Revised pacing calendar July 28, 2005
Content Standard 2: Motion and Forces - the motion of an object can be
described by its position, direction of motion, and velocity. A change in motion
occurs when a net force is applied. The student will engage in investigations
that integrate the process standards and lead to the discovery of the following
objectives:
CS2.1 Motion/position of an object can be expressed both numerically and
graphically. Speed, velocity and acceleration are rates that can be used to
describe the motion of an object (using SI units).
CS2.2 Newton's Laws of Motion and Gravitation are used to predict and analyze
the effects of forces on the motion of objects.
CS2.3 Work is done when a force is moved through a distance. Simple machines
make work easier, and their efficiency can be assessed.
Process Standard 1: Observe and Measure - Observing is the first action taken by
the learner to acquire new information about an object or event. Opportunities
for observation are developed through the use of a variety of scientific tools.
Measurement allows observations to be quantified.
PS1.1 Identify qualitative and quantitative changes in given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS1.2 Use appropriate tools (e.g., metric ruler, graduated cylinder,
thermometer, balances, stopwatches) when measuring objects and/or events.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centri-, and kilo-) when measuring objects and/or events.
Process Standard 2: Classify - Classifying establishes order. Matter and events
are classified based on similarities, differences, and interrelationships.
PS2.1 Using observable properties, place an object and/or events into a
classification system.
PS2.2 Identify the properties by which a classification system is based.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
PS3.1 Evaluate the design of a physical science laboratory investigation.
PS3.2 Identify a hypothesis for a given problem in physical science
investigations.
PS3.3 Identify the independent variables, dependent variables, controls and
possible sources of error in an experiment.
PS3.4 Use mathematics to show relationships within a given set of observations
(e.g., concentration of solutions (ppm), motion graphs and energy conversions).
PS3.5 Recognize potential hazards and practice safety procedures in all physical
science activities.
Process Standard 4: Interpret and Communicate - Interpreting is the process of
recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a physical science
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a physical science investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
PS4.8 Identify and/or create an appropriate graph or chart from collected data,
tables, or written description.
Process Standard 5: Model - Modeling is the active process of forming a
mental or physical representation from data, patterns, or relationships to
facilitate understanding and enhance prediction.
PS5.1 Interpret a physical model, which explains a given set of observations.
PS5.2 Select predictions based on models.
PS5.3 Compare a given model to the physical world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary to
carry out the process of scientific or systemic thinking. In order for inquiry
to occur, students must have the opportunity to ask a question, formulate a
procedure, and observe phenomena.
PS6.1 Formulate a testable hypothesis and design an appropriate experiment
relating to the physical world.
PS6.2 Design and conduct physical science investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, measuring instruments,
and computers to collect, analyze, and display data.
PS6.4 Inquiries should lead to the formulation of explanations or models
(physical, conceptual, and mathematical). In answering questions, students
should engage in discussions (based on scientific knowledge, the use of logic,
and evidence from the investigation) and arguments that encourage the revision
of their explanations, leading to further inquiry.
Content Standard 3: Interaction of Energy and Matter - Energy, such as
potential, kinetic, and field, interacts with matter and is transferred during
these interactions. The student will engage in investigations that integrate the
process standards and lead to the discovery of the following objectives:
CS3.1 All energy can be considered to be either kinetic energy, which is the
energy of motion; potential energy, which depends on relative position; or
energy contained by a field such as electromagnetic waves.
CS3.2 Waves, including sounds and seismic waves, waves on water, and light
waves, have energy and can transfer energy when they interact with matter (such
as telescopes, solar power, and telecommunication technology).
Content Standard 4: The Earth System - A system that has change over time, which
includes dynamic changes in earth's crust, is the Earth system.
CS 4.1 Geologic Time can be estimated by observing rock sequences and fossils to
correlate the sequence at various locations.
CS 4.2 The solid crust of the earth consists of separate plates the move very
slowly pressing against one another in some places and pulling apart in other
places (i.e., volcanoes, earthquakes, and mountain building).
Process Standard 1: Observe and Measure - Observing is the first action taken by
the learner to acquire new information about an object or event. Opportunities
for observation are developed through the use of a variety of scientific tools.
Measurement allows observations to be quantified.
PS1.1 Identify qualitative and quantitative changes in given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS1.2 Use appropriate tools (e.g., metric ruler, graduated cylinder,
thermometer, balances, stopwatches) when measuring objects and/or events.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centri-, and kilo-) when measuring objects and/or events.
Process Standard 2: Classify - Classifying establishes order. Matter and events
are classified based on similarities, differences, and interrelationships.
PS2.1 Using observable properties, place an object and/or events into a
classification system.
PS2.2 Identify the properties by which a classification system is based.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
PS3.1 Evaluate the design of a physical science laboratory investigation.
PS3.2 Identify a hypothesis for a given problem in physical science
investigations.
PS3.3 Identify the independent variables, dependent variables, controls and
possible sources of error in an experiment.
PS3.4 Use mathematics to show relationships within a given set of observations
(e.g., concentration of solutions (ppm), motion graphs and energy conversions).
PS3.5 Recognize potential hazards and practice safety procedures in all physical
science activities.
Process Standard 4: Interpret and Communicate - Interpreting is the process of
recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a physical science
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a physical science investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
PS4.8 Identify and/or create an appropriate graph or chart from collected data,
tables, or written description.
Process Standard 5: Model - Modeling is the active process of forming a mental
or physical representation from data, patterns, or relationships to facilitate
understanding and enhance prediction.
PS5.1 Interpret a physical model, which explains a given set of observations.
PS5.2 Select predictions based on models.
PS5.3 Compare a given model to the physical world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary to
carry out the process of scientific or systemic thinking. In order for inquiry
to occur, students must have the opportunity to ask a question, formulate a
procedure, and observe phenomena.
PS6.1 Formulate a testable hypothesis and design an appropriate experiment
relating to the physical world.
PS6.2 Design and conduct physical science investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, measuring instruments,
and computers to collect, analyze, and display data.
PS6.4 Inquiries should lead to the formulation of explanations or models
(physical, conceptual, and mathematical). In answering questions, students
should engage in discussions (based on scientific knowledge, the use of logic,
and evidence from the investigation) and arguments that encourage the revision
of their explanations, leading to further inquiry.
Content Standard 1: Structure and Properties of Matter - All matter is made
up of atoms. Its structure is made up of repeating patterns and has
characteristic properties. The student will engage in investigations that
integrate the process standards and lead to the discovery of the following
objectives:
1.1 Matter has characteristic properties, such as boiling points, melting
points, and density which distinguish pure substances and can be used to
separate one substance from another.
1.2 Matter is made up of minute particles called atoms, and atoms are composed
of even smaller components (i.e., protons, neutrons, and electrons).
Process Standard 1: Observe and Measure - Observing is the first action taken by
the learner to acquire new information about an object or event. Opportunities
for observation are developed through the use of a variety of scientific tools.
Measurement allows observations to be quantified.
PS1.1 Identify qualitative and quantitative changes in given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS1.2 Use appropriate tools (e.g., metric ruler, graduated cylinder,
thermometer, balances, stopwatches) when measuring objects and/or events.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centri-, and kilo-) when measuring objects and/or events.
Process Standard 2: Classify - Classifying establishes order. Matter and events
are classified based on similarities, differences, and interrelationships.
PS2.1 Using observable properties, place an object and/or events into a
classification system.
PS2.2 Identify the properties by which a classification system is based.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
PS3.1 Evaluate the design of a physical science laboratory investigation.
PS3.2 Identify a hypothesis for a given problem in physical science
investigations.
PS3.3 Identify the independent variables, dependent variables, controls and
possible sources of error in an experiment.
PS3.4 Use mathematics to show relationships within a given set of observations
(e.g., concentration of solutions (ppm), motion graphs and energy conversions).
PS3.5 Recognize potential hazards and practice safety procedures in all physical
science activities.
Process Standard 4: Interpret and Communicate - Interpreting is the process of
recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a physical science
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a physical science investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
PS4.8 Identify and/or create an appropriate graph or chart from collected data,
tables, or written description.
Process Standard 5: Model - Modeling is the active process of forming a mental
or physical representation from data, patterns, or relationships to facilitate
understanding and enhance prediction.
PS5.1 Interpret a physical model, which explains a given set of observations.
PS5.2 Select predictions based on models.
PS5.3 Compare a given model to the physical world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary to
carry out the process of scientific or systemic thinking. In order for inquiry
to occur, students must have the opportunity to ask a question, formulate a
procedure, and observe phenomena.
PS6.1 Formulate a testable hypothesis and design and appropriate experiment
relating to the physical world.
PS6.2 Design and conduct physical science investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, measuring instruments,
and computers to collect, analyze, and display data.
PS6.4 Inquiries should lead to the formulation of explanations or models
(physical, conceptual, and mathematical). In answering questions, students
should engage in discussions (based on scientific knowledge, the use of logic,
and evidence from the investigation) and arguments that encourage the revision
of their explanations, leading to further inquiry.
Content Standard 1: Structure and Properties of Matter (continued) - All
matter is made up of atoms. Its structure is made up of repeating patterns and
has characteristic properties. The student will engage in investigations that
integrate the process standards and lead to the discovery of the following
objectives:
1.3 An element is composed of a single type of atom. When elements are listed in
order according to the number of protons (called the atomic number), repeating
patterns of physical and chemical properties identify families of elements with
similar properties.
1.4 A compound is formed when two or more atoms bind together chemically by
transferring or sharing outer electrons. The outer (valence) electrons of the
atoms determine what compounds can be formed.
1.5 Chemical reactions occur when elements or compounds interact to form new
substances. Energy, mass and number of atoms involved in chemical reactions is
conserved.
Content Standard 5: The Universe- The Universe is an ever-changing system of
matter and energy that exits now, in the past, and in the future.
CS 5.1 The stars differ from each other in size, temperature and age, but they
appear to be made up of the same elements that are found on the earth.
CS 5.2 All stars have a life cycle including birth, development, and death.
Fusion reactions in stars release great amounts of energy and matter over
millions of years.
Process Standard 1: Observe and Measure - Observing is the first action taken by
the learner to acquire new information about an object or event. Opportunities
for observation are developed through the use of a variety of scientific tools.
Measurement allows observations to be quantified.
PS1.1 Identify qualitative and quantitative changes in given conditions (e.g.,
temperature, mass, volume, time, position, length) before, during, and after an
event.
PS1.2 Use appropriate tools (e.g., metric ruler, graduated cylinder,
thermometer, balances, stopwatches) when measuring objects and/or events.
PS1.3 Use appropriate System International (SI) units (i.e., grams, meters,
liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-,
centri-, and kilo-) when measuring objects and/or events.
Process Standard 2: Classify - Classifying establishes order. Matter and events
are classified based on similarities, differences, and interrelationships.
PS2.1 Using observable properties, place an object and/or events into a
classification system.
PS2.2 Identify the properties by which a classification system is based.
Process Standard 3: Experiment - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas.
PS3.1 Evaluate the design of a physical science laboratory investigation.
PS3.2 Identify a hypothesis for a given problem in physical science
investigations.
PS3.3 Identify the independent variables, dependent variables, controls and
possible sources of error in an experiment.
PS3.4 Use mathematics to show relationships within a given set of observations
(e.g., concentration of solutions (ppm), motion graphs and energy conversions).
PS3.5 Recognize potential hazards and practice safety procedures in all physical
science activities.
Process Standard 4: Interpret and Communicate - Interpreting is the process of
recognizing patterns in collected data by making inferences, predictions, or
conclusions. Communicating is the process of describing, recording, and
reporting experimental procedures and results to others. Communication may be
oral, written, or mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical equations.
PS4.1 Select appropriate predictions based on previously observed patterns of
evidence.
PS4.2 Report data in an appropriate manner.
PS4.3 Interpret data tables, line, bar, trend, and/or circle graphs.
PS4.4 Accept or reject hypotheses when given results of a physical science
investigation.
PS4.5 Evaluate experimental data to draw the most logical conclusion.
PS4.6 Prepare a written report describing the sequence, results, and
interpretation of a physical science investigation or event.
PS4.7 Communicate or defend scientific thinking that results in conclusions.
Process Standard 5: Model - Modeling is the active process of forming a
mental or physical representation from data, patterns, or relationships to
facilitate understanding and enhance prediction.
PS5.1 Interpret a physical model, which explains a given set of observations.
PS5.2 Select predictions based on models.
PS5.3 Compare a given model to the physical world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary to
carry out the process of scientific or systemic thinking. In order for inquiry
to occur, students must have the opportunity to ask a question, formulate a
procedure, and observe phenomena.
PS6.1 Formulate a testable hypothesis and design and appropriate experiment
relating to the physical world.
PS6.2 Design and conduct physical science investigations in which variables are
identified and controlled.
PS6.3 Use a variety of technologies, such as hand tools, measuring instruments,
and computers to collect, analyze, and display data.
PS6.4 Inquiries should lead to the formulation of explanations or models
(physical, conceptual, and mathematical). In answering questions, students
should engage in discussions (based on scientific knowledge, the use of logic,
and evidence from the investigation) and arguments that encourage the revision
of their explanations, leading to further inquiry.