Click on the subject area below to go to the related science sol's.

Kindergarten

K.1 The student will plan and conduct investigations in which: -Basic properties of objects are identified by direct observation -Observations are made from multiple positions to achieve different perspectives -A set of objects is sequenced according to size -A set of objects is separated into two groups based on a single physical attribute -Picture and bar graphs are constructed using 10 or fewer units -Nonstandard units are used to measure common objects -An unseen member in a sequence of objects is predicted -A question is developed from one or more observations -Objects are described both pictorially and verbally -Unusual or unexpected results in an activity are recognized.

K.9 The student will investigate and understand that change occurs over time, and rates may be fast or slow. Key concepts include: -Natural and human-made things may change over time -Changes can be noted and measured. Go to the top of the page

First Grade

• 1.1 The student will plan and conduct investigations in which: -Differences in physical properties are observed using the senses and simple instruments to enhance observations (magnifying glass) -Objects or events are classified and arranged according to attributes or properties -Observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers -Length, height, weight, size, and volume are measured using standard and nonstandard units -Inferences are made and conclusions are drawn about familiar objects and events -Predictions are not based on random guesses -Simple experiments are conducted to answer questions. Go to the top of the page

Second Grade

2.1 The student will plan and conduct investigations in which: -Observations are repeated to improve accuracy -Two or more attributes are used to classify items -Pictures and bar graphs are constructed using numbered axes -Linear, volume, temperature, and mass measurements are made in metric (centimeters, meters, liters, degrees Celsius, grams, kilograms) and standard English units (inches, feet, yards, pints, quarts, gallons, degrees Fahrenheit, ounces, pounds) -Observation is differentiated from personal interpretation, and conclusions are drawn based on observations -Simple physical models are constructed -Conditions that influence a change are defined -Unexpected or unusual quantitative data are recognized. Go to the top of the page

Third Grade

3.1 The student will plan and conduct investigations in which: -Questions are developed to formulate hypotheses -Predictions and observations are made -Data are gathered, charted, and graphed -Objects with similar characteristics are classified into at least two sets and two subsets -Inferences are made and conclusions are drawn -Natural events are sequenced chronologically -Length is measured to the nearest centimeter -Weight is measured to the nearest gram -Volume is measured to the nearest milliliter and liter -Temperature is measured to the nearest degree Celsius -Time is measured to the nearest minute. Go to the top of the page

Fourth Grade

4.1 The student will plan and conduct investigations in which: -Distinctions are made among observations, conclusions (inferences), and predictions -Data are classified to create frequency distributions -Arithmetical procedures are used to determine statistical means -Appropriate metric measures are used to collect, record, and report data -Appropriate instruments are selected to measure linear distance, volume, mass, and temperature -Predictions are made based on data from picture graphs, bar graphs, and basic line graphs -Hypotheses are formulated based on cause and effect relationships -Variables that must be held constant in an experimental situation are defined -Numerical data that are contradictory or unusual in experimental results are recognized.

4.3 The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key concepts include: -Behavioral and structural adaptations -Organization of communities -Flow of energy through food webs -Habitats and niches -Life cycles -Influence of human activity on ecosystems.

4.6 The student will investigate and understand that energy is needed to do work and that machines make work easier. Key concepts include:

• Energy forms (electrical. mechanical, and chemical energy) -Potential and kinetic energy -Simple and complex machines -Efficiency, friction, and inertia. Go to the top of the page

Fifth Grade

5.1 The student will plan and conduct investigations in which: -Appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time -Rocks, minerals, and organisms are identified using a classification key -Data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams) -Accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder) -Predictions are made using patterns, and simple graphical data are extrapolated -Basic computation is used to estimate volume, mass, and quantity. Go to the top of the page

Sixth Grade

6.1 The student will plan and conduct investigations in which: -Observations are made involving fine discrimination between similar objects and organisms -A classification system is developed based on multiple attributes -Differences in descriptions and working definitions are made -Precise and approximate measures are recorded -Ratio, proportion, and scale models are used to estimate distance, volume, and quantity -Hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables -A method is devised to test the validity of predictions and inferences -One variable is manipulated over time with many repeated trials -Data are collected, recorded, and reported using appropriate metric measurement -Data are organized and communicated through graphical representation (graphs, charts, and diagrams) -Models are designed to explain a sequence -Quantitative data are interpreted in terms of basic mathematical relationships (direct proportionality).

6.3 The student will investigate and understand that organisms perform life processes that are essential to survive and perpetuate the species. Key concepts include:

• Energy transformation (from food or photosynthesis)
• Respiration, movement, waste removal, growth, irritability (response), and reproduction.

6.6 The student will investigate and understand sources of energy and their transformations. Key concepts include: -Potential and kinetic energy -Energy sources (fossil fuels, wood, wind, water, solar, and nuclear power)

• Energy transformations (mechanical to electrical, electrical to heat/light, chemical to light, and chemical to electrical/light). Go to the top of the page

Life Science

LS.4 The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. Key concepts include: -Plant needs (light and energy sources, water, gases, nutrients) -Animal needs (food, water, gases, shelter, space)

• Factors that influence life processes.

LS.6 The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include:

• Energy transfer between sunlight and chlorophyll -Transformation of water and carbon dioxide into sugar, water, and oxygen
• Photosynthesis as the foundation of food webs.

LS.7 The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include:

• Interactions resulting in a flow of energy and matter throughout the system -Complex relationships in terrestrial, freshwater, and marine ecosystems
• Energy flow in food chains, food webs, and food pyramids. Go to the top of the page

Physical Science

PS. 1 The student will plan and conduct investigations in which:

• Length, mass, volume, density, temperature, weight, and force are accurately measured and reported using the SI (International System of Units)
• Triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and spring scales are used to gather data
• Data from experiments are recorded and interpreted from bar, line, and circle graphs -Research skills are utilized using a variety of resources -Independent and dependent variables, constants, controls, and repeated trials are identified -Valid conclusions are made after analyzing data -Research methods are used to investigate global environmental concerns
• Experimental results are presented in appropriate written form.

PS.5 The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. Key concepts include:

• Physical changes (effect of temperature on state, particle size on solubility, and temperature on solubility) -Nuclear reactions (products of fusion and fission and their effects on human beings and the environment)
• Chemical changes (types of reactions, reactants and products, and balanced equations).

PS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. Key concepts include:

• Potential and kinetic energy -Mechanical, chemical, and electrical energy
• Heat, light, sound.

 

PS. 10 The student will investigate and understand scientific principles and technological applications of work, force, and motion. Key concepts include:

• Work, force, mechanical advantage, efficiency, power, horsepower, gravitational force, speed/velocity, mass/weight, Newton's three laws of motion, acceleration
• Applications (simple machines, compound machines, powered vehicles, rockets, restraining devices, projectiles). Go to the top of the page

Earth Science

ES. 1 The student will plan and conduct investigations in which:

• Volume, area, mass. elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools
• Technologies, including computers, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions
• Scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted
• A scientific viewpoint is constructed and defended. Go to the top of the page

Biology

BIO.9 The student will investigate and understand dynamic equilibrium within populations, communities, and ecosystems. Key concepts include:

• Analysis of interactions within and among populations including carrying capacities, limiting factors, and growth curves
• Comparison of nutrient cycling with energy flow through ecosystems -Research on succession patterns in ecosystems -The impact of humans on the natural world
• Analysis of local ecosystems where applicable. Go to the top of the page

Physics

PH. 1 The student will investigate and understand how to plan and conduct investigations in which:

• The system is defined
• Instruments are selected and used to extend observations and measurements of mass, volume, temperature, heat exchange, energy transformations, motion, fields, and electric charge
• Information is recorded and presented in an organized format -Metric units are used in all measurements and calculations -The limitations of the experimental apparatus and design are recognized
• The limitations of measured quantities through the appropriate use of significant figures or error ranges are recognized
• Data gathered from non-SI instruments are incorporated through appropriate conversions.

PH. 2 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include:

• Linear motion -Uniform circular motion -Curvilinear motion -Newton's laws of motion -Gravitation -Celestial mechanics
• Work, power, and energy.

PH.6 The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Key concepts include:

• Kinetic and potential energy -Elastic and inelastic collisions
• Electric power and circuit design.

PH.8 The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts include:

• Transformation of energy among forms, including mechanical, thermal, electrical, gravitational, chemical, and nuclear
• Efficiency of systems. Go to the top of the page

Kindergarten

K.16 The student will gather data relating to familiar experiences by counting and tallying.

K.17 The student will display objects and information, using object and pictorial graphs and tables.

K.20 The student will identify, describe, and extend a repeating relationship (pattern) found in common objects, sounds, and movements. Go to the top of the page

First Grade

1.12 The student will use nonstandard units to measure length and weight.

1.18 The student will investigate. identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream). Go to the top of the page

Second Grade

2.12 The student will estimate and then use a ruler to make linear measurements to the nearest centimeter and inch, including the distance around a polygon (determine perimeter).

2.15 The student will estimate and then determine weight/mass of familiar objects in pounds and/or kilograms, using a scale. Go to the top of the page

Third Grade

3.14 The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure -length-inches, feet, yards, centimeters, and meters; -liquid volume-cups, pints, quarts, gallons, and liters; and -weight/mass-ounces, pounds, grams, and kilograms.

3.19 The student will identify and draw representations of line segments and angles, using a ruler or straightedge.

3.21 The student, given grid paper, will collect data on a given topic of his/her choice and construct a bar graph showing the results. A title and key will be included. Go to the top of the page

Fourth Grade

4.11 The student will -estimate and measure weight/mass using actual measuring devices and express the results in both metric and U.S. Customary units, including ounces, pounds, grams, and kilograms; and

• estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons ( I ounce is about 28 grams. or I gram is about the weight of a paper clip; I kilogram is a little more than 2 pounds).*
• The intent of this standard is for students to make "ballpark" comparisons and not to memorize conversion factors between U.S. and metric units. Go to the top of the page

4.12 The student will

• estimate and measure length using actual measuring devices and describe the results in both metric and U.S. Customary units, including part of an inch ( 1/2. 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters; and
• estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons ( I inch is about 2.5 centimeters, I meter is a little longer than I yard, I mile is slightly farther than 1.5 kilometers, or I kilometer is slightly farther than half a mile).*
• The intent of this standard is for students to make "ballpark" comparisons and not to memorize conversion factors between U.S. and metric units.

4.16 The student will identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler.

4.17 The student will identify lines which illustrate intersection, parallelism, and perpendicularity.

4.19 The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one. Go to the top of the page

Fifth Grade

5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.

5.11 The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of

• length-part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
• weight/mass-ounces, pounds, tons, grams, and kilograms;
• liquid volume-cups, pints, quarts, gallons, milliliters, and liters;
• area-square units
• temperature-Celsius and Fahrenheit units. Problems also will include estimating the conversion of Celsius and Fahrenheit units relative to familiar situations (water freezes at 0°C and 32°F, water boils at 100°C and 212°F, normal body temperature is about 37°C and 98.6°F).

5.14 The student will measure and draw right, acute, and obtuse angles and triangles, using appropriate tools.

5.20 The student will

• -investigate and describe the concept of variable;
• use a variable to represent a given verbal quantitative expression, involving one operation; and
• write an open sentence, using a variable to represent a given mathematical relationship. Go to the top of the page

Sixth Grade

6.6 The student will

• solve problems that involve addition, subtraction, and/or multiplication with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less and express their answers in simplest form; and
• find the quotient, given a dividend expressed as a decimal through thousandths and a divisor expressed as a decimal to thousandths with exactly one non-zero digit. For divisors with more than one non-zero digit, estimation and calculators will be used.

6.7 The student will use estimation strategies to solve multistep practical problems involving whole numbers, decimals, and fractions.

6.8 The student will solve multistep consumer application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs.

6.9 The student will compare and convert units of measures for length, weight/mass, and volume within the U.S. Customary system and within the metric system and estimate conversions between units in each system:

• length-part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
• weight/mass-ounces, pounds, tons, grams, and kilograms;
• liquid volume-cups, pints, quarts, gallons, milliliters, and liters; and
• area-square units.
• The intent of this standard is for students to make "ballpark" comparisons and not to memorize conversion factors between U.S. and metric units.

6.10 The student will estimate and then determine length, weight/mass, area, and liquid volume/capacity, using standard and nonstandard units of measure.

6.12 The student will create and solve problems by finding the circumference and/or area of a circle when given the diameter or radius. Using concrete materials or computer models, the student will derive approximations for pi from measurements for circumference and diameter.

6.13 The student will estimate angle measures using 45 degrees, 90 degrees, and 180 degrees as referents and use the appropriate tools to measure the given angles.

6.18 The student, given a problem situation, will collect, analyze, display, and interpret data in a variety of graphical methods, including line, bar, and circle graphs and stem-and-leaf and box and-whisker plots. Circle graphs will be limited to halves, fourths, and eighths.

6.19 The student will describe the mean, median, and mode as measures of central tendency and determine their meaning for a set of data. Go to the top of the page

7th Grade

7.7 The student will use proportions to solve practical problems, including scale drawings that contain whole numbers, fractions, decimals, and percents.

7.19 The student will create and solve problems involving the mean, median, mode, and range of a set of data.

7.23 The student will write verbal expressions/sentences as algebraic expressions/equations. Go to the top of the page

Eighth Grade

8.1 The student will use proportions to solve scale-model problems with fractions and decimals.

8.4 The student will solve practical problems involving whole numbers, integers, and rational numbers, including percents. Problems will be of varying complexities, involving real-life data.

8.18 The student will describe and represent relations using tables, graphs, and rules. Go to the top of the page

Algebra I

A.1 The student will solve linear equations and inequalities in one variable, solve literal equations (formulas) for a given variable and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions.

A.2 The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables. Students will choose an appropriate computational technique, such as mental mathematics, calculator, or paper and pencil.

A.4 The student will use matrices to organize and manipulate data, including matrix addition subtraction, and scalar multiplication. Data will arise from business, industrial, and consumer situations.

A.5 The student will analyze a given set of data for the existence of a pattern, represent the pattern algebraically and graphically, if possible, and determine if the relation is a function.

A.6 The student will select, justify, and apply an appropriate technique to graph a linear function in two variables. Techniques will include slope-intercept, x- and y-intercepts, graphing by transformation, and the use of the graphing calculator.

A.17 The student will, given a set of data points, write an equation for a line of best fit, using the median fit method, and use the equation to make predictions. Go to the top of the page

Geometry

G.2 The student will use pictorial representations, including computer software and coordinate methods to solve problems involving symmetry and transformation. This will include

• using formulas for finding distance, midpoint, and slope;
• investigating and determining whether a figure is symmetric with respect to a line or a point; and
• determining whether a figure has been translated, reflected, or rotated.

G.7 The student will solve practical problems involving right triangles by using the Pythagorean Theorem and its converse, properties of special right triangles, and right triangle trigonometry. Calculators will be used to solve problems and find decimal approximations for the solutions.

G.10 The student will investigate and use the properties of angles, arcs, chords, tangents, and secants to solve problems involving circles. Problems will include finding the area of a sector and applications of architecture, art, and construction. Go to the top of the page

Algebra II

AII.8 The student will recognize multiple representations of functions (linear, quadratic, absolute value, step, and exponential functions) and convert between a graph, a table, and symbolic form. A transformational approach to graphing will be employed through the use of graphing calculators.

AII.10 The student will investigate and describe the relationships between the solution of an equation, zero of a function, x-intercept of a graph, and factors of a polynomial expression through the use of graphs.

AII.l9 The student will collect and analyze data to make predictions, write equations, and solve practical problems. Graphing calculators will be used to investigate scatter plots to determine the equation for a curve of best fit. Go to the top of the page

Trigonometry

T.3 The student will find the values of the trigonometric functions of the special angles and their related angles as found in the unit circle without the aid of a calculating utility. This will include converting radians to degrees and vice versa.

T.4 The student will use a calculator to find the value of any trigonometric function and inverse trigonometric function.

T.8 The student will solve trigonometric equations that include both infinite solutions and restricted domain solutions and solve basic trigonometric inequalities. Graphing utilities will be used to solve equations, to check for reasonable