science vertical alignment oklahoma … grade to seventh grade ... keys, periodic table, biological...

Created by B Webster Red represents NEW PASS skill EDIT Blue represents rewording or new numbering July 2011 Book icons () identify Information Literacy skills of 14

SCIENCE VERTICAL ALIGNMENT OKLAHOMA Priority Academic Student Skills

FIFTH GRADE TO SEVENTH GRADE

The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in

Physical, Life, and Earth/Space Sciences.

SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure – Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for

observations are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

Fifth Grade Sixth Grade Seventh Grade 1.1 Observe and measure

objects, organisms, and/or events (e.g., mass, length, time, volume, temperature) using International System of Units (SI) (i.e., grams, milligrams, meters, millimeters, centimeters, kilometers, liters, milliliters, and degrees Celsius). Measure using tools (e.g., simple microscopes or magnifier, graduated cylinders, gram spring scales, metric rulers, metric balances and Celsius thermometers

1.1 Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.

1.1 Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.

1.2 Compare and/or contrast similar and/or different characteristics (e.g., color, shape, size, texture, sound, position, change) in a given set of objects, organisms or events.

1.2 Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, computers and handheld data collection devices to measure objects, organisms and/or events.

1.2 Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches, computers and handheld data collection devices to measure objects, organisms and/or events.




(Process Standard 1 continued) Fifth Grade Sixth Grade Seventh Grade

1.3 Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e., milli-, centi-, and kilo-) when measuring objects, organisms and/or events.

1.3 Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e., milli-, centi-, and kilo-) when measuring objects, organisms and/or events.


SCIENCE VERTICAL ALIGNMENT

OKLAHOMA Priority Academic Student Skills FIFTH GRADE TO SEVENTH GRADE

SCIENCE PROCESSES AND INQUIRY

Process Standard 2: Classify – classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships.

The student will accomplish these objectives to meet this process standard.

Fifth Grade Sixth Grade Seventh Grade 2.1 Classify a set of

objects, organisms, and/or events using no more than three observable properties (e.g., dichotomous keys).

2.1 Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys, periodic table, biological hierarchy)

2.1 Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys, periodic table, biological hierarchy)

2.2 Arrange objects, organisms, and/or events in serial order (e.g., least to greatest, fastest to

slowest).

2.2 Identify properties by which a set of objects, organisms, or events could be ordered.

2.2 Identify properties by which a set of objects, organisms, or events could be ordered.



FIFTH GRADE TO SEVENTH GRADE SCIENCE PROCESSES AND INQUIRY

Process Standard 3: Experiment – Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this

process standard.

Process Standard 3: Experimental design – Understanding experimental designs requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard.

Fifth Grade Sixth Grade Seventh Grade 3.1 *Ask questions

about the world and formulate an orderly plan to investigate a question.

3.1 *Ask questions about the world and design investigations that lead to scientific inquiry. Identify testable questions based on prior knowledge, background research, or observations.

3.2 Evaluate the design of a scientific investigation. (e.g., order of investigation procedures, number of tested variables).

3.2 Evaluate the design of a scientific investigation.

3.1 Evaluate the design of a scientific investigation.

3.3 *Design and conduct a scientific investigation.

3.3 Identify variables and/or controls in an experimental setup: independent variable ad dependent variable.

3.2 Identify variables and/or controls in an experimental setup: independent variable ad dependent variable.

3.4 *Identify a testable hypothesis for an experiment.

3.3 *Identify a testable hypothesis for an experiment.

3.5 *Follow a multistep procedure when carrying out experiments, taking measurements or performing technical tasks.

3.4 *Follow a multistep procedure when carrying out experiments, taking measurements or performing technical tasks.

3.4 Recognize potential hazards and practice safety procedures in all science activities.







Process Standard 4: Interpret and Communicate – Interpreting is a 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, and other visual representations and mathematical equations. The student will

accomplish these objectives to meet this process standard.

Fifth Grade Sixth Grade Seventh Grade 4.1 *Report data using

tables, line, bar, trend, and/or simple circle graphs.

4.1 *Report and record both quantitative/qualitative data in an appropriative method when given an experimental procedure or data.

4.1 *Report and record both quantitative/qualitative data in an appropriative method when given an experimental procedure or data.

4.2 Interpret data tables, line, bar, trend, and/or simple graphs.



4.3 Make predictions based on patterns in experimental data.

4.3 Evaluate data to develop reasonable explanations and/or predictions.

4.3 Evaluate data to develop reasonable explanations and/or predictions.

4.4 Communicate the results of investigations and/or give explanations based on data.

4.4 Determine if results of investigations support or do not support hypotheses.

4.4 Determine if results of investigations support or do not support hypotheses.

4.5 *Communicate scientific processes, procedures, and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation and digital presentation.

4.5 *Communicate scientific processes, procedures, and conclusions (e.g., model, poster, diagram, journal entry, lab report, scientific paper, oral presentation and digital presentation.





Fifth Grade Sixth Grade Seventh Grade Process Standard 5: 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. The student will accomplish these objectives to meet this process standard.

Process Standard 5: Inquiry – Inquiry can be defined as the skills necessary to carry out the process of scientific thinking. In order for inquiry to occur students must have the opportunity to make observations, pose questions, formulate testable hypotheses, carry out experiments, and make conclusions based on evidence. The student will accomplish these objectives to meet this process standard.

5.1 *Use different ways to investigate questions and evaluate the fairness of the test.

5.1 *Ask questions that can be answered through scientific investigation.

5.1 *Ask questions that can be answered through scientific investigation.

5.2 *Use a variety of measurement tools and technology.

5.2 *Design and conduct experiments utilizing scientific processes.

5.2 *Design and conduct experiments utilizing scientific processes.

5.3 *Formulate a general statement to represent the data.

5.3 *Use the engineering design process to address a problem or need (e.g., identify a need, conduct background research, prepare preliminary designs, build and test a prototype, test and revise design, communicate results.

5.3 *Use the engineering design process to address a problem or need (e.g., identify a need, conduct background research, prepare preliminary designs, build and test a prototype, test and revise design, communicate results.

5.4 *Share results of an investigation in sufficient detail so that data may be combined with data from other student and analyzed further.

5.4 *Understand the value of technology and use technology to gather data and analyze results of investigations (e.g., probes, hand-held digital devices, digital cameras, software).

5.4 *Understand the value of technology and use technology to gather data and analyze results of investigations (e.g., probes, hand-held digital devices, digital cameras, software , computers, calculators, digital balances. GPS).

5.5 *Develop a logical relationship between evidence and explanation to form and communicate a valid conclusion, and suggest alternative explanations.

5.5 *Develop a logical relationship between evidence and explanation to form and communicate a valid conclusion, and suggest alternative explanations.




Content Standards PHYSICAL SCIENCE

Fifth Grade Sixth Grade Seventh Grade Standard 1: Properties of Matter and Energy – Describe characteristics of objects based on physical qualities such as size, shape, color, mass, temperature, and texture. Energy can produce changes in properties of objects such as changes in temperature. The student will engage in investigations that integrate the process standards and

lead to the discovery of the following objectives:

Standard 1: Physical Properties in Matter. Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following

objectives:

Standard 1: Physical Properties in Matter. Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following

objectives:

1.1 Matter has physical properties that can be used for identification (e.g., color, texture, shape).

1.1 Matter has physical

properties that can be measured (i.e., mass, volume, temperature, color, and texture). Changes in

physical properties of objects can be observed, described, and measured using tools such as simple

microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers.

1.1 Matter has physical

properties that can be measured (i.e., mass, volume, temperature, color, texture, and density). Physical changes of a

substance do not alter the chemical nature of a substance (e.g., phase changes of water, sanding

wood).

1.2 Physical properties of objects can be observed, described, and measured

using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius

thermometers.

1.2 The mass of an object is not altered due to changes in shape.

1.2 Mixtures can be classified as homogenous or heterogeneous and can be separated by physical means.

1.3 Energy can be transferred in many ways (e.g., energy from the Sun to air, water, and metal)

1.4 Energy can be classified as either potential or kinetic.



FIFTH GRADE TO SEVENTH GRADE Content Standards PHYSICAL SCIENCE

Fifth Grade Sixth Grade Seventh Grade Standard 1 has the energy component for fifth grade

Standard 2: Transfer of Energy – Change from one form of energy to another. The student will engage in investigations that integrate the process standards and lead to the

discovery of the following objectives:

N/A

2.1 Energy exists in many forms such as heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways (e.g., potential to kinetic, electrical to light, chemical to electrical, mechanical to electrical).

2.2 Electrical circuits provide a means of transferring electrical energy when heat, light, and sound are produced (e.g., open

and closed circuits, parallel and series circuits).

2.3 Electric currents and magnets can exert a force on each other (e.g., direct and alternating

currents).


SCIENCE VERTICAL ALIGNMENT OKLAHOMA Priority Academic Student Skills.

FIFTH GRADE TO SEVENTH GRADE Content Standards

LIFE SCIENCE Fifth Grade Sixth Grade Seventh Grade

Standard 2: Organisms and Environments Organisms within an ecosystem are dependent on one another and the environment. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Standard 3: Structure and Function in Living Systems – Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Standard 2: Structure and Function in Living Systems – Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

2.1 Organisms in an ecosystem depend on each other for food, shelter, and reproduction. a. Ecosystems include

food chains and food webs.

b. Relationships exist between consumers, producers, and decomposers within an ecosystem.

c. Predators and prey relationships affect populations in an ecosystem.

3.1 Cells are the building blocks of all organisms (both plants and animals). a. Plant and animal

cells have similarities and differences (i.e., nucleus, mitochondria, cell wall, plasma membrane, chloroplast, and vacuole.

2.1 Living systems are organized by levels of complexity (i.e., cells, organisms, and ecosystems).

2.2 Changes in environmental conditions due to human interactions or natural phenomena can affect the survival of individual organisms and/or entire species. a. Earth’s resources

can be natural (non-renewable) or man-made (renewable).

b. The practices of recycling, reusing, and reducing help to conserve Earth’s limited resources.

3.2 Living systems are organized by levels of complexity (i.e., cells, organisms, and ecosystems).

2.2 Specialized structures perform specific functions at all levels of complexity (e.g., leaves of trees, wigs on birds, organelles in cells).



OKLAHOMA Priority Academic Student Skills. FIFTH GRADE TO SEVENTH GRADE

Content Standards

LIFE SCIENCE(continued)

Fifth Grade

Sixth Grade Seventh Grade

Standard 4: Populations &

Ecosystems Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem. The student will engage in investigations that integrate the process standards and lead to the

discovery of the following objectives:

Standard 3: Reproduction and Heredity

Reproduction is the process by which organisms give rise to offspring. Heredity is the passing of traits to offspring. All organisms must be able to grow and reproduce. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

4.1 Organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs.

3.1 Characteristics of an organism result from inheritance and from interactions with the environment (e.g., genes, chromosomes, DNA, inherited traits, cell division).

4.2 In all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Other relationships may be beneficial (e.g., producers/autotrophs, consumers/heterotrophs, symbiosis).

3.2 Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms.




LIFE SCIENCE(continued)

Fifth Grade Sixth Grade Seventh Grade

Standard 4: Behavior and Regulations – All organisms must be able to maintain stable

internal conditions while living in a constantly changing external environment. Behavioral response is a set of actions determined in part by

environment. Behavioral response is a set of actions determined in part by heredity and in part by experience. The student will engage in

investigations that integrate the process standards and lead to the discovery of the following objectives:

4.1 Living organisms strive to maintain a constant internal environment (i.e., homeostasis).

4.3 Living organisms have physical and/or behavioral responses to external stimuli (e.g., hibernation, migration, geotropism).




EARTH/SPACE SCIENCE

Fifth Grade Sixth Grade Seventh Grade

Standard 3: Structure of Earth and the Solar

System – Interaction between air, water, rock/soil, and all living things. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Standard 5: Structures of the Earth and the Solar

System The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives.

Standard 5: Structures of the Earth and the Solar

System The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives.

3.1 Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers.

5.1 Earth has four main systems that interact: the geosphere, the hydrosphere, the atmosphere, and the biosphere. a. The geosphere is the

portion of the Earth system that includes the Earth’s interior, rocks and minerals, landforms, and the processes that shape the Earth’s surface.

b. The hydrosphere is the liquid water component of the Earth. Water covers the majority of the Earth’s surface and circulates through the crust, oceans, and atmosphere in what is known as the water cycle.

c. The atmosphere is a mixture of nitrogen, oxygen, and trace

5.1 Global patterns of atmospheric movement influence local weather such as oceans’ effect on climate (e.g., sea breezes, land breezes, ocean current). Clouds, formed by the condensation of water vapor, affect local weather and climate.


gases that include water vapor. The atmosphere as a different physical and chemical composition at different elevations.

d. The biosphere is made up of all that is living on the Earth. It is a life-supporting global ecosystem, where living things depend on other organisms and the environments.

3.2 Weather exhibits daily and

seasonal patterns (i.e., air temperature, basic cloud types – cumulus, cirrus,

stratus, and nimbus, wind direction, wind speed, humidity, precipitation. a. Weather measurement

tools include thermometer, barometer, anemometer and rain gauge.

b. Weather maps are used to display current weather and weather predications.

5.2 The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun).

5.2 The solid crust of the earth consists of separate plates that move very slowly pressing against one another in some places and pulling apart in other places (i.e., volcanoes, earthquakes, mountain creation).

3.3 Earth is the third planet from the Sun in a system that includes the moon, the Sun, and seven other

planets. a. Most objects in the

solar system are in regular and predictable

motion (e.g., phases of the moon).

b. Objects in the Solar System have individual

characteristics (e.g., distance from Sun, number of moons, temperature of object).

c. The Earth rotates on its

axis while making revolutions around the Sun.




EARTH/SPACE SCIENCE (continued)

Fifth Grade Sixth Grade Seventh Grade 3.4 Earth is the third planet

from the Sun in a system that includes the moon, the Sun, and seven other planets. d. Most objects in the

solar system are in regular and predictable motion (e.g., phases of the moon).

e. Objects in the Solar System have individual characteristics (e.g.,

distance from Sun, number of moons, temperature of object).

f. The Earth rotates on its axis while making revolutions around the Sun.

Standard 6: Earth and the Solar System The earth is the third planet from the sun in a system that includes the moon, the sun, seven other planets and their moons and smaller objects (e.g., asteroids, comets, dwarf planets). The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

6.1 Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and

eclipses.

6.2 *Seasons result from variations in the amount of the sun’s energy hitting the surface due to the tilt of the earth’s rotation on its axis and the length of the day. The relationship of motion of the Sun, Earth, and Earth’s Moon is a result of the force of gravity.

science vertical alignment oklahoma … grade to seventh grade ... keys, periodic table, biological...

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