• GLE-SciES


    COLORADO MODEL CONTENT STANDARDS FOR SCIENCE                                             - - EARTH SCIENCE - - LIFE SCIENCE - - PHYSICAL SCIENCE - -
    Three Earth Science units are described. These can all be taught in one year or they can be distributed across years, depending on the preference of a district.
    STANDARD 1:
    Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
    By the end of the year, students will be able to:
    1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
    realize that the distribution of most earthquakes and volcanoes can be explained by plate tectonics
    1c. Ask questions and state predictions for a variety of types of scientific investigation
    tell what question they are going to answer or problem they are trying to solve by doing an investigation
    predict what will happen and explain (for example, “I predict _____ because _______.”)
    1d. Create a written plan for an investigation
    follow multiple-step written directions
    describe steps they would take to accomplish a simple task
    1e. Use appropriate tools, technologies, and measurement units to gather and organize data
    use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
    do multiple trials or observations when appropriate and explain the reason for doing so
    find means (showing work)
    set up a bar or line graph labeling the axes with words and numbers when each axis is identified
    answer questions and describe general trends using their graph
    make drawings to illustrate key characteristics of an object or organism and label
    1f. Interpret and evaluate data in order to form conclusions
    use evidence to generate explanations
    compare results with prediction and answer the question they are investigating
    identify things that could cause their results to differ from the rest of the class (sources of error)
    1g. Communicate results of their investigations
    share results and explanations with other students
    1h. Use metric units in measuring, calculating, and reporting results
    estimate length using centimeters and meters
    label units (cm, m, km)
    1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
    generate questions during and after an investigation based on their observations, data, or variables
    suggest a simple investigation to answer one of the questions they generated
     
    STANDARD 2:
    Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
    Note: This standard is not addressed in this model of assigning expectations. All of the physical science benchmarks are described under the heading, “Physical Science.”
     
    STANDARD 3:
    Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
    Note: This standard is not addressed in this model of assigning expectations. All of the life science benchmarks are described under the heading “Life Science.”
     
    STANDARD 4:
    Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
    GEOLOGY
    In this unit, students study rocks and minerals and learn that the surface of the Earth is a dynamic place.
    By the end of this unit, students will be able to:
    4.1a. Explain how minerals, rocks, and soils form
    observe and describe minerals based on their characteristic properties (hardness, streak, color, luster)
    use characteristic properties to identify a distinctive mineral (for example, quartz, pyrite, magnetite)
    know that quartz, hornblende, mica, and feldspar make up many of the rocks in Colorado
    name the three groups of rocks (igneous, sedimentary, metamorphic) and give two examples of rocks for each group
    observe the characteristics of a rock to decide if it is igneous, sedimentary, or metamorphic
    describe weathering processes that could cause a large rock to wear down to a pile of pebbles and sand
    describe what would have to happen for a rock from one of the groups to be changed into a rock from one of the other groups
    explain the relationship between rocks, minerals, and soil
    4.1c. Describe natural processes that shape Earth's surface
    name examples of natural processes (including earthquakes and volcanos)
    use a model to show two ways that a mountain could form
    describe two events that result in the wearing down of Earth’s surface
    describe two events that result in the building up of Earth’s surface
    4.1d. Explain the distribution and causes of natural events
    sketch and label a cross section of Earth
    describe the main characteristics of the crust, mantle, and core
    explain why earthquakes and volcanoes occur along plate boundaries
    explain the relationship between magma, minerals, and igneous rocks
    identify places on a map where volcanoes and earthquakes occur
     
    THE FOSSIL RECORD
    In this unit, students learn how the “record in the rocks” can be used to understand more about life on Earth in the distant past.
    By the end of this unit, students will be able to:
    4.1b. Explain how fossils are formed and used as evidence to indicate that life has changed through time
    describe at least four ways that fossils can form
    explain how a model of a fossil is similar to and yet different from a real fossil
    explain why organisms with hard parts (bones and teeth) are more likely to be preserved than organisms without hard parts
    use an example to describe how fossils can be used for evidence that environmental conditions were different in the past than they are now
    explain why fossils are more likely to be found in sedimentary rocks than in igneous or metamorphic
    3.4c. Describe evidence that reveals changes or constancy in groups of organisms over geologic time
    name at least three examples of organisms that once lived on Earth that are no longer around today
    explain what is meant by the term extinct
    name at least three examples of organisms that lived on Earth at the time of the dinosaurs and still exist today
    compare a fossil with its living relative (for example, clams)
    name the four geologic eras in order and describe the life forms that typify each era
    SOLAR SYSTEM
    In this unit, students learn about the composition of the objects in the solar system and about how these objects move in predictable patterns.
    By the end of this unit, students will be able to:
    4.4a. Describe the basic components, composition, and size of the solar system
    describe the parts of the solar system (planets, Sun, meteors, comets)
    explain how the parts of the solar system interact
    compare and contrast the Sun and a planet
    compare and contrast the Sun with distant stars
    compare and contrast the composition of the Moon with that of Earth
    describe features on the surface of the Moon
    distinguish between a star and a planet as seen in the night sky *
    explain the relationship between our solar system, a galaxy, and the universe
    4.4b. Explain the effects of relative motion and positions of the Sun, Earth, and Moon
    draw a sketch or use a model to explain a day and a year
    sequence pictures of the phases of the Moon and explain why the Moon appears to change shape
    draw a sketch that shows the position of the Sun, Earth, and Moon to explain the new and full Moons
    make sketches to explain solar and lunar eclipses
    explain how gravity affects the movement of the Sun, Earth, and Moon
    4.4c. Compare Earth to other planets
    name the planets in order from the Sun
    identify a planet when given several key characteristics
    show the relative distances between planets when given a scale to use
    list several ways that Earth differs from the other planets
    4.4d. Identify technology needed to explore space
    name tools used to explore space (telescope, lunar module, rover, shuttle) and tell what each is used for
    describe some of the challenges that must be overcome during space exploration
     
    STANDARD 5:
    Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
    Note: This standard is not addressed as a separate unit; rather, it is integrated into many of the units at each grade level.
    By the end of the year, students will be able to:
    5a. Investigate and describe the extent of human uses of nonrenewable resources
    list ways that minerals are used in everyday life
    explain what is meant by the terms renewable and nonrenewable
    name examples of nonrenewable resources (for example, minerals, rocks, coal, oil)
    observe and describe coal and oil
    describe one way each is used (coal and oil)
    summarize how coal and oil form
    5d. Describe how people use science and technology in their professions
    know that some geologists use their understanding of rocks and minerals to locate places to mine for minerals and drill for oil
    know that some geologists use measurements showing the movement of the Earth’s crust to predict earthquakes
    explain the kinds of evidence a paleontologist might use to explain events that took place long ago
     
    STANDARD 6:
    Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
    Note: This standard is not addressed as a separate unit; rather, it should be integrated where appropriate into the units at each grade level.
    By the end of the year, students will be able to:
    6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
    ●evidence for why people now think that the Earth’s crust is made up of large plates that move whereas people used to think it was solid and stationary
    6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
    explain how Galileo’s invention of the telescope contributed to our understanding of the solar system
    know where and when Galileo lived
    explain how the landings on the Moon have contributed to our understanding of the solar system
    6e Identify and illustrate natural cycles within systems
    use the movement of the planets as examples of a natural cycle within the solar system

    describe the constant recycling of rocks to produce new rocks