| GLE 1 |
Generate testable questions about objects, organisms, and events that can be answered through scientific investigation
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| GLE 2 |
Identify problems, factors, and questions that must be considered in a scientific investigation |
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| GLE 3 |
Use a variety of sources to answer questions |
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| GLE 4 |
| Design, predict outcomes, and conduct experiments to answer guiding questions |
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| GLE 5 |
Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment |
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| GLE 6 |
Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations |
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| GLE 7 |
Record observations using methods that complement investigations (e.g., journals, tables, charts) |
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| GLE 8 |
Use consistency and precision in data collection, analysis, and reporting |
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| GLE 9 |
Use computers and/or calculators to analyze and interpret quantitative data |
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| GLE 10 |
| Identify the difference between description and explanation |
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| GLE 11 |
Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) |
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| GLE 12 |
Use data and information gathered to develop an explanation of experimental results |
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| GLE 13 |
| Identify patterns in data to explain natural events |
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| GLE 14 |
Develop models to illustrate or explain conclusions reached through investigation |
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| GLE 15 |
Identify and explain the limitations of models used to represent the natural world |
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| GLE 16 |
Use evidence to make inferences and predict trends |
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| GLE 17 |
Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions |
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| GLE 18 |
Identify faulty reasoning and statements that misinterpret or are not supported by the evidence |
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| GLE 19 |
Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) |
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| GLE 20 |
Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations |
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| GLE 21 |
Distinguish between observations and inferences
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| GLE 22 |
Use evidence and observations to explain and communicate the results of investigations
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| GLE 23 |
Use relevant safety procedures and equipment to conduct scientific investigations |
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| GLE 24 |
Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research |
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| GLE 25 |
Compare and critique scientific investigations
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| GLE 26 |
| Use and describe alternate methods for investigating different types of testable questions |
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| GLE 27 |
Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving |
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| GLE 28 |
Recognize that investigations generally begin with a review of the work of others
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| GLE 29 |
Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge |
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| GLE 30 |
Describe why all questions cannot be answered with present technologies |
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| GLE 31 |
Recognize that there is an acceptable range of variation in collected data |
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| GLE 32 |
Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) |
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| GLE 33 |
Evaluate models, identify problems in design, and make recommendations for improvement |
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| GLE 34 |
Recognize the importance of communication among scientists about investigations in progress and the work of others |
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| GLE 35 |
Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding |
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| GLE 36 |
Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted |
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| GLE 37 |
Critique and analyze their own inquiries and the inquiries of others |
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| GLE 38 |
Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas |
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| GLE 39 |
Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) |
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| GLE 40 |
Evaluate the impact of research on scientific thought, society, and the environment
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| PHYSICAL SCIENCE |
| GLE 1 |
Measure a variety of objects in metric system units |
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| GLE 2 |
| Compare the physical properties of large and small quantities of the same type of matter |
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| GLE 3 |
| Describe the structure of atoms and the electrical charge of protons, neutrons, and electrons |
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| GLE 4 |
Identify the physical and chemical properties of various substances and group substances according to their observable and measurable properties (e.g., conduction, magnetism, light transmission) |
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| GLE 5 |
Describe the properties and behavior of water in its solid, liquid, and gaseous phases (states) |
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| GLE 6 |
Describe new substances formed from common chemical reactions (e.g., burning paper produces ash) |
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| MOTIONS AND FORCES |
| GLE 7 |
Compare, calculate, and graph the average speeds of objects in motion using both metric system and U.S. system units |
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| GLE 8 |
Explain that gravity accelerates all falling objects at the same rate in the absence of air resistance |
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| GLE 9 |
Demonstrate a change in speed or direction of an object's motion with the use of unbalanced forces |
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| TRANSFORMATIONS OF ENERGY |
| GLE 10 |
Compare potential and kinetic energy and give examples of each |
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| GLE 11 |
Classify energy resources as renewable , non-renewable , or inexhaustible |
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| GLE 12 |
Identify the Sun as Earth's primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion |
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| GLE 13 |
Investigate how changes in the position of a light source and an object alter the size and shape of the shadow |
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| GLE 14 |
| Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical) |
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| LIFE SCIENCE |
| GLE 15 |
| Identify the cell as the basic unit of living things |
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| GLE 16 |
Observe, identify, and describe the basic components of cells and their functions (e.g., cell wall, cell membrane, cytoplasm, nucleus) |
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| GLE 17 |
Compare plant and animal cells and label cell components |
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| GLE 18 |
Describe the metamorphosis of an amphibian (e.g., frog) |
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| GLE 19 |
| Describe the processes of photosynthesis and respiration in green plants |
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| GLE 20 |
Describe the levels of structural organization in living things (e.g., cells, tissues, organs, organ systems) |
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| GLE 21 |
| Identify diseases caused by germs and how they can be transmitted from person to person |
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| GLE 22 |
| Develop and use a simple dichotomous key to classify common plants and animals |
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| GLE 23 |
| Construct food chains that could be found in ponds, marshes, oceans, forests, or meadows |
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| GLE 24 |
| Describe the roles of producers, consumers, and decomposers in a food chain |
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| GLE 25 |
| Compare food chains and food webs |
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| GLE 26 |
| Identify and describe ecosystems of local importance |
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| GLE 27 |
| Compare common traits of organisms within major ecosystems |
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| GLE 28 |
| Explain and give examples of predator/prey relationships |
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| GLE 29 |
Describe adaptations of plants and animals that enable them to thrive in local and other natural environments |
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| EARTH AND SPACE SCIENCE |
| GLE 30 |
| Identify organic and inorganic matter in soil samples with the aid of a hand lens or microscope |
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| GLE 31 |
| Identify common rocks and minerals and explain their uses and economic significance |
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| GLE 32 |
| Demonstrate the results of constructive and destructive forces using models or illustrations |
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| GLE 33 |
| Identify the processes that prevent or cause erosion |
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| GLE 34 |
| Identify the components of the hydrosphere |
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| GLE 35 |
| Identify the atmosphere as a mixture of gases, water vapor, and particulate matter |
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| GLE 36 |
| Identify, describe, and compare climate zones (e.g., polar, temperate, tropical) |
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| GLE 37 |
| Identify typical weather map symbols and the type of weather they represent |
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| GLE 38 |
Estimate the range of time over which natural events occur (e.g., lightning in seconds, mountain formation over millions of years) |
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| GLE 39 |
| Identify the physical characteristics of the Sun |
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| GLE 40 |
| Describe the significance of Polaris as the North Star |
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| GLE 41 |
| Explain why the Moon, Sun, and stars appear to move from east to west across the sky |
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| GLE 42 |
| Differentiate among moons, asteroids, comets, meteoroids, meteors, and meteorites |
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| GLE 43 |
| Describe the characteristics of the inner and outer planets |
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| GLE 44 |
| Explain rotation and revolution by using models or illustrations |
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| GLE 45 |
| Identify Earth's position in the solar system |
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| GLE 46 |
| Identify and explain the interaction of the processes of the water cycle |
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| GLE 47 |
| Identify and explain advances in technology that have enabled the exploration of space |
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| GLE 48 |
Determine the ability of an ecosystem to support a population (carrying capacity) by identifying the resources needed by that population |
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| GLE 49 |
| Identify and give examples of pollutants found in water, air, and soil |
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| GLE 50 |
| Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species) |
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| GLE 51 |
Describe naturally occurring cycles and identify where they are found (e.g., carbon, nitrogen, water, oxygen) |
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