|
Obj # |
District Objective/State # |
Required FOSS kit Suggested Activities and Resources |
|
|
4.1 |
Students will predict, sort and classify objects and materials that magnets attract; demonstrate and describe that like magnetic poles repel./01.05.05 |
Electricity and Magnetism |
|
|
4.2 |
Students will follow instructions to build electrical circuit (parallel or series) and describe the use of various components such as switches, wires, batteries, sockets, motor and lights./03.05.04 |
Electricity and Magnetism |
|
|
4.3 |
Students will describe objects specifically in terms of observable properties (i.e. color, texture, size and state of matter)./02.03.01 |
Earth Materials |
|
|
4.4 |
Students will identify various samples of Earth materials (e.g., rocks, minerals, soil, sand, gravel, water, ice, air) with few or no errors./10.03.01 |
Earth Materials |
|
|
4.5 |
Students will explain that natural resources are used for many purposes (e.g., trees are used for construction, paper, and fuel)/16.03.01 |
Earth Materials |
|
|
4.6 |
Students will describe the mineral content of a rock sample in terms of easily observed properties of the minerals they contain (e.g., color/darkness of minerals, size of crystals)./10.05.01 |
Earth Materials |
|
|
4.7 |
Students will simulate, using hands-on materials, and describe the various ways that fossils form (e.g., cast/mold formation, imprints) with minimal assistance./12.05.02 |
Earth Materials |
|
|
4.8 |
Students will observe samples of various materials (e.g., wood, cloth, paper, metal, plastic, composites), and describe their properties (e.g., how they respond to various stresses, how they react with other materials/chemicals, what happens in the presence of heat/fire, electrical and magnetic properties)/16.05.01 |
Electricity and Magnetism |
|
|
4.9 |
Students will describe relationships, using models and references to first-hand observations, between increase in slope and increase in erosion rate; increase in slope and decrease in deposition rate; and the ways in which man's activities can increase erosion rates (e.g., deforestation and soil removal) or decrease erosion rates (e.g., reforestation or minimum-impact construction)./10.05.02 |
Landforms |
|
|
4.10 |
Students will describe, using models or maps, flat, protruding, and depressed features of the Earth's surface, including features of the ocean floor./10.05.03 |
Landforms Resource: ESS pg. 90 - 105 (Oceanography) |
|
|
4.11 |
Students will identify, given a map, the directions north, south, east, and west./11.05.01 |
Landforms |
|
|
4.12 |
Students will use the Nevada state road map to plan a route between various points of interest in the state (e.g., plan a route from their home to an interesting feature like the Berlin Ichthyosaur or Lehmann Caves) with minimal assistance./11.05.02 |
Landforms |
|
|
4.13 |
Students will construct a map of a local or regional feature (e.g., the classroom, school grounds, or neighborhood) with minimal assistance./11.05.03 |
Landforms |
|
|
4.14 |
Students will compare and contrast, using various laboratory, print, multimedia, and Internet resources, amount of time required to cause various changes on the surface of the Earth (e.g., weathering, erosion, earthquakes, volcanic eruptions).12.05.01 |
Landforms |
|