Unit I: Physical Properties and States of Matter (Completed)
In this unit students will learn about the three types of matter and their physical characteristics. They will also learn that when materials are combined, they make a mixture. Attached below is a powerpoint of the vocabulary.
Students are expected to:
Classify solids, liquids and gases.
Measure and test physical properties of matter, including
temperature, mass, magnetism, and the ability to sink or float.
Unit 2: Energy/Force and Motion (Completed)
Students learn how energy (thermal, sound, light, mechanical, magnetic), forces and motion can change and/or affect the states of matter. They also learn how the force needed to perform work can be affected by simple and compound machines.
Unit 3: Properties of Earth (Completed)
Volcano Project: Home project due March 19th The display should include a 3-D volcano; diagram of the interior of a volcano; and an index card giving the name and type of the volcano, its location, and its eruption history. Model should fit on student desk and can be erupting. Students who do not participate will not be penalized, but they should return the information letter signed, a parent note or email so I'll know the parent was aware of the project. Students who make a volcano will receive an additional science grade.
Students learn that Earth consists of natural resources and its surface is constantly changing. They explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains; investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides; identify and compare different landforms, including mountains, hills, valleys and plains; and explore the characteristics of natural resources that make them useful in products and materials (such as clothing and furniture) and how resources may be conserved.
Unit 4: The Solar System (Completed)
Students will identify the order of planets, and construct models of relationships between Moon, Earth, and Sun System.
Unit 5: Cycles on Earth - Water Cycle/Weather (Completed)
Students will observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation.
Describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle.
Unit 6: Life Science (Plants, Animals, Ecosystems, Food Chains, Life Cycles) (Current)
The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the nvironments. The student is expected to:
(A) observe and describe the physical characteristics of environments and how they support populations and communities
within an ecosystem;
(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such
as removal of frogs from a pond or bees from a field; and
(C) describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to
The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
(A) explore how structures and functions of plants and animals allow them to survive in a particular environment;
(B) explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and
recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get
(C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as
tomato plants, frogs, and lady bugs.