Science Curriculum

 

Helping students develop curiosity and excitement for science while they gain essential knowledge and skills is best achieved by actively engaging learner in multiple experiences that increase their ability to be critical thinkers and problem solvers.  Essential skills such as inquiry and problem solving, scientific reasoning, communication, and the impact of science on our lives should always be imbedded throughout the curriculum rather than taught separately.

 

Augusta School Department

 

 

Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8

 

Kindergarten

 

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2002-03
 Calendar

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Life Science

             I.      Students will understand the differences between living and non-living things.

Rookie Readers, center, “Let’s Find Out” from Scholastic, Time Life for Kids, Weakly Reader, Gail Gibbons books

Classifying Life Forms:

A.  Students will understand that there are similarities within the diversity of all living things.

 

II.  Students will understand that there are similarities and differences in the appearance and behavior of plants and animals.

Use of literature, growing seeds, Chewonki, Weekly Reader, Scholastic, time Life for Kids, Eyewitness Readers (DK Publishers), AIMS “Primarily Plants”

 

III. Students will understand that all living organisms depend on their environment to survive.

Rainforest activity, Lorax, LC Bates, Maine Audubon, Chewonki, forest fire prevention (Smokey the Bear), use literature, videos, Scholastic, Weekly Reader, migration activities

Ecology:

B.  Students will understand how living things depend on one another and on non-living aspects of the environment.

IV.  Students will understand that an organism can change over its lifetime.

Tadpoles/frogs, caterpillars/butterflies, changes from infant to K student,

Continuity and Change:

D.  Students will understand the basis for all life and that all living things change over time.

V.    Students will understand that animals use a system of senses to develop an awareness of their environment.

Rookie Readers, AIMS “Slide into Winter”, “Only the Nose Knows”, Maine Audubon Society, use of literature, Lets Read & Find Out Science (Stage 1) – Harper Collins Pub., center 52 Science Centers – Scholastic, Wright Group science materials, Songbox series

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Physical Science

I.   Students will understand that matter has physical properties that can undergo changes which can be observed and described (ice cubes melting, water freezing).  These observations should be communicated through spoken, drawn, and teacher-modeled written forms.

AIMS “Polar Bear Pie” activity, water table activities, weather observations, bread making, cooking activities, snow melting and re-freezing, making butter, popcorn, Kids and Science Pre K-2 (Ideal)

Structure of Matter:

E.  Students will understand the structure of matter and the changes it can undergo.

 

         II.      Students will understand that the sun provides light and heat energy.

Use of literature, as part of plant unit, 52 Science Centers activities, weather observations

Energy:

H.  Students will understand concepts of energy.

 

     III.      Students will understand that the motion of an object can be described in various ways (forward, backward, straight, zigzag, up, down, fast, slow, etc.)

Physical Education coordination, Bill Nye videos, motor activities, language development activities, experiments

Energy:

I.  Students will understand the motion of objects and how forces can change that motion.

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Earth and Space

I.    Students will understand that changes in weather occur from day to day and across seasons, affecting earth and its inhabitants.

Weather observations, graphing, use of literature, observations of outside (tree), migration

The Earth:

F.  Students will gain knowledge about the earth and the processes that change it.

 

 

 

II.  Students will understand that day/night and seasons occur in predictable cycles.

Use of literature, change from EST to DST and DST to EST, A Year at Maple Farm, The Seasons of Arnold’s Apple Tree

The Earth:

F.  Students will gain knowledge about the earth and the processes that change it.

 

III. Students will understand the sun is one of many stars in the universe and is the closest star to earth.

Northstar Lab Planetarium, The Sun, shadows

The Universe:

G.  Students will gain knowledge about the universe and how humans have learned about it, and about the principles upon which it operates.

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

I.                Students will be able to make accurate observations using appropriate tools and units of measure. 

II.            Students will be able to ask questions and propose strategies and materials to use in seeking answers to questions. 

III.        Students will be able to use results in a purposeful way, which includes making predictions based on patterns they have observed. 

IV.           Students will be able to identify products, which were invented to solve a problem. 

 

Inquiry and Problem Solving

J.   Students will apply inquiry and problem-solving approaches in science.

 

  This objective should be integrated throughout each unit of study.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

I.                   Students will be able to examine strengths and weaknesses of simple arguments. 

II.               Students will be able to distinguish between important and unimportant information in simple arguments. 

III.           Students will be able to make observations. 

IV.              Students will be able to participate in brainstorming activities. 

V.                  Students will be able to use various forms of simple logic. 

VI.              Students will be able to discover relationships and patterns. 

 

Scientific Reasoning

K.  Students will learn to formulate and justify ideas and to make informed decisions.

 

  This objective should be integrated throughout each unit of study.


 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

I.                   Students will be able to describe and compare things in terms of number, shape, texture, size, weight, color, and behavior. 

II.               Students will be able to read and write instructions to be followed or instructions, which explain procedures. 

III.           Students will be able to ask clarifying questions. 

IV.              Students will be able to explain problem-solving processes using verbal, pictorial, and written methods. 

V.                  Students will be able to make and read simple graphs. 

VI.              Students will be able to use objects and pictures to represent scientific and technological ideas. 

 

Communication

L.  Students will communicate effectively in the application of science.

 

  This objective should be integrated throughout each unit of study.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

I.                   Students will be able to describe how legends, stories, and scientific explanations are different ways in which people attempt to explain the world.  ●●

II.               Students will be able to describe at least two inventions, what they do, how they work, and how they have made life easier.  ●●

III.           Students will be able to identify commonly used resources, their resources, and where waste products go.  ●●

IV.              Students will be able to demonstrate some practices for recycling and care of resources.  ●●

V.                  Students will be able to explain how their lives would be different without specific inventions or scientific knowledge.  ●●

 

Implications of Science and technology

M.  Students will understand the historical, social, economic, environment, and ethical implications of science.

 

●● This objective may also be covered in some Social Studies units.  It is the responsibility of the Science educator to insure that this objective is being taught.

Return

Grade 1

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Life Science

        IV.      Students will understand that animals are classified according to their characteristics (mammals, amphibians, insects, birds, fish, reptiles).

National Geographic tapes & books, Wonders of Learning Kits, Weekly Reader, Scholastic News, www.enchanted learning (website), Modern Curriculum Press materials, Ranger Rick, Chewonki “Fur, Feathers, Feet” program, Zoo Books, cheap charts (Frank Schaefer),

Classifying Life Forms:

A.  Students will understand that there are similarities within the diversity of all living things.

 

II.  Students will understand that animals have adaptive characteristics, which allow them to survive in their environment.

www.abcteach (website), www.primaryzone.com, Arboretum programs,, “Animal Habitats”, Reading Rainbow

 

III. Students will understand that all animals need food, water, and gases to survive.

 

Cells:

C.  Students will understand that cells are the basic units of life.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Life Science (continued)

IV.  Students will understand that changes in an animal’s environment can affect its chances for survival (threatened, endangered, extinct animals).

 

Ecology:

B. Students will understand how livings things depend on one another an don non-living aspects of the environment.

V.    Students will understand that all animals change through predictable life cycles.

 

Continuity and Change:

D.  Students will understand the basis for all life and that all living things change over time.

VI.  Students will understand that within a habitat animals are dependent upon other living things for survival (food chain).

 

Cells:

C.                      Students will understand that cells are the basic units of life.

B.  Students will understand how living things depend on one another and on non-living aspects of the environment.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Physical Science

I.   Students will understand that materials have properties that can be observed, described, sorted and grouped (size, weight, color, shape, texture).  These observations should be communicated through spoken, drawn, and written forms.

Science logs for observations, AIMS units, cheap charts (Frank Schaefer), experiments, Weekly Reader, Scholastic News, Wonders of Learning kits, sorting & classifying candy bars activity, Reading Rainbow, Science on a Shoestring

Structure of Matter:

E.  Students will understand the structure of matter and the changes it can undergo.

II.  Students will understand that water can be a liquid or a solid and can change back and forth from one form to another, and that the amount of water before and after the change remains constant.

Bob the Snowman

Structure of Matter:

E. Students will understand the structure of matter and the changes it can undergo.

 

III.           Students will understand that all animals and other living things need light and heat energy to survive.

 

Energy:

H.  Students will understand concepts of energy.

IV.              Students will understand that the motion of an object can be changed in various ways, for example by pushing or pulling.

Toys in Space

Motion:

I.  Students will understand the motion of objects and how forces can change that motion.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Earth and Space

I.    Students will understand that the weather changes from day to day but that trends in temperature and amounts of rain and snow tend to be predictable during a season.  Students will recognize the importance of weather predictions in daily lives.

www.primaryzone.com, Northstar Lab Planetarium, Modern Curriculum Press materials, Saxon class meetings, Me & My Shadow, Hello Sun, You Light Up My Life

The Earth:

F.  Students will gain knowledge about the earth and the processes that change it.

II.  Students will understand that changes in weather affect earth and its inhabitants (hibernation, migration, etc.)

 

The Earth:

F.  Students will gain knowledge about the earth and the processes that change it.

III. Students will understand the sun is one of many stars in the universe and is the closest star to earth.

 

The Universe:

G.  Students will gain knowledge about the universe and how humans have learned about it.

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

V.               Students will be able to make accurate observations using appropriate tools and units of measure. 

VI.           Students will be able to ask questions and propose strategies and materials to use in seeking answers to questions. 

VII.       Students will be able to use results in a purposeful way, which includes making predictions based on patterns they have observed. 

VIII.   Students will be able to identify products, which were invented to solve a problem. 

 

Inquiry and Problem Solving

J.   Students will apply inquiry and problem-solving approaches in science.

 

  This objective should be integrated throughout each unit of study.

         

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

VII.          Students will be able to examine strengths and weaknesses of simple arguments. 

VIII.      Students will be able to distinguish between important and unimportant information in simple arguments. 

IX.             Students will be able to make observations. 

X.                 Students will be able to participate in brainstorming activities. 

XI.             Students will be able to use various forms of simple logic. 

XII.         Students will be able to discover relationships and patterns. 

 

Scientific Reasoning

K.  Students will learn to formulate and justify ideas and to make informed decisions.

 

  This objective should be integrated throughout each unit of study.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

VII.          Students will be able to describe and compare things in terms of number, shape, texture, size, weight, color, and behavior. 

VIII.      Students will be able to read and write instructions to be followed or instructions, which explain procedures. 

IX.             Students will be able to ask clarifying questions. 

X.                 Students will be able to explain problem-solving processes using verbal, pictorial, and written methods. 

XI.             Students will be able to make and read simple graphs. 

XII.         Students will be able to use objects and pictures to represent scientific and technological ideas. 

 

Communication

L.  Students will communicate effectively in the application of science.

 

  This objective should be integrated throughout each unit of study.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

VI.              Students will be able to describe how legends, stories, and scientific explanations are different ways in which people attempt to explain the world.  ●●

VII.          Students will be able to describe at least two inventions, what they do, how they work, and how they have made life easier.  ●●

VIII.      Students will be able to identify commonly used resources, their resources, and where waste products go.  ●●

IX.             Students will be able to demonstrate some practices for recycling and care of resources.  ●●

X.                 Students will be able to explain how their lives would be different without specific inventions or scientific knowledge.  ●●

 

Implications of Science and technology

M.  Students will understand the historical, social, economic, environment, and ethical implications of science.

 

●● This objective may also be covered in some Social Studies units.  It is the responsibility of the Science educator to insure that this objective is being taught.

Return

Grade 2

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Life Science

            V.      Students will understand that each part of a plant serves a specific function, to ensure survival of the plant (roots, stem, leaves, flower).

a.                        Field trip to Morris Farm

b.                        AIMS Plants

c.                        Microscope activities

d.                        Learn About Life Science –plants CD

e.                        Experiments

Cells:

C.  Students will understand that cells are the basic units of life.

II.  Students will understand that all plants need water, nutrients, light, and gases to survive.

*   Experiments

*   Learn About Life Science – plants CD

Classifying Life Forms:

A.  Students will understand that there are similarities within the diversity of all living things.

III. Students will understand that plants change through predictable life cycles.

*   Learn About Life Science – plants CD

*   Nature trail

*   Arboretum

*   UMA Nature trail

*   Wolf’s Neck

Cells:

C.  Students will understand that cells are the basic units of life.

IV.  Students will understand that most food webs originate with plants.

*   Vegetable garden (at Lincoln)

*   Pumpkins

 

Ecology:

B.  Students will understand how living things depend on one another and on non-living aspects of the environment.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

V.    Students will understand that one change in an ecosystem can affect other parts of the ecosystem.

*   Arboretum

*   Project Wild/Project Learning Tree Farewell to Shady Glade by Bill Peet

*   A River Ran Wild by Lynn Cherry

*   The Grey Kapok Tree by Lynn Cherry

*   Experiments

Ecology:

B.  Students will understand how living things depend on one another and on non-living aspects of the environment.

VI.  Students will understand that fossils show the existence of past life.

*   Fossil kits

Continuity and Change:

D.  Students will understand the basis for all life and that all living things change over time.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Physical Science

I.   Students will understand that materials have properties that can be observed, described, sorted, grouped, measured  (size, weight, color, shape, texture, function, temperature).  These observations should be communicated through spoken, drawn, and written forms.

*   Experiments

*   Balance scales

*   Thermometer readings

*   Measurement activities

*   AIMS

Structure of Matter:

E.  Students will understand the structure of matter and the changes it can undergo.

        VI.      Students will understand that the properties of substances can change when the substances are mixed, cooled or heated).   But that not all materials respond the same way to what is done to them.

a.                              Experiments

b.                              Cooking

c.                              Water cycle

d.                              AIMS

e.                              Bill Nye Video – Matter

f.                               Lab Pack Learn About Physical Science, Matter, Measurement, Mixtures CD

Energy:

H.  Students will understand concepts of energy.

    VII.      Students will understand that all plants and other living things need light and heat energy to survive.

a.     Experiments

Structure of Matter:

E.  Students will understand the structure of matter and the changes it can undergo.

VIII.      Students will understand that the motion of an object can be changed in various ways, and that the size of the change is related to the strength of the force used.

a.     Simple machines kit (library)

b.     Gross motor experiments

c.      Dr. DeSoto Books

d.     I Can’t Said the Ant

Motion:

I.                               Students will understand that motion of an object and how forces can change that motion.

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Earth and Space

I.    Students will understand that changes caused by water, sun, wind, and ice affect the earth in helpful or harmful ways.

*   Bill Nye Videos

*   Cloudy with a Chance of Meatballs by Judy Barrett

*   Nature trail

*   Lab Pack CD - Weather

Earth:

F.  Students will gain knowledge about the earth and the processes that change it.

II.  Students will understand that water changes form in the water cycle and can affect our patterns of weather (evaporation, condensation, precipitation, accumulation).

*   Bill Nye Videos

*   Hurricane by Weisner

*   Reading Rainbow books

 

III. Students will understand that scientific tools are used to measure weather conditions and predict changes in weather.

*   Water cycle plastic

*   Boiling water & adding ice to make rain

*   AIMS

*   Magic School Bus at the Water Works

 

IV.  Students will understand that the shadows of objects change based on where light is coming from, and that this related to the position of the earth and sun.

*   Rain gauge

*   Experiments

*   Anemometers

*   Art lessons on how to draw shadows

*   “Me and My Shadow” by Robert Louis Stevenson

*   Groundhog Day activities

 

         

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

V.   Students will understand that rock, water, plants, and soil provide many resources including food, fuel, and building materials that humans use.

*   Integrated with Native American studies in Social Studies

*   If You Dug a Hole to the Other Side of the Earth

*   Magic School Bus Goes to the Center of the Earth

*  

 

VI.   Students will understand that many resources can and should conserved, recycled and re-used

*   Earth Day activities

 

 

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

IX.             Students will be able to make accurate observations using appropriate tools and units of measure. 

X.                 Students will be able to ask questions and propose strategies and materials to use in seeking answers to questions. 

XI.             Students will be able to use results in a purposeful way, which includes making predictions based on patterns they have observed. 

XII.         Students will be able to identify products, which were invented to solve a problem. 

 

Inquiry and Problem Solving

J.   Students will apply inquiry and problem-solving approaches in science.

 

  This objective should be integrated throughout each unit of study.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

XIII.     Students will be able to examine strengths and weaknesses of simple arguments. 

XIV.        Students will be able to distinguish between important and unimportant information in simple arguments. 

XV.            Students will be able to make observations. 

XVI.        Students will be able to participate in brainstorming activities. 

XVII.    Students will be able to use various forms of simple logic. 

XVIII.Students will be able to discover relationships and patterns. 

 

Scientific Reasoning

K.  Students will learn to formulate and justify ideas and to make informed decisions.

 

  This objective should be integrated throughout each unit of study.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

XIII.     Students will be able to describe and compare things in terms of number, shape, texture, size, weight, color, and behavior. 

XIV.        Students will be able to read and write instructions to be followed or instructions, which explain procedures. 

XV.            Students will be able to ask clarifying questions. 

XVI.        Students will be able to explain problem-solving processes using verbal, pictorial, and written methods. 

XVII.    Students will be able to make and read simple graphs. 

XVIII.Students will be able to use objects and pictures to represent scientific and technological ideas. 

 

Communication

L.  Students will communicate effectively in the application of science.

 

  This objective should be integrated throughout each unit of study.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

XI.             Students will be able to describe how legends, stories, and scientific explanations are different ways in which people attempt to explain the world.  ●●

XII.         Students will be able to describe at least two inventions, what they do, how they work, and how they have made life easier.  ●●

XIII.     Students will be able to identify commonly used resources, their resources, and where waste products go.  ●●

XIV.        Students will be able to demonstrate some practices for recycling and care of resources.  ●●

XV.            Students will be able to explain how their lives would be different without specific inventions or scientific knowledge.  ●●

 

Implications of Science and technology

M.  Students will understand the historical, social, economic, environment, and ethical implications of science.

 

●● This objective may also be covered in some Social Studies units.  It is the responsibility of the Science educator to insure that this objective is being taught.

 

Return

Grade 3

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Life Science

       IX.      Students will understand that different types of plants and animals inhabit the earth. As a basis for understanding this concept:

AIMS “Budding Botanists” and “primary Plants”

Bill Nye tapes, Reading Rainbow tapes, animal structure activities, brainpop.com and

 

       a.  students will understand how to observe and describe similarities and differences in the appearance and behavior of animals.

Crayola.com websites

Group the same organisms in different ways using different characteristics.

       b.  students will understand how to identify major structures  of animals (arms, wings, legs).

 

Compare and contrast the life cycles, behavior, and structure of different organisms.

        c.  students will be able to classify organisms as fish, reptile, bird, mammal or amphibian and note the similarities and differences amongst them.

 

Design and describe a classification system for organisms.

II.  Students will understand that plants and animals meet their needs in different ways.  As a basis for understanding this concept:

Chewonki, At Home in the Rainforest (LEAP), Life in the Rainforest (Newbridge), Wonders of the Rainforest, Magic Schoolbus tapes,

 

a.  students will understand that different plants and animals inhabit different kinds of environments and have external features that help them thrive in the rain forest biome.

National Geographic tapes, Scholastic Teacher’s Resource Book on the Rainforest, Mammals: Multimedia Encyclopedia CD, resource report, Destination: Rainforest CD

Compare and contrast physical and living components of different biomes – i.e., regions characterized by their climate.

b.  students will understand that animals eat plants and other animals for food and may also use plants or even other animals for shelter or nesting.

 

Describe a food web and the relationships within a given ecosystem.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Life Science (continued)

  III.  Students will understand that plants and animals have predictable life cycles.  As a basis for understanding this concept:

Frogs (Newbridge)

 

       a.  students will understand that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another..

 

Describe ways in which organisms may be similar to and different from their parents and explore the possible reasons for this.

       b.  students will understand that sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

 

Compare and contrast the life cycles, behavior, and structure of different organisms.

c.  students will understand that many different characteristics of an organism are inherited from the parents, some characteristics are caused or influenced by the environment.

 

Describe ways in which organisms may be similar to and different from their parents and explore the possible reasons for this.

d.  students will understand that there is variation among individuals of one kind within a population.

 

Describe ways in which organisms may be similar to and different from their parents and explore the possible reasons for this.

e.   students will understand that flowers and fruits are associated with reproduction in plants.

 

Compare and contrast the life cycles, behavior, and structure of different organisms.

 

Augusta School System

Local Expectation

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Topics, or Materials

Maine Learning Results

Standards

Life Science (continued)

  IV.    Students will understand that adaptations in physical structure or behavior may improve an organism’s chance for survival.  As a basis for understanding this concept:

Jungle in the Pantry (Copycat), integration with Social Studies, National Geographic “The Flooded Forest” video

 

       a.  students will understand that organisms have structures that serve different functions in growth, survival, and reproduction.

 

Explain how adaptations, in response to change over time, may increase a species’ chances of survival.

       b.  students will understand examples of diverse life forms in different biomes, such as oceans, deserts, tundra, forests, grasslands, and wetlands with emphasis on the rain forest.

 

Compare and contrast physical and living components of different biomes – i.e., regions characterized by their climate.

c.  students will understand that livings things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

 

Investigate the connection between major living and non-living components of a local ecosystem.

d.  students will understand that when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

 

Explain how adaptations, in response to change over time, may increase a species’ chances of survival.

e.   students will understand that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resemble others that are alive today.

 

Identify present day organisms that have not always existed, and past life forms that have become extinct.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Life Science (continued)

V.        Students will understand all organisms need energy and matter to live and grow.  As a basis for understanding this concept:

Food chain activity

 

       a.  students will understand that plants are at the beginning of most food chains.

 

Describe a food web and the relationships within a given ecosystem.

       b.  students will understand that producers and consumers are related in food chains.

 

Explain the difference between producers (e.g., green plants), consumers (e.g., those that eat green plants), and decomposers (e.g., bacteria that break down the “consumers” when they die) and identify examples of each.

VI.       Students will understand that living organisms depend on one another and on their environment for survival.  As a basis for understanding this concept:

Feed the jays activity, integration with Social Studies

 

a.  students will understand that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

 

Explain how adaptations, in response to change over time, may increase a species’ chances of survival.

b.   students will understand that plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.

 

Compare and contrast the life cycles, behavior, and structure of different organisms.

VII.      Students will understand the structure and function of the skeletal and muscular systems. 

A Book About Your Skeleton (Scholastic), Book of Bones (Pocket Book Press), Body Scope CD

Describe the functions of the major human organ system.

 

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Standards

Physical Science

I.   Students will understand that properties of materials can be observed, measured and predicted.  As a basis for understanding this concept:

AIMS “Water Precious Water”, Bill Nye tapes

 

       a.  students will understand that objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture).

 

Describe how the physical properties of objects sometimes change when one object chemically combines with another.

       b.  students will understand that water can be a liquid or a solid and can be made to change back and forth from one form to another.

 

Explain how matter changes in both chemical and physical ways.

c.  students will understand that water left in an open container evaporates (goes into the air) but water in a closed container does not.

 

Explain how matter changes in both chemical and physical ways.

II.       Students will understand that materials come in different forms (states), including solids, liquids, and gases.  As a basis for understanding this concept:

“States of Matter” computer program, rocket activity, goop

 

a.  students will understand that solids, liquids, and gases have different properties.

 

Describe how the physical properties of objects sometimes change when one object chemically combines with another.

c.  students will understand that the properties of substances can change when the substances are mixed, cooled, or heated.

 

Explain how matter changes in both chemical and physical ways.

 

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Physical Science (continued)

III. Students will understand that light has a source and travels in a direction.  As a basis for understanding this concept:

Measuring flagpoles’ shadow at different times of day

 

       a.  students will understand that sunlight can be blocked to create shadows.

 

Explain ways different forms of energy can be produced.

       b.  students will understand that the color of light striking an object affects the way the object is seen

 

Explain ways different forms of energy can be produced.

       c.  students will understand that an object is seen when light traveling from the object enters the eye.

Seeing, Bill Nye tapes, “Look at Your Eye” in Reading and Writing Sourcebook

Explain ways different forms of energy can be produced.

IV. Students will understand that electricity has many useful applications in everyday life.  As a basis for understanding this concept:

Experiments, AIMS “Popping with Power”

 

a.  students will understand that electricity flows through a closed circuit.

 

Describe the effects of different types of forces (e.g., mechanical, electrical, magnetic) on motion.

V.   Students will understand that the elements and their combinations account for all the varied types of matter in the world.   As a basis for understanding this concept:

 

 

a.  students will understand that all matter is made of atoms.

 

Explain how matter changes in both chemical and physical ways.

b.  students will understand the simple properties of solid, liquid, and gaseous substances.

 

Explain how matter changes in both chemical and physical ways.

 

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Earth and Space

I.    Students will understand that objects in the sky move in regular and predictable patterns.  As a basis for understanding this concept:

NASA website, Southworth Planetarium, Norstar Lab Planetarium, Lost in Space, Magic Schoolbus, “Zoom Astronomy” – Enchanted Learning website

 

a.  students will understand the way in which the moon’s appearance changes during the four week lunar cycle.

 

Explore the relationship between the earth and its moon.

b.  students will understand that telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets.  The number of stars that can be seen through telescopes is dramatically greater than the number that can be seen by the unaided eye.

 

Make accurate observations using appropriate tools and units of measure.

c.  students will understand that the earth is one of several planets that orbit the sun and that the moon orbits the earth.

 

Illustrate the relative positions of the sun, moon, and planets.

d  students will understand that the position of the sun in the sky changes during the course of the day and from season to season.

 

Describe earth’s rotation on its axis and its revolution around the sun.

 

 

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Earth and Space

II.  Students will understand that the solar system consists of planets and other bodies that orbit the sun in predictable paths.  As a basis for understanding this concept:

 

 

a.  students will understand that the sun, an average star, is the central and largest body in the solar system.

 

Illustrate the relative positions of the sun, moon, and planets.

b.  students will understand that the solar system includes the planet earth, the moon, the sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.

 

Illustrate the relative positions of the sun, moon, and planets.

c.   students will understand that the path of a planet around the sun is due to the gravitational attraction between the sun and the planet.

 

Describe earth’s rotation on its axis and its revolution around the sun.

 

 

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I.                   Students will be able to make accurate observations using appropriate tools and units of measure. 

II.               Students will be able to conduct scientific investigations: make observations, collect and analyze data, and do experiments. 

III.           Students will be able to use results in a purposeful way: design fair tests, make predictions based on observed patterns, and interpret data to make further predictions. 

IV.              Students will be able to design an activity. 

V.                  Students will be able to explain how differences in time, place, or experimenter can lead to different data. 

VI.              Students will be able to explain how different conclusions can be derived from the same data. 

 

Inquiry and Problem Solving

J.  Students will apply inquiry and problem-solving approaches in science.

                                                         

This objective should be integrated throughout each unit of study.

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I.                   Students will be able to give alternative explanations for observed phenomena. 

II.               Students will be able to describe how feelings can distort reasoning. 

III.           Students will be able to draw conclusions about observations. 

IV.              Students will be able to use various types of evidence (e.g., logical, quantitative) to support a claim. 

V.                  Students will be able to demonstrate an understanding that ideas are more believable when supported by good reasons. 

VI.              Students will be able to practice and apply simple logic, intuitive thinking, and brainstorming.  

 

Scientific Reasoning

K.  Students will learn to formulate and justify ideas and to make informed decisions.

 

This objective should be integrated throughout each unit of study.

 

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I.                   Students will be able to record results of experiments or activities (e.g., interviews, discussions, field work) and summarize and communicate what they have learned. 

II.               Students will be able to ask clarifying and extending questions. 

III.           Students will be able to reflect on work in science and technology using such activities as discussions, journals, and self-assessment. 

IV.              Students will be able to make and/or use sketches, tables, graphs, physical representations, and manipulatives to explain procedures and ideas. 

V.                  Students will be able to gather and effectively present information, using a variety of media including computers (e.g., spreadsheets, word processing, programming, graphics, modeling). 

VI.              Students will be able to cite examples of bias information sources and question the validity of information from varied sources. 

VII.          Students will be able to function effectively in groups within various assigned roles (e.g., reader, recorder).  

 

Communication

L.  Students will communicate effectively in the application of science.

 

This objective should be integrated throughout each unit of study.

 

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I.                   Students will be able to explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods).  ●●

II.               Students will be able to investigate and describe the role of scientists and inventors.  ●●

III.           Students will be able to explore how technology (e.g., transportation, irrigation) has altered human settlement.  ●●

IV.              Students will be able to explain practices for conservation in daily life, based on a recognition that renewable and non-renewable resources have limits.  ●●

 

Implications of Science and Technology

M.  Students will understand the historical, social, environmental, and ethical implications of science.

 

  This objective may also be covered in some Social Studies units.  It is the responsibility of the Science educator to insure that this objective is being taught. 

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Grade 4

 

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Life Science – Cell Biology   (Fall, 3 weeks)

           X.      All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope.  As a basis for understanding this concept:

a.       students will understand that cells are the basic unit of all living things.

b.      students will understand that cells function similarly in all living organisms.

c.       students will understand the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.

d.      students will understand that the nucleus is the information center in plant and animal cell.

e.       students will know the main parts of the cell (nucleus, cell wall, cell membrane, cytoplasm).

f.       students will understand cells divide to increase their numbers through a process of mitosis.

Model of cell (snack-size baggie with jelly and disks/cork), AIMS onion skin activity, Eastern White Pine needles with magiscopes, comparing cell to something else (school building), Bill Nye Video, Bodyscope computer program, Cells Are Among Us

C1-Demosntrate an understanding that a cell is the basic unit of living organisms.

C2-Describe how single-celled organisms exist.

C3-Explore how the use of a microscope allows one to see cells in a variety of organisms.

C4-Describe the functions of the major human organ system.

 

 

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Life Science (continued)

       XI.      Students will understand that plants and animals meet their needs in different ways.  As a basis for understanding this concept:

a.                   students will understand that roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight.

b.                   students will understand how sugar, water, and minerals are transported in a vascular plant.

c.                   students will understand that plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.

d.                   students will understand that plant and animal cells break down sugar to obtain energy.

e.                   students will understand the concept of photosynthesis.

 

 

 

 

 

 

 

 

 

Celery with food coloring

 

 

 

 

 

 

Yeast activity “Does Yeast Grow Without Food?”

 

Plants in  and out of light experiment, play

  B1-Describe a food web and the relationships within a given ecosystem.

  B2-Explain the difference between producers (e.g., green plants), consumers (e.g., those that eat green plants), and decomposers (e.g., bacteria that break down the “consumers” when they die), and identify examples of each.

 

 

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Life Science – Animals   (1st week in December, 3 weeks)

   XII.      Students will understand that plants and animals have structures for respiration, digestion, waste disposal, and transport of materials.  As a basis for understanding this concept:

Bill Nye video, American Lung Association materials, American Heart Association materials, Bodyscope program, “large intestine” activity, Pyramid Exploration play, circulatory system video, AIMS activity “I’ve Got Rhythm”

C4-Describe the functions of the major human organ systems.

       a.  students will understand that many multi-cellular organisms have specialized structures to support the transport of materials.

 

 

       b.  students will understand how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues (circulatory and respiratory systems).

 

 

c.  students will understand that the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

 

B4-Investigate the connection between major living and non-living components of a local ecosystem.

 

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IV.  Students will understand that all organisms need energy and matter to live and grow.  As a basis for understanding this concept:

Maine animals and what they eat, adaptations, food chains in computer lab, Rotten Banana activity, food chains, food webs, Bill Nye video, “Ways animals Get Food” filmstrip

 B1-Describe a food web and the relationships within a given ecosystem.

B2-Explain the difference between producers (e.g., green plants), consumers (e.g., those that eat green plants), and decomposers (e.g., bacteria that break down the “consumers” when they die), and identify examples of each.

a.  students will understand that plants are the primary source of matter and energy entering most food chains.

 

B3-Compare and contrast physical and living components of different biomes- i.e., regions characterized by their climate.

b.  students