Old Orchard Beach Learning Results/K-5
Science
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Learning Results Page
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K-5 SCIENCE |
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CONTENT STANDARD |
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Students will develop an understanding of the laws, theories and processes of science. |
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Performance Indicators |
Assessment Strategies |
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K-2 relate concepts learned in science to their everyday lives |
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(K) recognize food and other products come from a variety of plants and animals |
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(K) help keep their environment clean |
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(1) recognize the importance of water (fresh) for living things |
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(1) recognize that water sources sustain communities and provide jobs and recreation |
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(2) understand one of the following processes of production: seafood, potatoes, lumber, blueberries, or a forestry product such as paper |
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(2) knows that machines make work easier and are used in bringing products to market (i.e., seafood, potatoes, lumber, blueberries, |
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paper |
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(2) identify some products commercially significant to Maine |
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(2) explain the water cycle as it relates to the formation of lakes and streams |
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K-2 identify science/technology related careers/job titles |
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(1) name three water-related science careers (i.e. marine biology, environmentalist) |
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(2) identify three careers of importance in Maine |
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K-2 identify some properties of water |
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(1) know the three states of water and the Celsius and Fahrenheit temperatures at which changes of state occur |
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(1) observe that fresh water freezes in winter |
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(1) recognize the steps in the water cycle (evaporation, condensation, precipitation) |
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K-2 distinguish between living and non-living things and identify some requirements/functions of living things |
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(K) recognize characteristics of living things |
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(K) identify what plants and animals need to sustain life |
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(1) describe characteristics of living things |
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(1) know that all living things need water |
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(2) know the major parts of trees (roots, stems, leaves) and explain the functions (anchorage, growth, food production and food storage) |
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K-2 identify ways organisms depend upon their environment and each other |
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(K) describe and identify the basic needs of woodland animals |
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(1) identify conditions, plants, and animals found in tide pools, fresh water, oceans, salt marshes, and coral reefs |
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K-2 describe/identify common plants, animals, and relationships within ecosystems |
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(K) identify and describe the basic needs of woodland animals |
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(K) recognize the changes trees undergo each season |
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(K) describe a number of attributes of insects and spiders |
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(1) name some organisms that live in fresh and salt water |
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(1) identify conditions, plants, and animals found in tide pools, oceans, salt marshes, coral reefs, and fresh water |
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(2) identify the layers of forest vegetation (canopy, understory, shrub, and herbaceous plant layers) |
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(2) identify significant plant and animal species native to Maine |
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K-2 describe relationships between humans and the environment |
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(K) demonstrate responsible environmental awareness |
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(1) describe the effect of water pollution on living things |
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(1) understand why water conservation is necessary |
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(2) understand that people need forests for recreation, for products, and for ecological balance |
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(2) demonstrate an awareness of the need for resource management and practice habits of conservation |
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3-5 relate concepts learned in science to their everyday lives |
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(3) explain the relationship between change (day, night, tides, seasons) and the positions of the sun, earth, and moon |
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(3) identify sources of pollution in the water cycle |
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(3) explain the importance of water conservation and its application to everyday life |
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(3) explain the relationship between plate tectonics and natural disasters (earthquakes, volcanoes) |
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(4/5) identify ways in which the metric system is used in our lives |
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(4/5) recognize how the sun & moon influence life on earth |
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(4/5) recognize the power and safe use of electricity |
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(4/5) recognize the importance of maintaining a clean ocean |
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(4/5) recognize the importance of balance in nature |
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3-5 identify science/technology related careers/job titles |
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(3) identify geologist, archaeologist, astronomer, biologist |
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(4/5) identify oceanographer, electrician, environmental scientist, astronaut |
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3-5 describe relationships among forces, machines, and work |
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(4/5) identify simple machines |
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3-5 distinguish among different forms of energy |
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(4/5) identify electricity, heat, and sound as forms of energy |
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3-5 explain some characteristics/uses of magnetism and electricity |
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(4/5) recognize that magnets can attract or repel |
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(4/5) distinguish between current and static electricity and between AC and DC |
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(4/5) distinguish between series and parallel circuits |
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(4/5) demonstrate series and parallel circuits |
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3-5 recognize that substances undergo changes of state |
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(4/5) relate changes of state to the water cycle |
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3-5 identify geological features/processes of the earth |
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(3) identify the three major types of rocks |
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(4/5) describe the structure of the earth (earths layers) |
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(4/5) describe activities at tectonic plate joints |
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3-5 describe types of weathering and erosion |
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(3-5) describe the effects of sun, wind, and water on the earths surface |
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(3-5) identify strategies for preventing erosion |
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(4/5) describe how humans change the surface of the earth |
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3-5 describe how fossils form and the importance of them |
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(3) explain the way various fossils form over time |
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(3) describe the importance of fossils in learning about the history of the earth |
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3-5 describe major features of the stars, planets, and our sun and moon |
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(3) identify and name basic constellations |
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(3) diagram the phases of the moon |
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(3) name and order the nine planets |
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(3) compare the environmental conditions of Earth with those of other planets |
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(3-5) distinguish between a star and a planet |
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(4/5) describe characteristics of the sun and ways in which the suns energy can be used |
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(4/5) identify major characteristics of some planets (i.e. Earth, Mars) |
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3-5 describe effects of gravity |
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(3) explain the effect of gravity |
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(3) compare Earths gravity with gravity on other planets and the moon |
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(4/5) identify and demonstrate gravity |
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3-5 distinguish among waves, tides, and currents |
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(4/5) identify the causes of waves, tides, and currents |
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3-5 explain the water cycle and water sources |
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(3) list the steps in the water cycle |
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(4/5) describe the water cycle including processes of evaporation, condensation, and precipitation |
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3-5 identify living and non-living components of different ecosystems |
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(4/5) identify characteristics of living and non-living parts of the biosphere |
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(4/5) describe how populations within a community interact |
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3-5 describe/identify common plants, animals, and relationships within ecosystems |
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(4/5) describe the balance of nature |
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(4-7) describe the roles of producers, consumers, and decomposers |
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3-5 compare life cycles, structures, and behaviors of different organisms |
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(4/5) compare life cycles, structures, and behaviors of organisms such as..... |
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K-5 SCIENCE |
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CONTENT STANDARD |
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Students will employ critical thinking while conducting scientific inquiry, clearly communicating ideas and |
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making informed decisions. |
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Performance Indicators |
Assessment Strategies |
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K-2 demonstrate steps in the scientific process |
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(K) demonstrate observation skills (i.e. describe the life cycles of a variety of plants and animals) |
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(K-2) ask questions about objects, organisms, and events |
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(K-1) share predictions orally |
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(1) observe the life cycles of animals who live in fresh water (i.e. frog or toad) |
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(1) examine objects/organisms in their natural environment |
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(1) investigate fresh water and ocean habitats |
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(1) use words and pictures to record predictions |
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(2) use appropriate senses to make observations |
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(2) make objective observations (fact vs. opinion) |
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(2) record observations in a log or journal |
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(2) note relevant patterns based on prior knowledge and observation |
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3-5 use multiple resources to gather information |
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(4/5) research a given topic using at least 3 different types of sources |
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3-5 describe and construct the steps in the scientific process |
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(3) state the rules of observation |
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(3) follow directions for a 2-5 step experiment |
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(3) share results with peers and/or teachers either orally or in writing |
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(3-5) record data from observations in a variety of formats |
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(4/5) read and follow directions for an experiment |
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(3-5) make predictions, gather data, and state conclusions |
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K-5 SCIENCE |
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CONTENT STANDARD |
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Students will use appropriate tools, equipment and instruments. |
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Performance Indicators |
Assessment Strategies |
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K-12 follow safety procedures and precautions |
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(K-12) demonstrate proper handling of equipment |
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(K-12) name and explain use of safety equipment |
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(K-12) wear safety glasses when appropriate |
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(K-12) observe location of safety equipment including eye wash, fire blanket, fire extinguisher, exits |
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(K-12) discuss and observe all safety precautions necessary to an activity |
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(K-12) exhibit appropriate and safe behavior/attitude while conducting experiments |
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(3-12) explain steps to follow in case of an accident during an experiment |
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K-12 determine quantities and/or properties of materials through the use of measurement devices, techniques, and/or calculations |
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(1) temperature |
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(3-12) determine appropriate tool and/or unit of measurement to use for collecting data |
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(3-12) use metric measurement |
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(4-6) calculate volume of liquids, mass, distance, force, pH, weight |
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(7) calculate volume of solids (regular and irregular], density, cell identification |
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(8) calculate mechanical advantage, efficiency of machines |
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(9) calculate area |
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(10) calculate buoyancy |
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K-2 demonstrate safe and correct use of measuring devices/indicators such as the following: |
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(K) incubator, spinning wheel |
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3-5 demonstrate safe and correct use of measuring devices/indicators such as the following: |
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(3) spring scale, balance, thermometer (liquid) |
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(4/5) graduated cylinder, stopwatch, ruler, meter stick, measuring tape |
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3-5 demonstrate safe and correct use of scientific tools and equipment such as the following: |
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(3) magnifying glass, mirror, microscope |
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(4/5) laboratory glassware, simple machines, hand lens |
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3-8 create and/or interpret maps, charts, and graphs |
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(3-8) collect data, create and interpret graphs and charts using multiple forms of information |
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(7-8) use data to generate graphs and charts and interprets them to form conclusions |
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Learning Results Page