|
Obj # |
District Objective/State # |
Required FOSS kit Suggested Activities and Resources |
|
|
3.1 |
Students will measure temperature using thermometers and describe relationship to hot and cold./03.03.01 |
Measurement |
|
|
3.2 |
Students will describe how a solid changes into a liquid, then to a gas in terms of observable and implied properties (i.e. water vapor as a gas is not seen and not felt and has no odor)./03.03.02 |
Water |
|
|
3.3 |
Students will manipulate materials to demonstrate the application of heating and cooling to change the state of matter. 03.05.02 |
Water |
|
|
3.4 |
Students will accurately predict will sink or float in air or water and can classify then on the basis of this behavior./01.05.04 |
Water |
|
|
3.5 |
Students will conduct experiments that demonstrate relationships among surface area and rates of evaporation and condensation. 13.05.03 |
Water |
|
|
3.6 |
Students will observe and describe that water can be a liquid or a solid, and explain that changes in temperature can cause water to go back and forth from one form to another. 13.03.03 |
Water |
|
|
3.7 |
Students will observe and describe the growth of a plant (e.g., a bean plant) over time and identify plant growth patterns (e.g., sprouting of seeds, formation of roots, leaves and stems, development of flowers and seeds); observe and describe the life cycle of a domestic animal and an animal that undergoes metamorphosis (e.g., a frog, butterfly, or mealworm)./06.03.01 |
Structures of Life |
|
|
3.8 |
Students will classify plants and animals representative of major groups (e.g., evergreen vs. deciduous trees, animals with an external, internal or no skeleton, etc.) with few errors./06.03.02 |
Structures of Life |
|
|
3.9 |
Students will describe the needs of living organisms. /06.03.03 |
Structures of Life |
|
|
3.10 |
Students will describe with examples how various living things behave differently under differing conditions (e.g. migration, coloration, hibernation)./07.03.01 |
Structures of Life |
|
|
3.11 |
Students will give examples of how offspring may resemble parents and other siblings. 08.03.01 |
Structures of Life |
|
|
3.12 |
Students will sort a group of living things by appearance and behavior and give rational justification of the sort with minimal help./08.03.02 |
Structures of Life |
|
|
3.13 |
Students will illustrate by providing diverse examples of the many different kinds of living things that exists on earth./09.03.01 |
Structures of Life |
|
|
3.14 |
Students will provide examples of how particular features of plants and animals help them live in different kinds of places./09.03.02 |
Structures of Life |
|
|
3.15 |
Students will observe and describe with examples that some changes are so slow (e.g., the growth of a plant, the movement of an hour hand on a clock) or so fast (e.g., lightning strikes, eye blinks, the change from dark to light when a light is turned on) that they are hard to see while they happen./ 12.03.01 |
The Structures of Life |
|
|
3.16 |
Students will observe and describe that some objects that give off light (e.g., small light bulbs, the sun) also give off heat./13.03.01 |
Structures of Life |
|
|
3.17 |
Students will identify some similarities and differences found in animals and plants that help them live in their unique habitat./15.03.01 |
Structures of Life |
|
|
3.18 |
Students will describe using examples, several ways organisms interact with each other./15.03.02 |
Structures of Life |
|
|
3.19 |
Students will relate sensory input to behavioral response with reasonable assistance./07.05.01 |
Structures of Life |
|
|
3.20 |
Students will develop a reasonable plan to teach an organism a learned behavior ./07.05.02 |
Structures of Life |
|
|
3.21 |
Students will explain with minor errors, how living things are classified by similar features, behaviors, and/or habits./08.05.02 |
Structures of Life |
|
|
3.22 |
Students will illustrate by providing several examples how there are variations among individuals within a population of a certain species./08.05.03 |
Structures of Life |
|
|
3.23 |
Students will relate reproduction to the continuation of every species./08.05.04 |
Structures of Life |
|
|
3.24 |
Students will classify animals and plants according to their physical characteristics with minimal help./09.05.01 |
Structures of Life |
|
|
3.25 |
Students will observe and describe the way the ground, water, and the air feels in the shade versus the sunlight./13.02.01 |
Weather: Douglas County kit |
|
|
3.26 |
Students will conduct experiments that demonstrate relationships among temperature, relative humidity, air movement, and rates of evaporation and condensation. /3.05.03 |
Weather: Douglas County kit |
|
|
3.27 |
Students will contrast personal basic minimal resource needs (food/water, shelter, warmth) to actual resource use; suggest ways that personal uses of limited resources can be reduced./16.05.04 |
Current Events study |
|