Weather
I can predict (indoors or outdoors) where one is likely to find the warmest and coolest temperatures.
I can describe the patterns of air movement (indoors or outdoors) that result when one area is warm and another area is cool.
I can describe and demonstrate methods for measuring wind speed.
I can describe and demonstrate methods for finding wind direction.
I can provide evidence that air contains moisture.
I can provide evidence that dew and other forms of precipitation come from moisture in the air.
I can describe and measure different forms of precipitation (rain, hail, sleet, snow).
I can measure at least four different kinds of weather phenomena (using student constructed or standard instruments).
I can record weather over a period of time.
I can identify some common types of clouds.
I can understand that climate refers to long term weather trends in a particular region.
I can recognize that the causes of weather systems are because different surfaces on the face of the Earth retain and release heat at different rates.
I can identify human actions that have been linked to the greenhouse effect.
I can appreciate how important it is to be able to forecast weather and to have suitable clothing or shelter to endure various types of weather.
I can test fabrics and clothing designs to choose ones that are designed to meet the challenges of particular weather conditions (water resistance, wind resistance, protection from the cold).
I can understand that climate varies throughout the world.
I can recognize that human actions can affect climate.
I can relate clouds to specific weather patterns
I can describe the effects of the Sun’s energy on (daily and seasonal) changes in temperature (24 hour and yearly cycles of change).
Chemistry
I can recognize and identify examples of the following kinds of mixtures:
· two or more solids; (sand and sugar)
· a solid and a liquid; (sugar and water)
· two or more liquids; (milk and tea)
I can use and evaluate (tell if they work well or not) a variety of techniques for separating different materials.
I can sort substances that will dissolve in a liquid from those that will not, and show a way of recovering a material from solution. I can use/show a procedure for making a crystal.
I can explain the distinctive properties of water, and describe how water interacts with other liquids and solids.
I can produce carbon dioxide gas through the interaction of solids and liquids, and show that it is different from air.
I can distinguish (sort) reversible from irreversible changes of materials, and give examples of each kind of change.
I can recognize (tell if something is a chemical reaction or not) and describe evidence of a chemical reaction. I can explain how the products of a reaction are different from the original substances.
I can use an indicator to identify (tell/show) if a solution is acidic or basic.
I can recognize and describe one or more examples of wetland ecosystems found in the local area; e.g., pond, slough, marsh, bog, fen.
I can understand that a wetland ecosystem involves interactions between living and nonliving things, both in and around the water.
I can identify some plants and animals found at a wetland site, both in and around the water; and describe the life cycles of these plants and animals.
I can identify and describe adaptations that make certain plants and animals suited for life in a wetland.
I can understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community.
I can identify the roles of different organisms in the food web of a pond:
Wetlands
I can draw diagrams of food chains and food webs, and interpret such diagrams.
I can recognize that some aquatic animals use oxygen from air and others from water, and identify examples and adaptations of each.
I can identify human actions that can threaten the abundance or survival of living things in wetland ecosystems; e.g., adding pollutants, changing the flow of water, trapping or hunting pond wildlife.
I can identify individual and group actions that can be taken to preserve and enhance wetland habitats.
I can recognize that changes in part of an environment have effects on the whole environment.
I can describe the patterns of air movement (indoors or outdoors) that result when one area is warm and another area is cool.
I can describe and demonstrate methods for measuring wind speed.
I can describe and demonstrate methods for finding wind direction.
I can provide evidence that air contains moisture.
I can provide evidence that dew and other forms of precipitation come from moisture in the air.
I can describe and measure different forms of precipitation (rain, hail, sleet, snow).
I can measure at least four different kinds of weather phenomena (using student constructed or standard instruments).
I can record weather over a period of time.
I can identify some common types of clouds.
I can understand that climate refers to long term weather trends in a particular region.
I can recognize that the causes of weather systems are because different surfaces on the face of the Earth retain and release heat at different rates.
I can identify human actions that have been linked to the greenhouse effect.
I can appreciate how important it is to be able to forecast weather and to have suitable clothing or shelter to endure various types of weather.
I can test fabrics and clothing designs to choose ones that are designed to meet the challenges of particular weather conditions (water resistance, wind resistance, protection from the cold).
I can understand that climate varies throughout the world.
I can recognize that human actions can affect climate.
I can relate clouds to specific weather patterns
I can describe the effects of the Sun’s energy on (daily and seasonal) changes in temperature (24 hour and yearly cycles of change).
Chemistry
I can recognize and identify examples of the following kinds of mixtures:
· two or more solids; (sand and sugar)
· a solid and a liquid; (sugar and water)
· two or more liquids; (milk and tea)
I can use and evaluate (tell if they work well or not) a variety of techniques for separating different materials.
I can sort substances that will dissolve in a liquid from those that will not, and show a way of recovering a material from solution. I can use/show a procedure for making a crystal.
I can explain the distinctive properties of water, and describe how water interacts with other liquids and solids.
I can produce carbon dioxide gas through the interaction of solids and liquids, and show that it is different from air.
I can distinguish (sort) reversible from irreversible changes of materials, and give examples of each kind of change.
I can recognize (tell if something is a chemical reaction or not) and describe evidence of a chemical reaction. I can explain how the products of a reaction are different from the original substances.
I can use an indicator to identify (tell/show) if a solution is acidic or basic.
I can recognize and describe one or more examples of wetland ecosystems found in the local area; e.g., pond, slough, marsh, bog, fen.
I can understand that a wetland ecosystem involves interactions between living and nonliving things, both in and around the water.
I can identify some plants and animals found at a wetland site, both in and around the water; and describe the life cycles of these plants and animals.
I can identify and describe adaptations that make certain plants and animals suited for life in a wetland.
I can understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community.
I can identify the roles of different organisms in the food web of a pond:
- producers-green plants that make their own food, using sunlight
- consumers-animals that eat living plants and/or animals
- decomposers-organisms, such as molds, fungi, insects and worms, that reuse and recycle materials that were formerly living.
Wetlands
I can draw diagrams of food chains and food webs, and interpret such diagrams.
I can recognize that some aquatic animals use oxygen from air and others from water, and identify examples and adaptations of each.
I can identify human actions that can threaten the abundance or survival of living things in wetland ecosystems; e.g., adding pollutants, changing the flow of water, trapping or hunting pond wildlife.
I can identify individual and group actions that can be taken to preserve and enhance wetland habitats.
I can recognize that changes in part of an environment have effects on the whole environment.