Science Competencies & Skills←← http://subjectareatestprep.pds-hrd.wikispaces.net/file/view/ElemSciPP ←← SEE QUIA for additional support & tutorials←← http://www.chem4kids.com ← http://www.edheads.org ← http://www.sciencebuddies.org ←← Good Source; Sciencesaurus←←←

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18 Knowledge of the nature of matter← 1. Identify the physical(sensory) and chemical (atomic Makeup) properties of matter (e.g., mass, volume, density, and chemical change). SmellyHarryTeachesOthersScienceCounts (size, hardness, texture, odor. shape, color)← 2. Identify the characteristics of elements, compounds, and mixtures and distinguish among the states of matter (solids, liquids, and gases). Molecular spacing and movement friction; a solution(homogeneous) can be a mixture, but a mixture (heterogeneous) cannot be a solution,

← 3. Identify the basic components of the atom (i.e., electrons, neutrons, protons).

←

←←← http://www.teachertube.com/viewVideo.php?video_id=105573 ←

K 1st 2nd 3rd 4th

5th

← absorb← change← color← container← evaporate← five senses (M)← float← flows← gas(M)**← height← length← liquid (M)**← mass(M)← matter← material← object

← change of state**← color (M)← float *← gas * (M)**← height *← length *← liquid * (M)**← magnify (M)← mass**(M) *← matter * **← particles *← phase changes← phases of matter← physical property

← change of state * **← chemical change← differences← dissolve(M)← gas * (M)**← irreversible change← liquid * (M)**← mass * (M)← material← matter* **← mixture (M)**← molecules← particles← phase changes← physical change← phases of matter

← atom**(M)← change of state← chemical← change**(M)← condensation(M)← conservation of← matter(M)← cooling (M)← evaporation**(M)← fog← gas**(M)← heating**(M)← kilogram← liquid**(M)← mass**(M)← matter← mixture**(M)← molecules← particles← phase changes(M)← phases of matter← physical change**

← atoms (M**)← attributes← boiling point(M)← Celsius← characteristics← chemical← changes(M)**← combustibility← compounds**← condensation(M)← conductivity(M)← conductors(M)← conservation of← matter*(M)← density(M)**← ductile← electron← elements**← evaporation(M)**

← pattern← physical property← science (M)← shape (M)← sink← solid**← sort← surface← texture← water (M)← weightwidth

← * **(M)← rough← shape (M)← sink *← size (M)← smooth← solid * (M)**← states of matter← texture (M)← weight *width *

← physical property← *(M)← reversible change← separate← similarities← size *← solid* (M)**← solution← states of matter (M)← steamwater vapor

← physical property← solid**(M)← solution**← states of← matter**(M)← steamtemperature(M)

← freezing(M)← heat(M)**← insulators← luster← malleable← mass(M)**← melting point(M)← metals← mixtures*(M)**← molecules(M)← neutron← nonmetals← nucleus← particles← periodic table← phase changes(M)← physical changes**← physical property← proton← reactivity← solubility← solute← solutions**← solvent← states of← matter**(M)

← sublimation← temperature* (M)← thermal energyvolume

←

19 Knowledge of forces, motion, and energy← 1. Apply knowledge of temperature and heat. The presence of Thermal energy ← 2. Identify the types and characteristics of contact forces (e.g., mechanical) and at-a-distance forces (e.g., magnetic, gravitational, and electrostatic). ← 3. Apply knowledge of simple machines to solve problems involving work. Six classes; lever, pulley, wheel & axel, wedge, inclined plane, gears

← 4. Identify the properties and characteristics of sounds as they apply to everyday situations. ← 5. Apply knowledge of light and optics to practical applications (i.e., reflection, refraction, and diffusion).

← 6. Identify the regions of the electromagnetic spectrum and the relative wavelengths and energy associated with each region. Wavestown worksheet

← 7. Identify characteristics and examples of static electricity. ← 8. Apply knowledge of currents, circuits, conductors, and insulators to everyday situations. ← 9. Identify types of magnets, their characteristics, and their applications to everyday situations. ← 10. Identify types of energy (e.g., chemical, electrical, nuclear, mechanical, magnetic, radiant, and solar). ←←← http://www.teachertube.com/viewVideo.php? video_id=26285&title=The_Electromagnetic_Spectrum←← http://www.teachertube.com/viewVideo.php?video_id=89787 ←

K 1st 2nd 3rd 4th 5th← attract← force← gravity (M)**← machine(M)← magnet (M)← material← motion(M)← movement← pull (M)← push (M)← repel← roll← slide← tooltransportation

← aquarium← energy(M)**← energy flow← energy system← energy← transfer← freezing (M)← heat (M)**← heat gain← heat loss← interaction← light (M)**← melt← model energy← system← reflect**← refract**← solar

← Aquarium *← boil← calories← condense← condensation**← cool← digestion← energy (M)← energy system← evaporate**← freeze← heat (M)← heat gain← heat loss← melt← model energy← system← nutrientsterrarium *

← Celsius← conduction(M)← conductor← convection(M)← energy**(M)← Fahrenheit(M)← growth(M)← heat← transfer**(M← heat**(M)← insulator(M)← organism**← particles← radiation(M)← temperature(M← volume← water vaporweight thermal energy← balance

← acceleration *(M)← balanced force*← (M)← circuit*← conductor*(M)← effort force*← electric current← *(M)← electricity* (M)← electromagnet*← force* **← frame of← reference*← friction* **← gravity* **← inclined plane* **← insulator*← lever* **

← battery terminal← biomass← chemical bonds← chemical energy(M)← compression← concave← conduction*(M)← conductor(M)← convection*(M)← convex← dry cell← electric charge← electric circuit*← electric current(M)← electric force← electricity(M)← electromagnet← electron

energy← sun← system← terrariumtransparent← force← friction(M)*← *← gravity← motion (M)← pull * (M)← push * (M)← sound (M)← sound wave← speed← surface← vibration← (M)wave

d force(M)← force**← friction**(M← gravity**(M)← motion(M)← speed(M)← newton← position(M)← pull(M)← push(M)← unbalanced← force(M)← vibrations← waves← weight(M)work

← magnet* (M)← magnetic field*← magnetic pole*← motion *(M)← newton *← parallel circuit*← position *(M)← pulley *(M)← relative motion(M)← resistor*← screw*← series circuit*← simple machine*← speed *(M)← static electricity*← unbalanced force*← (M)← wedg

← energy**← filament← fossil fuels← frequency← geothermal energy← hydroelectric energy← insulator← kinetic energy**← law of conservation of← energy← lens← light energy← magnetism**(M)← mechanical energy← molecules*(M)← negative chargenonrenewable← resource**

e*← weight*← wheel and axle* **work*

← nuclear energy← opaque← parallel circuit← pitch← positive charge← potential energy**(M)← radiation(M)← reflection* **← refraction* **← renewable resource*← **← resistor← series circuit← short circuit← solar energy← sound energy← static electricity← thermal energy← tidal energy

← transformation of← energy← transparent← ultraviolet light← vibrations← volume*← wave length(M)← waves*wind energy

←←

20 Knowledge of processes that shape the Earth←← 1. Identify characteristics of geologic formations, the mechanisms by which they were formed, and their relationship to the movement of tectonic plates. Weathering & erosion← 2. Identify how fossils are formed and how fossils are used in interpreting the past and extrapolating to the future. ← 3. Interpret geologic maps, including topographic and weather maps that contain symbols, scales, legends, directions, latitudes, and longitudes. ← 4. Identify the major groups of rocks, examples of each, and the processes of their formation.

← 5. Identify atmospheric conditions (e.g., air masses, wind patterns, cloud types, and storms) and properties of air.

← 6. Identify the movement of water in the water cycle, including types of precipitation and causes of condensation.

← 7. Identify ways in which land and water interact (e.g., soil absorption, runoff, leaching, percolation, sinkholes, aquifers, and reservoirs). ←←← http://www.teachertube.com/viewVideo.php?video_id=7708 ←

K 1st 2nd 3rd 4th 5th← change← cloud(M)← day← earth← fall/autumn← freeze← hail← melt← night← precipitation (M)← rain← rain gauge← seasons← sky (M)← sleet← snow← spring← storm← summer← sunlight← water← weather (M)← weather← patterns← wind gauge← windwinter

← ancient← archaeologist← biosphere← boulder (M)← drought← Earth's surface← extinct← flood← fossils**← grain of sand← litter← mineral← natural resource← paleontologist← pollution**← prehistoric animals← (M)← reconstruct← recover *← recycle *← reduce *← resource**

← air mass(M)← air pressure← atmosphere**(M)← climate(M)← clouds(M)← cold front← condensation(M)← cool(ing)**(M)← dew← estuary← evaporation**← forecast← fresh water(M)← gas**(M)← glacier(M)← weather(M)← groundwater(M)← hail← heat(ing)**(M)← hurricane← lightning← liquid**(M)← meteorologist← ozone← precipitation(M)← rain gauge

← active volcano← atmosphere(M)**← boundary← cave← compression← continental crust← continental← drift*← convection *(M)← core* (M)← crater← crust← deposition* **← dome← drought(M)← earthquake (M)**← epicenter← erosion* (M)**← fault*← fault line← flood*

← air pressure← anthracite← atmosphere← condensation* **← continental drift*← continental shelf← core*← crust*← delta← deposition* **← earthquake← erosion* **← evaporation* **← fault*← fossil* **← fossil fuels← glaciers*← global warming← greenhouse effect*← humidit

← reuse *← rock properties← sand (M)soil (M)

← salt water(M)satellitesleet← thermal energy← thunderhead← thunderstorm← tornado← troposphere← warm front← water cycle**(M)← water vapor← weather← conditions (M)weather vane

← focus← front*← glacier (M)← greenhouse← effect*← hardness← humidity*← hurricane← igneous rock← (M)**← inner core← lava← lithosphere← luster← magma*← magma chamber← mantle *← metamorphic← rock**← mineral (M)← oceanic crust← outer core← plate *

y← ice wedging← landforms← lignite← magma*← mantle*← mass movement← microclimate← natural gas← natural resource← nitrogen cycle← nonrenewable← resource← pangea← peat←← plate*← precipitation*← recycling← renewable resource← reusable resource

← plate tectonics← pressure (M)← ridge← rift← rock cycle(M)← sediment*← sedimentary← rock**← seismograph← shock waves← soil composition← (M)← stalactite*← stalagmite*← storm surge← streak← subduction zone*← tide(M)← Topography**← transverse← tsunami← vent

← sediment← stalactite*← stalagmite*← subduction zone← volcanoweathering(M)

← vibration← volcano**← water cycle**← waveweathering(M)**

←

21 Knowledge of Earth and space← 1. Identify the components of Earth’s solar system and compare their

individual characteristics. ← 2. Demonstrate knowledge of space exploration (e.g., history, purposes, and benefits). ← 3. Identify the phases of the moon and the moon’s effect on Earth. See tides←←

← http://www.teachertube.com/viewVideo.php? video_id=657&title=What_Causes_Seasons_on_Earth←← 4. Identify Earth’s orbital pattern and its effect on the seasons. rotAte=dAy (on Earth’s axis) rEvolve=year (around the Sun)←←

K 1st 2nd 3rd 4th 5th

←← astronomy(M)← astronomer← axis← constellation**← crater← crescent← day (M)← galaxy**← hour← month (M)← moon (M)← night (M)← orbit← phases of the← moon**← planet**(M)← revolution← rotation← season← seasonal change (M)← solar energy← solar system(M)← star (M)← sun *← sunrise← sunset← tilt of the axis**← universe**(M

← astronomy* (M)← asteroid* (M)← axis* (M)**← comet(M)← constellation(M)**← crater← crescent← equator**← galaxy(M)**← gas giants← gibbous← gravitational← force (M)← inner planets← meteor (M)← meteoroid← Milky Way(M)**← moon phases*(M)← orbit*(M)← outer planets← planet**← prominence*← revolution← rotation* (M)← satellite← seasons*← solar system(M)**← star(M)**← sunspots← telescope(M)← tilt of the← axis(M)**

← absolute magnitude← apparent magnitude← asteroid*(M)← astronomy*← axis*← convection zone← corna← eclipse← ellipse← elliptical← galaxy* (M)**← light year← lithosphere← magnitude← main sequence← mesosphere← moon phases*(M← nebula← orbit*(M)← ozone← photosphere← prominen

)← visible← wane← waxyear(M)

← universe(M)**← wane*wax*

ce*← protostar← radiation zone← revolution*← rotation*← satellite(M)← solar flare← solar wind← space probe← sunspot*← stratosphere← telescopetroposphere← universe← wane*wax*

←

22 Knowledge of the processes of life←← 1. Compare and contrast living and nonliving things. ← 2. Distinguish among microorganisms (i.e., viruses, bacteria, and protozoans). ← 3. Differentiate structures and functions of plant and animal cells.

← 4. Identify the major steps of the plant physiological processes of photosynthesis, transpiration, reproduction, and respiration.

← 5. Identify the structures and functions of organs and systems of animals, including humans.

← 6. Identify the major steps of the animal physiological processes (e.g., respiration, reproduction, digestion, and circulation).

←←← http://www.teachertube.com/viewVideo.php?video_id=62625 ←

K 1st 2nd 3rd 4th 5th← adult← amphibian← beak← bird← butterfly← caterpillar← change← chrysalis← claw← egg(M)← feather← fish← flower← fruit← fur← growth (M)← insect← jaw← larva← leaf/leaves← life cycle**← living← mammal← metamorphosis← moth← nonlivin

← adapt← adaptation← adult← amphibian *← animal *← characteristics(← M)← bird *← eggs (M)← embryo← environment *← fish *← flower *← function← gills← insect← leaf/leaves *← life cycle *← mammal *← metamorphosis← *← plant * (M)← reptile *← reproduce

← air(M)← bulb← carbon dioxide(M)← chlorophyll← cone← germinate← light energy← light(M)← oxygen (M)← photosynthesis**(M)← plant (M)← root(M)← stem← seed← seed coat← seedling← soil(M)water(M)

← amphibian*← artery← arthropod← brain← capillary← cardiac muscle← cell*(M)← circulatory← system← (M)← classification← digestive system← (M)← esophagus← fungi← heart← inherited traits*← invertebrate← kingdom← large intestine← learned← behavior*← lungs← mammal← mollusk← moneran← muscular

← asexual← reproduction(M)← cell(M)← cell division(M)← cell membrane← cellular respiration← cell wall← chlorophyll← chloroplast← chromosome← cytoplasm← dicots← diffusion← pollen← recessive trait← seedling← sexual← reproduction(M)← spore← stamen← stigma

g← plant← pupa← reptile← root(s)← scale(s)← seed← seedling← skin← sprout← stem← treewildlife

← root *← seed *← seedling *← seed coat← shrub *← sprout *← stem *← structure← sunlight *wildlife *

system← (M)← nerve*← nervous system← (M)← neuron← nonvascular plant← offspring (M)← organ* **← organism*(M)**← parent← protist**← reptilerespiratory← system (M)← skeletal system← (M)← small intestine← smooth muscle← spinal cord← stomach← striated muscle← system**← tissue (M)**

← stomata← system← taproot← tissue(M)← tropism← vascular← xylemdominant trait← embryo← epidermis← fibrous root← gene← germinate← gravitropism← inherited trait← life cycle(M)← meiosis(M)← mitosis(M )← monocots← nonvascular← nucleus← organ*

← vascular plant← veinvertebrate (M)

← orgenelle← osmosis← phloem← photosynthesis*← phototropismpistil

←

23 Knowledge of how living things interact with the environment

←← 1. Identify parts and sequences of biogeochemical cycles of common elements in the environment (e.g., carbon, oxygen, hydrogen, and nitrogen).

←← Oxygen cycle

←

← 2. Identify causes and effects of pollution. ← 3. Identify the living and nonliving factors that influence population density (e.g., food, space, predators, and climate).

← 4. Analyze various conservation methods and their effectiveness in relation to renewable and nonrenewable natural resources.

K 1st 2nd 3rd 4th 5th← air (M)← basic needs← care← clothing← environment(M)← food (M)← habitat(M)← lake← land← living← nonliving← ocean← oxygen← pollution← pond← protect← recover← recycle(M)← reduce← reuse← river← rock← sand (M)← shelter (M)

← air *← basic needs← body covering← breathing← characteristics← desert← environment *← forest← freshwater← function← habitat *← interact← life cycle *← rainforest← requirements← for life(M)← saltwater← space← structuresunlight *

← adapt *← adaptations**← Arctic← Biosphere *← conservation**← depend← dependent← desert *← ecosystem *← environment** *← (M)← everglades← food chain**(M)← food web**(M)← fresh water *(M)← habitat (M)**← lake *← mangrove← ocean← organism**← pollutio

← canopy← carnivore← coastal forest← community**← coniferous forest← consumer**← deciduous forest← decomposer**(M)← desert← ecosystem**(M)← energy pyramid**← energy← transfer**(M)← environment**← food chain**(M)← food web**(M)← forest← forest floor← fresh water(M)

← adaptation* **← environment* **← habitat*(M)**← camouflage← carbon← dioxide(M)← climate*← community* **← compete← consumer**← decomposer(M)**← diversity← ecosystem**← endangered← species← germinate← hibernation← instinct← metam

← balance *(M)← beaker*← centimeter*← classify*← communicate*← compare*← constant*← control*← data does not support*← data supports*← dependent variable*← experiment* **← gather data*← graduated cylinder*(M)← gram*← hand lens*

← soil (M)← space← stream← sunlight← wastewater

n← pond← rain forest← river *← salt water *← structural *← characteristics← survivalwoodland forest

← habitat**(M)← herbivore← inherit(M)← interact← lake← ocean(M)← organism**(M)← offspring(M)← omnivore← polarpond← population**(M)← predator**(M)← prey**(M)← producer**← river← salt water(M)← savannah← scavenger← stream← system*

orphosis← migration← mimicry← niche← nutrient← oxygen← photosynthesis**← population (M)**← primary← consumer← producer**← protist**← resources← secondary← consumer← shelter← spore← succession← symmetry← transpiration

← hypothesize*← identify*← independent variable*← infer*← investigation* **← kilogram*← liter*← make conclusions*← measure*← meter*← meterstick*← metric system*← microscope*← milliliter*← model*← observe*(M)← predict*(M)← recor

*(M)← trait(M)← tropical rain← forestunderstory

variation d data*repetition*← scientific method* **← temperature* (M)← thermometer*(M)← trial*← using models*variable*

←

24 Knowledge of the nature and history of science←← 1. Demonstrate knowledge of basic science processes (e.g., observing, classifying, communicating, qualifying, inferring, and predicting). Align with reading strategies← 2. Apply knowledge of the integrated science processes of manipulating variables, defining operationally, forming hypotheses, measuring (metric) and graphing, and interpreting data. Math strategies← 3. Apply knowledge of inquiry approaches to learning science concepts. Ask a question, make observations, answer the question, communicate data as information← 4. Identify the appropriate laboratory equipment for specific activities. ← 5. Identify state safety procedures for teaching science, including the care of living organisms and the accepted procedures for the safe preparation, use, storage, and disposal of chemicals and other materials. ←

K 1st 2nd 3rd 4th 5th← balance (M)← centimeter← classify← communicate← compare← data← data supports← data doesn’t← support← describe← experiment**← gather data← gram← hand lens← hypothesize← infer← make conclusions← measure← metric system← observe (M)

← balance (M)← centimeter← classify *← communicate*← compare *← data supports← data doesn’t← support← describe *← experiment * **← gather data *← gram← hand lens *← hypothesize *← infer *← kilogram← liter← make conclusions *← measure *

← balance (M)← centimeter← classify *← communicate*← compare *← data supports← data doesn’t← support← experiment * **← gather data *← gram *← hand lens *← hypothesize *← infer *← kilogram *← liter *← make conclusions *← measure *← meter *← metric

← balance* (M)← beaker*← centimeter*← classify*← communicate*← compare*← constant*← control*← data does not← support*← data supports*← dependent variable*← experiment* **← gather data*← graduated← cylinder*(M)← gram*

← balance* (M)← beaker*← centimeter*← classify*← communicate*←← data← compare*← constant*← control*← control variable*← data does← notsupport*data supports*← dependent← variable*← experiment* **← gather data*← gradu

← balance *(M)← beaker*← centimeter*← classify*← communicate*← compare*← constant*← control*← data does not support*← data supports*← dependent variable*← experiment* **← gather data*← graduated cylinder*(M)← gram*← hand lens*

← predict(M)← record data← ruler(M)← scientific← method**← temperature (M)← test← thermometer(M)unit

← meter *← meterstick← metric system← microscope (M)← milliliter← millimeter← observe * (M)← predict *← record data *← ruler← scientific method*← **← temperature * (M)← thermometer *(M)

system *← meterstick *← microscope *← milliliter *← using models← observe(M)*← predict(M) *← record data *← scientific method*← **← temperature *(M)← thermometer *(M)variable

← hand lens*← hypothesize*← identify*← independent← variable*← infer*← investigation* **← kilogram← liter*← make/draw← conclusions*← measure← meter*← meterstick*← metric system*← microscope*← milliliter*← model*← obser

ated← cylinder*← (M)← gram*← hand lens*← hypothesize* (M)← identify*← independent← variable**← infer*← investigation* **← kilogram*← liter*← make← conclusions*← measure*← meter*← meterstick*← metric system*← microscope*← millilit

← hypothesize*← identify*← independent variable*← infer*← investigation* **← kilogram*← liter*← make conclusions*← measure*← meter*← meterstick*← metric system*← microscope*← milliliter*← model*← observe*(M)← predict*(M)← recor

ve(M)← predict(M)← record data← repetition← scientific method**← temperature* (M)← thermometer* (M)← trial*← using models*variable*re*

er*← model*← observe *(M)← predict *(M) record data*← repetition*← scientific← method* **← temperature *(M)← thermometer*(M)← trial*← using models*variable*

d data*← repetition*← scientific method* **← temperature* (M)← thermometer*(M)← trial*← using models*← variable*

←←

25 Knowledge of the relationship of science and technology

← 1. Identify the interrelationship of science and technology. ← 2. Identify the tools and techniques of science and technology used for data collection and problem solving. ←← Technology← Grades K-2← backspace key (M)← computer (M)← computer program (M)← CD-ROM (M)← e-mail (M)← enter key (M)← escape key (M)← Internet (M)← keyboard (M)← keyboarding (M)← login (M)← menu (M)← monitor (M)← mouse (M)← online (M)← power-up (M)← power supply (M)← printer (M)← reboot (M)← return key (M)← space bar (M)← virus (M)← word processor (M)← World Wide Web (M)← (M) included on Marzano’s word list←

Third Grade Fourth Grade Fifth Grade← cursor (M)← desktop (M)← menu (M)← edit (M)← email (M) *← email address← Icon (M)← Internet (M) *← internet address← online (M) *word processor (M)

← copy (M)← digital camera← download (M)← hard drive (M)← home page (M)← memory (M)← paste← scanner (M)virus (M) *

← copyright law (M)← copyright violation (M)← database (M)← Local Area Network (LAN)← modem (M)← network (M)← search engine← spreadsheet (M)troubleshooting (M)

(M) included on Marzano’s word list * included in previous grade levels

26 Knowledge of technology processes and applications

← 1. Identify the purposes and functions of common computer software (e.g., word processor, spreadsheet, database, multimedia, communication, and publishing). ← 2. Identify ways technology can be used by students to represent understanding of science concepts. ← 3. Identify telecommunications terminology, processes, and procedures. ← 4. Demonstrate knowledge of legal and ethical practices as they relate to information and technological systems (e.g., copyright, privacy, and plagiarism).