| GLE 1 |
Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
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| GLE 2 |
Pose questions that can be answered by using students' own observations, scientific knowledge, and testable scientific investigations |
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| GLE 3 |
Use observations to design and conduct simple investigations or experiments to answer testable questions |
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| GLE 4 |
| Predict and anticipate possible outcomes |
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| GLE 5 |
Identify variables to ensure that only one experimental variable is tested at a time |
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| GLE 6 |
Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) |
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| GLE 7 |
Use the five senses to describe observations |
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| GLE 8 |
Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units |
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| GLE 9 |
Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data |
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| GLE 10 |
Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate |
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| GLE 11 |
Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction |
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| GLE 12 |
Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) |
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| GLE 13 |
Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) |
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| GLE 14 |
Identify questions that need to be explained through further inquiry |
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| GLE 15 |
Distinguish between what is known and what is unknown in scientific investigations |
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| GLE 16 |
Select the best experimental design to answer a given testable question |
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| GLE 17 |
Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) |
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| GLE 18 |
Base explanations and logical inferences on scientific knowledge, observations, and scientific evidence |
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| GLE 19 |
Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment |
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| GLE 20 |
| Determine whether further investigations are needed to draw valid conclusions |
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| GLE 21 |
Use evidence from previous investigations to ask additional questions and to initiate further explorations
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| GLE 22 |
Explain and give examples of how scientific discoveries have affected society
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| GLE 23 |
Determine linear, volume, and weight/mass measurements by using both metric system and U.S. system units to compare the results |
RESOURCE:
http://www5.unitedstreaming.com
Video:
Matter and It's Properties: Measuring Matter
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| GLE 24 |
Illustrate how heating/cooling affects the motion of small particles in different phases of matter |
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| GLE 25 |
Describe various methods to separate mixtures (e.g., evaporation, condensation, filtration, magnetism)
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| GLE 26 |
Measure, record, and graph changes in position over time (e.g., speed of cars, ball rolling down inclined plane) |
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| GLE 27 |
Describe how the amount of force needed to cause an object to change its motion depends on the mass of the object |
RESOURCE:
http://www5.unitedstreaming.com
Video: Lets Move It: Newton's Laws of Motion
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| GLE 28 |
Explain the relationship between volume (amplitude) of sound and energy required to produce the sound
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| GLE 29 |
Compare the rates at which sound travels through solids, liquids, and gases |
RESOURCE:
http://school.discovery.com/lessonplans/programs/soundwaves/ |
| GLE 30 |
Explain the relationship between frequency (rate of vibration) and pitch |
RESOURCE:
http://www.smv.org/pubs/PSSolutionsSquaker.pdf |
| GLE 31 |
Diagram what happens to white light as it passes through a prism |
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| GLE 32 |
Describe how light bends or refracts when traveling through various materials (e.g., pencil in a glass of water) |
RESOURCE:
http://www.cape.k12.mo.us/jefferson/grammer/Light.html |
| GLE 33 |
Describe how heat energy moves through a material by conduction |
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| GLE 34 |
| Give examples of ways heat can be generated through friction (e.g., rubbing hands) |
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| GLE 35 |
Give examples of ways heat can be produced by conversion from other sources of energy |
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| GLE 36 |
Test and classify materials as conductors and insulators of electricity |
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| GLE 37 |
Demonstrate how a complete circuit is needed for conducting electricity |
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| GLE 38 |
| Explain the effects of Earth's gravity on all objects at or near the surface of Earth |
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| GLE 39 |
Describe energy transformations (e.g., electricity to light, friction to heat) |
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| GLE 40 |
Explain the functions of plant structures in relation to their ability to make food through photosynthesis (e.g., roots, leaves, stems, flowers, seeds)
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RESOURCE:
http://www.davidson.k12.nc.us/webquests/plants.htm |
| GLE 41 |
Describe how parts of animals' bodies are related to their functions and survival (e.g., wings/flying, webbed feet/swimming) |
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| GLE 42 |
Describe how the organs of the circulatory and respiratory systems function |
RESOURCE:
http://projects.edtech.sandi.net/brooklyn/humanbody/ |
| GLE 43 |
| Explain the primary role of carbohydrates, fats, and proteins in the body |
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| GLE 44 |
Analyze food labels to compare nutritional content of foods (e.g., amounts of carbohydrates, fats, proteins) |
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| GLE 45 |
| Identify reproductive structures in plants and describe the functions of each |
RESOURCE:
http://www.davidson.k12.nc.us/webquests/plants.htm |
| GLE 46 |
Describe how some plants can be grown from a plant part instead of a seed |
RESOURCE:
http://www5.unitedstreaming.com
Video:
All About Plants |
| GLE 47 |
| Sequence stages in the life cycles of various organisms, including seed plants |
RESOURCE:
http://www5.unitedstreaming.com
Video: Life Cycles |
| GLE 48 |
Classify examples of plants and animals based on a variety of criteria |
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| GLE 49 |
Compare similarities and differences between parents and offspring in plants and animals |
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| GLE 50 |
Explain how some organisms in a given habitat compete for the same resources |
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| GLE 51 |
Describe how organisms can modify their environment to meet their needs (e.g., beavers making dams) |
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| GLE 52 |
Describe how some plants and animals have adapted to their habitats |
RESOURCE:
http://www.wcusd5.net/attend/rogers/grommpat/Animal%20Habitats/index.htm |
| GLE 53 |
Identify the habitat in which selected organisms would most likely live and explain how specific structures help organisms to survive |
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| GLE 54 |
Describe the effect of sudden increases or decreases of one group of organisms upon other organisms in the environment |
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| GLE 55 |
Recognize that sedimentary rocks are composed of particles that result from weathering and erosion (e.g., sandstones, conglomerates) |
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| GLE 56 |
Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth) |
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| GLE 57 |
Explain how unequal heating of Earth's land and water affects climate and weather by using a model |
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| GLE 58 |
Draw, label, and explain the components of a water cycle |
RESOURCE:
http://www5.unitedstreaming.com
Video:
Water Smart: The Sun, Water Cycle, and Climate |
| GLE 59 |
Measure, chart, and predict the weather using various instruments (e.g., thermometer, barometer, anemometer) |
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| GLE 60 |
| Identify various types of weather-related natural hazards and effects (e.g., lightning, storms) |
RESOURCE:
http://www5.unitedstreaming.com
Video:
Dynamic Earth
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| GLE 61 |
| Identify safety measures applicable to natural hazards |
RESOURCE:
http://www5.unitedstreaming.com
Video:
Severe Weather Safety: Watch for the Warning
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| GLE 62 |
| Classify rocks and minerals according to texture, color, luster, hardness, and effervescence |
RESOURCE:
http://cte.jhu.edu/techacademy/fellows/brannon/webquest/kmbindex.html |
| GLE 63 |
Demonstrate and explain how Earth's surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes) |
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| GLE 64 |
| Describe and sequence the phases of the Moon and eclipses |
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| GLE 65 |
| Compare a solar and a lunar eclipse |
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| GLE 66 |
| Diagram the movement of the Moon around Earth and the movement of Earth around the Sun |
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| GLE 67 |
| Explain the changing appearance of the Moon and its location in the sky over the course of a month |
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| GLE 68 |
| Identify the relationship between Earth's tilt and revolution and the seasons |
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| GLE 69 |
Explain how technology has improved our knowledge of the universe (e.g., Hubble telescope, space stations, lunar exploration) |
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| GLE 70 |
Design an ecosystem that includes living (biotic) and nonliving (abiotic) components and illustrates interdependence |
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| GLE 71 |
Describe and explain food chains/webs and the directional flow of energy in various ecosystems (e.g., construct a model, drawing, diagram, graphic organizer) |
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| GLE 72 |
| Predict and describe consequences of the removal of one component in a balanced ecosystem (e.g., consumer, herbivores, nonliving component) |
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