• 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