of pictures or words. However, appropriate assessment should also require students to recall how objects can move; or compare the movement of one object with another object.