West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044C - 21st Century Science K-8 Content Standards And Objectives For West Virginia Schools (2520.3) › Section 126-44C-4 - Summary of the Content Standards and Objectives

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. The West Virginia Board of Education has
				the responsibility for establishing high quality standards pertaining to all
				educational standards (W. Va. Code §
									18-9A-22). The content standards
				and objectives provide a focus for teachers to teach and students to learn
				those skills and competencies essential for future success in the workplace and
				further education. The document includes content standards for science, an
				explanation of terms, objectives that reflect a rigorous and challenging
				curriculum, and performance descriptors.
West Virginia Department of Education
West Virginia Board of Education Policy 2520.3
21st Century Science K-8
				  Content Standards and Objectives for West Virginia Schools
Steven L. Paine
State Superintendent
Foreword
A 21st century science
				  curriculum is an increasingly important component in the development learners
				  prepared for success in the 21st century. Thus, the
				  West Virginia Board of Education and the West Virginia Department of Education
				  are pleased to present Policy 2520.3, 21st Century
				  Science K-8 Content Standards and Objectives for West Virginia Schools. The
				  West Virginia Science Standards for 21st Century
				  Learning includes 21st century
content
standards and objectives as well as
				  21st century standards and objectives for
learning
skills
and
technology
				  tools
. This broadened scope of science curriculum is built on the firm
				  belief that quality engaging instruction must be built on a curriculum that
				  triangulates rigorous 21st century content,
				  21st century learning skills and the use of
				  21st century technology tools.
Committees of educators from across the state convened
				  to revise the content standards and objectives. The overarching goal was to
				  build a rigorous, relevant and challenging science curriculum that would
				  prepare students for the 21st century. West Virginia
				  educators, including regular classroom teachers, special education teachers,
				  and teachers representing higher education institutions played a key role in
				  shaping the content standards to align with national standards, rigorous
				  national assessments, and research and best practice in the field of science
				  education. The contribution of these professionals was critical in creating a
				  policy that is meaningful to classroom teachers and appears in a format that
				  can easily be used and understood.
Policy 2520.3 is organized around the three major
				  components of a standards-based curriculum: learning standards, instructional
				  objectives and performance descriptors. The learning standards are the
broad descriptions
of what
all
students must
				  know and be able to do at the conclusion of the instructional sequence. The
				  accompanying grade-level objectives are specific descriptors of knowledge,
				  skills and attitudes that when mastered will enable the student to attain the
				  standard. The instructional objectives guide instructional
planning
and provide a basis for determining appropriate
assessments, instructional strategies and resources
. The
				  performance descriptors provide the basis for
assessing
overall student competence of grade level standards. The performance
				  descriptors define the five student performance levels ranging from novice to
				  distinguished. With the ultimate goal of "learning for all," these descriptors
				  allow the teacher, students and parents to judge the
level
of
				  student proficiency in each 21st century learning
				  standard.
In combination, the use of learning standards,
				  instructional objectives and performance descriptors become a comprehensive
				  guide for delivering a rigorous and relevant science curriculum to all West
				  Virginia students. These elements, when used to guide the instructional process
				  and when delivered with the creativity and instructional expertise of West
				  Virginia teachers, will become a powerful resource for preparing students to
				  meet the challenges of the 21st
				  century.
Steven L. Paine
State Superintendent of Schools
Explanation of Terms
Content Standards
are broad descriptions of what
				  students should know and be able to do in a content area. Content standards
				  describe what students' knowledge and skills should be at the end of a K-12
				  sequence of study.
Objectives
are incremental steps toward
				  accomplishment of content standards. Objectives are listed by grade level and
				  are organized around the content standards. Objectives build across grade
				  levels as students advance in their knowledge and skills.
Performance Descriptors
describe in narrative
				  format how students demonstrate achievement of the content standards. Line
				  breaks within the narrative format indicate clusters of concepts and skills.
				  West Virginia has designed five performance levels: distinguished, above
				  mastery, mastery, partial mastery and novice. Performance Descriptors serve two
				  functions. Instructionally, they give teachers more information about the level
				  of knowledge and skills students need to acquire. Performance levels and
				  descriptors are also used to categorize and explain student performance on
				  statewide assessment instruments.
Distinguished:
A student at this level has
				  demonstrated exemplary performance. The work shows a distinctive and
				  sophisticated application of knowledge and skills in real world situations that
				  go beyond course or grade level applications.
Above Mastery:
A student at this level has
				  demonstrated effective performance and exceeds the standard. The work shows a
				  thorough and effective application of knowledge and skills in real world
				  situations within the subject matter and grade level.
Mastery:
A student at this level has
				  demonstrated competency over challenging subject matter, including knowledge
				  and skills that are appropriate to the subject matter and grade level. The work
				  is accurate, complete and addresses real world applications. The work shows
				  solid academic performance at the course or grade level.
Partial Mastery:
A student at this level has
				  demonstrated limited knowledge and skills toward meeting the standard. The work
				  shows basic but inconsistent application of knowledge and skills characterized
				  by errors and/or omissions. Performance needs further development.
Novice:
A student at this level has demonstrated
				  minimal fundamental knowledge and skills needed to meet the standard.
				  Performance at this level is fragmented and/or incomplete and needs
				  considerable development.
Numbering of Standards
The number for each content standard is composed of four
				  parts, each part separated by a period:
$ the content area code is SC for Science,
$ the letter S, for Standard,
$ the grade level and
$
the standard number.
Illustration: SC.S.4.1 refers to fourth grade science content
				  standard #1.
Numbering of Objectives
The number of each objective is composed of five parts, each
				  part separated by a period:
$ the content area code (SC for Science),
$ the letter O is for Objective,
$
the grade level,
$
the number of the content standard addressed,
				  and
$ the objective number.
Illustration: SC.O.6.2.3 refers to a science sixth grade
				  objective that addresses standard #2 in science, and that is the third
				  objective listed under that standard.
Numbering of Performance Descriptors
The number for each group of three performance descriptors is
				  composed of four parts, each part separated by a period:
$ the content area (SC for Science),
$ the letters PD are for Performance Descriptors,
$ the grade level, and
$ the standard number.
Illustration: SC.PD.6.2 refers to science performance
				  descriptors for sixth grade, content standard 2.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to
				  electronically identify, categorize and link specific bits of information. Once
				  Policy 2520.3 is available on the Web, each standard, each objective, and each
				  group of five performance descriptors will have a Unique Electronic Number
				  (UEN) that will always remain the same.
The codes printed in Policy 2520.3 form the basis of the
				  UENs. The only additional set of numbers that will be added to each code to
				  formulate its UEN will be a prefix that indicates the year and month that a
				  particular version of Policy 2520.3 is approved by the State Board of
				  Education.
The prefix for the UENs for each content area in Policy
				  2520.3 is noted at the top of each page containing standards, objectives and
				  performance descriptors. As sections of 2520.3 are revised, UENs will be
				  changed to reflect the new approval date.
UENs (Unique Electronic Numbers) are unique numbers that
				  facilitate implementation of WV Standards into Electronic formats such as
				  Databases and XML Files. The WV Department of Education encourages everyone who
				  is going to use the WV Content Standards in any kind of electronic
				  distribution, alignment, or software development to use the UENs so that all
				  efforts can be cross-referenced and there is consistency across
				  initiatives.
Illustration: The UEN for ninth grade science standard #2
				  will be "200602.SC.S.9.2".
Abbreviations
Content Areas
SC Science
Other Abbreviations
PD Performance Descriptors
O Objective
S Standard (Content Standard)
SCIENCE - POLICY 2520.3
The K-8 science content standards identify what
				  students should know, understand and be able to do in the natural sciences
				  throughout the eighth grade. Because each content standard utilizes the
				  knowledge and skills of other standards, they are designed to be used as an
				  integrated whole. Although material can be added to the content standards,
				  using only a subset of the standards will leave gaps in the students'
				  scientific literacy
.
A multitude of references was considered to support the
				  development of the Science curriculum including NAEP. ACT, SAT,
				  21st Century Learning, National Science Education
				  Standards, Project 2061, National Science Teachers Standards, and nationally
				  recognized research. Each reference was reviewed and its relevance was
				  determined in order to produce a more challenging curriculum for West Virginia
				  students.
A three-dimensional instructional strategy model must be
				  utilized to address the science curriculum and assure students' depth of
				  understanding and breadth of knowledge. That model uses the nature, content and
				  application of science concepts to develop scientific inquiry and reasoning
				  skills in students.
Standard 1: Nature of Science
The study of science as a human endeavor provides for the
				  acquisition of ideas leading toward the current knowledge base that represents
				  science content. The nature of science encompasses the basic values and beliefs
				  that make up the scientific world view, how scientists go about their work and
				  the general culture of scientific enterprise. Studying historical and current
				  discoveries of scientists and scientific milestones provides students with
				  information about how discoveries have influenced current scientific thought
				  and advancements. Students should understand that the continuous development of
				  scientific knowledge shapes history. The study of the history and nature of
				  science clarifies scientific inquiry and the role of science in the development
				  of world cultures. Students will engage in active inquiry through
				  investigations and hands-on activities a minimum of 50% of the instructional
				  time. Developing scientific literacy requires a learning environment in which
				  students actively participate in meaningful hands-on activities while
				  developing current technology skills. These investigations explore the natural
				  world, require critical thinking and develop process skills. Learning
				  activities are sequenced to shape, modify and develop students' knowledge in
				  order for them to become independent inquirers.
Standard 2: Content of Science
Science subject matter focuses on the scientific facts,
				  concepts, principles, theories and models that are important for all students
				  to know, understand and apply. Through the integration of the fields of science
				  and the development of unifying themes, students will understand the
				  interrelationships among biology, chemistry, physics and the earth sciences.
				  Scientifically literate students will make connections in the formal education
				  setting and will apply their knowledge and skills to daily life experiences.
				  The objectives describe the specific subject matter/concepts that students are
				  to master at each grade level.
Standard 3: Application of Science
Broad unifying themes complement the perspectives presented
				  in the other content standards. These themes are fundamental to understanding
				  and unifying the various science disciplines. Major unifying themes are
				  systems, models and changes. Scientific design and application permits the
				  extension of senses, the enhancement of the knowledge base, transportation of
				  materials and information, synthesizing of new products and the modification of
				  the world. Students must learn to use technology to analyze situations, gather
				  relevant information, generate and evaluate creative ideas, pose tangible
				  solutions and communicate their analyses, results and suggestions concisely.
				  The need to adapt to the rapid changes that are likely to occur in the future
				  makes it imperative that students develop a broad spectrum of
				  technology-related skills and an openness to change. Applying science and
				  technological innovations to personal and social issues such as health,
				  populations, resources and environment helps students to develop
				  decision-making skills. As students expand their conceptual horizons, they
				  should recognize that collective individual actions manifest as societal
				  issues. Students must recognize that society cannot afford to deal only with
				  symptoms; personal and societal actions must be focused on elimination of the
				  causes of problems. Students should recognize that unless imposed by
				  legislation social change involves negotiation among different interest groups.
				  Students must be allowed to encounter and examine social change in a variety of
				  current and historical contexts.
The Role of Technology
West Virginia's vision for education includes the integration
				  of technology throughout the curriculum so that all West Virginia students have
				  the opportunity to develop technology skills that support learning and provide
				  the ability to adapt to change. Successful learning environments provide
				  opportunities for students to use education technology interwoven with relevant
				  curricular content. West Virginia teachers are responsible for integrating
				  technology appropriately in the students' learning environment.
Organization of the Science Program of
				  Study
The West Virginia Science Program of Study is drawn from the
				  National Science Education Standards and the Project 2061 Benchmarks to promote
				  a rigorous and challenging science curriculum. Through experiencing a
				  spiraling, inquiry-based program of study, students in grades K-10 will develop
				  foundational knowledge and skills in the physical sciences, the life sciences,
				  and the earth and space sciences. To assure scientific literacy for all
				  students, a coordinated, integrated approach is utilized in grades K-8.
				  Students in the 9th,
				  10th, 11th and
				  12th grades participate in advanced in-depth
				  laboratory-based courses designed to expand their conceptual understanding and
				  enhance their research and laboratory skills.
Kindergarten Science Content Standards and
				  Objectives
The Kindergarten Science objectives emphasize the
				  process skills. Through a spiraling, inquiry-based program of study, all
				  students will demonstrate scientific literacy and the use of
				  21st century skills in the physical sciences, the
				  life sciences and the earth and space sciences. The subject matter is delivered
				  through a coordinated, integrated approach with an emphasis on the development
				  of the major science themes of systems, changes and models. Students will
				  engage in active inquiries, investigations and hands-on activities for a
				  minimum of 50% of the instructional time to develop conceptual understanding
				  and research/laboratory skills. Kindergarten Science enhances the child's
				  natural curiosity about the environment and augments the awe and wonder of
				  inquiries and discoveries using the senses and by hands-on manipulation of
				  objects to build a strong foundation of concepts blended with safety
				  principles. The West Virginia Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards and Objectives and 21st
				  Century Learning Skills and Technology Tools. All West Virginia teachers are
				  responsible for classroom instruction that integrates learning skills,
				  technology tools and content standards and objectives.
Kindergarten
Science
Standard 1:
Nature of Science
SC.S.K.1
Students will
$ demonstrate an understanding of the history and
							 nature of science as a human endeavor encompassing the contributions of diverse
							 cultures,
scientists, and careers.
$ demonstrate the abilities and understanding
							 necessary to do scientific inquiry.
$ demonstrate the ability to think and act as
							 scientists by engaging in active inquiries and investigations, while
							 incorporating hands-on activities.
Performance Descriptors SC.PD.K.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Kindergarten students at the distinguished level in
							 the nature of science:
prove answers and draw conclusions about themselves
							 and their world, and
safely use scientific instruments and collect data to
							 explain unfamiliar objects and events.
Kindergarten students at the above mastery level in
							 the nature of science:
seek information about themselves and their world,
							 and
safely use scientific instruments to collect data and
							 compare and contrast objects events.
Kindergarten students at the mastery level in the
							 nature of science:
ask questions about themselves and their world, and
safely explore and describe objects and events and
							 collect information using their senses and scientific instruments.
Kindergarten students at the partial mastery level in
							 the nature of science:
ask questions about themselves and others, and
observe and describe objects and events using their
							 senses and safely using scientific instruments.
Kindergarten students at the novice level in the
							 nature of science:
ask questions about themselves, and
observe identify objects and events using their
							 senses and safely using scientific instruments.
Objectives
Students will
SC.O.K.1.01
ask questions about themselves and their
							 world.
SC.O.K.1.02
listen to and discuss stories about the lives and
							 discoveries of scientists.
SC.O.K.1.03
demonstrate curiosity, initiative and creativity by
							 asking questions about the environment noting patterns and variations of
							 natural objects (e.g., trees, leaves, or animal structures).
SC.O.K.1.04
explore and describe objects and events using the
							 five senses to develop observational skills and make predictions based on
							 personal observation.
SC.O.K.1.05
use scientific instruments and everyday materials to
							 investigate the natural world (e.g., hand lens, balance, or magnets).
SC.O.K.1.06
use safe and proper techniques for handling,
							 manipulating and caring for science materials (e.g., follow safety rules,
							 maintain a clean work area, or treat living organisms humanely).
SC.O.K.1.07
collect and record information in a variety of ways
							 (e.g., drawings, weather calendar, or graphs).
Kindergarten
Kindergarten Science
Standard 2:
Content of Science
SC.S.K.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.K.PD.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Kindergarten students at the distinguished level in
							 the content of science:
investigate, record information, and create models to
							 describe the world around them;
compare and contrast living and nonliving things,
							 sort them based on their properties and characteristics, and
explore and explain changes in energy, forces, and
							 motion.
Kindergarten students at the above mastery level in
							 the content of science:
investigate, record information, and use models to
							 describe the world around them;
identify and describe living and nonliving things,
							 sort them based on their properties and characteristics, and
explore and describe changes in energy, forces, and
							 motion.
Kindergarten students at the mastery level in the
							 content of science:
investigate, describe, and record changes in the
							 world around them;
identify, describe, and sort living and nonliving
							 things, and
explore and discuss changes in energy, forces, and
							 motion.
Kindergarten students at the partial mastery level in
							 the content of science:
investigate and describe changes in the world around
							 them;
identify and describe living and nonliving things,
							 and
observe and describe changes in energy, forces, and
							 motion.
Kindergarten students at the novice level in the
							 content of science:
recognize when changes have occurred in the world
							 around them;
identify living and nonliving things, and
recognize when changes have occurred in energy,
							 forces, and motion.
Objectives
Students will
SC.O.K.2.01
using the five senses, identify living and non-living
							 things.
SC.O.K.2.02
observe and describe the movement, growth and changes
							 in plants and animals.
SC.O.K.2.03
observe and describe models of plants and animals in
							 different environments (e.g., terrariums, aquariums, animals and plants in a
							 forest, pond, or field).
SC.O.K.2.04
describe, compare, sort and group objects in terms of
							 what they are made of (e.g., clay, cloth, paper, or metal) and their physical
							 properties of size, shape, color, weight or texture.
SC.O.K.2.05
identify liquids and solids.
SC.O.K.2.06
identify colors.
SC.O.K.2.07
explore and describe changes in energy (e.g.,
							 hot/cold or light/dark).
SC.O.K.2.08
explore and discuss magnetic properties of
							 objects.
SC.O.K.2.09
explore and state different ways objects can be moved
							 (e.g., straight, circular, fast, or slow).
SC.O.K.2.10
observe and record daily changes in weather (e.g.,
							 clouds or air temperature).
SC.O.K.2.11
identify objects in the day and night sky (e.g.,
							 moon, stars, or sun).
SC.O.K.2.12
observe and compare differences in earth
							 materials.
Kindergarten
Kindergarten Science
Standard 3:
Application of Science
SC.S.K.3
Students will
$ recognize models as representations of real
							 things.
$ observe that changes occur gradually, repetitively,
							 or randomly within the environment.
$ listen and be tolerant of different viewpoints
							 while working in collaborative groups.
$ observe and identify the use of tools and
							 appliances in everyday life.
Performance Descriptors SC.PD.K.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Kindergarten students at the distinguished level in
							 the application of science:
select and use an appropriate tool or appliance for
							 an assigned task;
observe, record, and explain how changes occur, and
draw conclusions from different viewpoints of group
							 members.
Kindergarten students at the above mastery level in
							 the application of science:
identify the appropriate use of tools, models, and
							 appliances in the world;
observe, record, and describe how changes occur, and
acknowledge and be tolerant of different viewpoints
							 while working in a group.
Kindergarten students at the mastery level in the
							 application of science:
identify the appropriate use of tools, models, and
							 appliances in their world;
observe and describe how changes occur, and
be tolerant of different viewpoints while working in
							 a group.
Kindergarten students at the partial mastery level in
							 the application of science:
identify the appropriate use of tools, models, and
							 appliances at home and at play;
observe and describe when changes occur, and
listen to different viewpoints while working in a
							 group.
Kindergarten students at the novice level in the
							 application of science:
identify tools, models, and appliances at home and at
							 play;
recognize when changes have occurred, and
take turns while working in a group.
Objectives
Students will
SC.O.K.3.01
recognize that models are representations of real
							 things.
SC.O.K.3.02
observe and point out that change occurs gradually,
							 repetitively, or randomly within the environment.
SC.O.K.3.03
observe and identify the uses of tools and appliances
							 at home and at play.
SC.O.K.3.04
work in groups, listen to and be tolerant of
							 different viewpoints.
First Grade Science Content Standards and
				  Objectives
The First Grade Science objectives build on the process
				  skills and add data gathering and reporting. Through a spiraling, inquiry-based
				  program of study, all students will demonstrate scientific literacy and the use
				  of 21st century skills in the fields of biology, chemistry, physics, and earth
				  and space sciences. The subject matter is delivered through a coordinated,
				  integrated approach with an emphasis on the development of the major science
				  themes of systems, changes, and models. Students will engage in active
				  inquiries, investigations and hands-on activities for a minimum of 50% of the
				  instructional time to develop conceptual understanding and research/laboratory
				  skills. Safety instruction is integrated in all activities. First Grade Science
				  continues the excitement of learning about the natural world and allows the
				  beginning of experimentation and data collection to emphasize the tools of
				  science and the properties of matter. The West Virginia Standards for 21st
				  Century Learning include the following components: 21st Century Content
				  Standards and Objectives and 21st Century Learning Skills and Technology Tools.
				  All West Virginia teachers are responsible for classroom instruction that
				  integrates learning skills, technology tools and content standards and
				  objectives.
Grade 1
Science
Standard 1:
Nature of Science
SC.S.1.1
Students will
$ demonstrate an understanding of the history and
							 nature of science as a human endeavor encompassing the contributions of diverse
							 cultures,
scientists, and careers.
$ demonstrate the abilities and understanding
							 necessary to do scientific inquiry.
$ demonstrate the ability to think and act as
							 scientists by engaging in active inquiries and investigations, while
							 incorporating hands-on activities.
Performance Descriptors SC.PD.1.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
First grade students at the distinguished level in
							 the nature of science:
relate lives and discoveries of scientists to the
							 technology in their world and the activities students do in science class, and
safely manipulate equipment to perform simple
							 experiments as they investigate the world around them.
First grade students at the above mastery level in
							 the nature of science:
relate lives and discoveries of scientists to the
							 activities students do in science class, and
safely use tools and techniques as they gather,
							 record, and organize information to answer questions and solve problems in the
							 world around them.
First grade students at the mastery level in the
							 nature of science:
discuss lives and discoveries of scientists, and
safely use tools and techniques as they gather,
							 record, and organize information to answer questions they have about the world
							 around them.
First grade students at the partial mastery level in
							 the nature of science:
discuss discoveries of scientists, and
safely use tools and techniques as they gather and
							 record information to answer questions about the world around them.
First grade students at the novice level in the
							 nature of science:
identify scientists as people who make discoveries,
							 and
safely gather and record information to answer
							 questions about the world around them.
Objectives
Students will
SC.O.1.1.01
ask questions about themselves and their
							 world.
SC.O.1.1.02
discuss the lives and discoveries of scientists after
							 listening to stories about their lives and discoveries.
SC.O.1.1.03
demonstrate curiosity, initiative and creativity by
							 questioning observations of changes in the environment (e.g., life cycles,
							 motion of celestial objects, or sun and shadow).
SC.O.1.1.04
use scientific instruments and everyday materials to
							 investigate the natural world (e.g., hand lens, balance, magnets, thermometer,
							 seeds, or rocks).
SC.O.1.1.05
use safe and proper techniques for handling,
							 manipulating and caring for science materials (e.g., follow safety rules,
							 maintain a clean work area, or treat living organisms humanely).
SC.O.1.1.06
collect, record and compare information using a
							 variety of classification systems (e.g., ordering, sorting, or sequencing) and
							 using a variety of communication techniques (e.g., sketches, pictographs, or
							 models).
Grade 1
Science
Standard 2:
Content of Science
SC.S.1.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.1.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
First grade students at the distinguished level in
							 the content of science:
analyze living and non-living objects and create
							 diagrams to represent life cycles of various plants and animals;
determine the relationships between magnetic and
							 nonmagnetic objects;
compare changes in water to its effect on living
							 things and compare and contrast the buoyancy of materials;
plan a recycling project and describe possible
							 outcomes due to polluted air;
connect factors that affect changes in an objects'
							 motion;
analyze pitch and volume of sound;
predict the effects of weather changes on living
							 things
discuss the significance and movements of objects in
							 the day and night sky;
design diagrams to represent land and water
							 features.
First grade students at the above mastery level in
							 the content of science:
sequence life cycles of living organisms and compare
							 and contrast living and nonliving objects;
demonstrate properties of magnetism;
investigate how water changes state and predict the
							 buoyancy of objects in water;
identify materials that can be recycled and compare
							 air pollutants;
compare the force and motion of objects;
compare and contrast sounds;
relate changes in the weather to their effects on
							 living things;
compare and explain the movements of objects in the
							 sky;
differentiate land and water features on a
							 diagram.
First grade students at the mastery level in the
							 content of science:
describe needs, growth changes and life cycles of
							 organisms and classify objects as living or nonliving;
classify objects as magnetic or nonmagnetic;
recognize that water can change states and
							 investigate buoyancy;
recognize and sort objects that can be
							 recycled;
describe changes in an object's motion;
demonstrate that sounds are produced by
							 vibrations;
record changes in weather and their effects on living
							 things;
observe and describe the movements of objects in the
							 day and night sky;
using models, compare land and water features and
							 investigate the properties of soil.
First grade students at the partial mastery level in
							 the content of science:
identify living and nonliving objects and describe
							 changes in life cycles;
acknowledge when an object is magnetic;
name water in its three states;
recognize objects that can be recycled;
identify changes in an object's motion;
identify that sounds are produced by
							 vibrations;
observe and describe changes in weather;
identify the movement of the sun and the moon and
							 list uses of air;
name parts in soil and identify land and water
							 features.
First grade students at the novice level in the
							 content of science:
list living and nonliving things and name basic needs
							 of living things;
recognize that some things are magnetic;
identify liquids and solids;
use the classroom recycling bin
acknowledge when an object is moved;
name an object that vibrates;
observe and identify weather changes;
identify the sun, moon and stars and list uses of
							 air;
identify land and water features and observe
							 soil.
Objectives
Students will
SC.O.1.2.01
classify objects as living or non-living.
SC.O.1.2.02
identify that most living things need water, food,
							 light and air.
SC.O.1.2.03
describe changes in life cycle of living
							 organisms.
SC.O.1.2.04
identify the parts of growing plants as they
							 develop.
SC.O.1.2.05
depict movement of living things in air, water and on
							 land. (e.g., birds flying, fish swimming, or worms burrowing in soil).
SC.O.1.2.06
recognize that materials are composed of smaller
							 parts that may be seen with a magnifier.
SC.O.1.2.07
recognize that materials can be recycled and used
							 again, sometimes in different forms.
SC.O.1.2.08
recognize that water can change from one form to
							 another and give examples of changes.
SC.O.1.2.09
predict and investigate the buoyancy of objects in
							 water.
SC.O.1.2.10
classify objects as magnetic or non-magnetic.
SC.O.1.2.11
observe and record shadows at different times of the
							 day.
SC.O.1.2.12
describe the changes in the motion of objects (e.g.,
							 slowing down, speeding up, or curving).
SC.O.1.2.13
demonstrate that sounds are produced by
							 vibrations.
SC.O.1.2.14
observe, identify and record changes in weather and
							 effects on living organisms.
SC.O.1.2.15
recognize that the sun, moon, and stars appear to
							 move.
SC.O.1.2.16
observe and discuss the importance of objects in the
							 day and night sky.
SC.O.1.2.17
use a model to compare land and water features on the
							 Earth.
SC.O.1.2.18
identify important uses of air.
SC.O.1.2.19
investigate and compare the properties of soil (e.g.,
							 sand, clay, or humus).
Grade 1
Science
Standard 3:
Application of Science
S.C.S.1.3
Students will
$ identify how the parts of a system interact,
$ recognize and use models as representations of real
							 things,
$ demonstrate the ability to distinguish between
							 natural and man-made objects,
$ listen and be tolerant of different viewpoints
							 while working in collaborative groups, and
$ demonstrate the ability to evaluate the impact of
							 different points of view on health, population, resources and environment
							 practices.
Performance Descriptors SC.PD.1.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
First grade students at the distinguished level of
							 the application of science will:
prove how parts of a system interact;
design models of real things;
describe how a natural object can be changed to serve
							 a different purpose;
draw conclusions from different viewpoints of group
							 members;
engage and involve the community in conservation
							 practices.
First grade students at the above mastery level of
							 the application of science will:
explain how parts of a system interact;
construct models to represent real things;
recognize that natural objects can be changed to
							 serve different purposes;
compare and contrast different viewpoints while
							 working in a group;
compare conservation practices.
First grade students at the mastery level of the
							 application of science will:
identify how parts of a system interact;
recognize and use models as representations of real
							 things;
distinguish between natural and man-made
							 objects;
demonstrate tolerance of different points of
							 view;
engage in conservation practices.
First grade students at the partial mastery level of
							 the application of science will:
list parts of a system;
recognize and use models;
identify objects as natural or man-made;
work in collaborative groups;
list conversation practices.
First grade students at the novice level of the
							 application of science will:
name a system;
identify models;
identify an object as natural or man-made;
listen to others and take turns while working in a
							 group;
name a conservation practice.
Objectives
Students will
SC.O.1.3.01
identify that systems are made of parts that interact
							 with one another.
SC.O.1.3.02
use models as representations of real things.
SC.O.1.3.03
distinguish between natural and man-made
							 objects.
SC.O.1.3.04
listen to and be tolerant of different viewpoints
							 while working in collaborative groups.
SC.O.1.3.05
develop respect and responsibility for the
							 environment by engaging in conservation practices (e.g., recycling, or trash
							 clean-up).
Second Grade Science Content Standards and
				  Objectives
The Second Grade Science objectives build upon the
				  early stages of experimentation and maintenance of natural curiosity. Through a
				  spiraling, inquiry-based program of study and the use of
				  21st century skills, all students will demonstrate
				  scientific literacy in the fields of biology, chemistry, physics and earth and
				  space sciences. The subject matter is delivered through a coordinated,
				  integrated approach with an emphasis on the development of the major science
				  themes of systems, changes and models. Students will engage in active
				  inquiries, investigations and hands-on activities for a minimum of 50% of the
				  instructional time to develop conceptual understanding and research/laboratory
				  skills. Safety instruction is integrated in all activities. Second Grade
				  Science will provide opportunities for developmental and academic growth. The
				  activities will introduce the concept that science and technology are
				  interrelated. The curricular thrust will be to develop early problem-solving
				  skills through observation, experimenting and concluding. The West Virginia
				  Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards
				  and Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 2
Science
Standard 1:
Nature of Science
SC.S.2.1
Students will
$ demonstrate an understanding of the history and
							 nature of science as a human endeavor encompassing the contributions of diverse
							 cultures,
scientists, and careers.
$ demonstrate the abilities and understanding
							 necessary to do scientific inquiry.
$ demonstrate the ability to think and act as
							 scientists by engaging in active inquiries and investigations, while
							 incorporating hands-on activities.
Performance Descriptors SC.PD.2.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Second grade students at the distinguished level in
							 the nature of science:
conduct interviews with people in science related
							 careers in their community;
demonstrate curiosity by formulating questions about
							 the world around them and design simple experiments to answer those
							 questions.
Second grade students at the above mastery level in
							 the nature of science:
connect science careers with the needs of their
							 community;
safely use tools and techniques when designing simple
							 experiments to answer questions and solve problems in the world around
							 them.
Second grade students at the mastery level in the
							 nature of science:
compare the lives and discoveries of scientists of
							 different cultures and backgrounds;
safely use tools and techniques when designing and
							 conducting simple investigations.
Second grade students at the partial mastery level in
							 the nature of science:
identify and discuss scientists and science careers
							 in the community;
safely use tools and techniques when and conducting
							 simple investigations.
Second grade students at the novice level in the
							 nature of science:
list science related careers;
observe simple investigations and recall
							 results;
Objectives
Students will
SC.O.2.1.01
interpret science as the human's search for an
							 understanding of the world by asking questions about themselves and their
							 world.
SC.O.2.1.02
compare the lives and discoveries of scientists of
							 different cultures and backgrounds.
SC.O.2.1.03
identify and discuss science careers in the
							 community.
SC.O.2.1.04
demonstrate curiosity, initiative and creativity by
							 observing, classifying, comparing and analyzing natural objects in the
							 environment.
SC.O.2.1.05
manipulate scientific instruments and everyday
							 materials to investigate the natural world (e.g., hand lens, balance,
							 thermometer, metric ruler, magnets, weather instruments, or
							 calculators).
SC.O.2.1.06
measure the length and width of various objects using
							 standard and non-standard units (e.g., metric ruler, paper clips, or counting
							 bears).
SC.O.2.1.07
use safe and proper techniques for handling,
							 manipulating, and caring for science materials (e.g., follow safety rules,
							 maintain a clean work area, or treat living organisms humanely).
SC.O.2.1.08
design and conduct simple investigations; observe,
							 collect and record information using a variety of classification systems;
							 describe trends of data; and make predictions based on that data (e.g.,
							 seasonal changes and plants or temperature and weather).
Grade 2
Second Grade Science
Standard 2:
Content of Science
SC.S.2.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.2.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Second grade students at the distinguished level in
							 the content of science:
create a plant or animal and design the structures
							 and their functions that will allow it to survive in a particular
							 habitat;
design simple investigations that will show changes
							 in states of matter and the properties of light, heat, sound, and
							 magnetism;
design an experiment to investigate the effects of
							 wind and water on a surface and record findings;
use models to explain the moon phases and seasonal
							 changes.
Second grade students at the above mastery level in
							 the content of science:
compare and contrast the structures, life cycle, and
							 habitats of human to other organisms;
explain the causes for changes in the states of
							 matter, the connections between force and motion and the properties of light,
							 heat, sound, and magnetism;
explain the connections between geological features,
							 fossils, and erosion/weathering;
compare and contrast the changes in the sky with
							 changes on the earth.
Second grade students at the mastery level in the
							 content of science:
compare the structures, life cycle, and habitats of
							 human to other organisms;
identify physical properties and changes of matter
							 and explore their relationships to sound, light, heat, motion and magnetic
							 force;
distinguish between erosion and weathering on the
							 earth's surface and explain how fossils were formed;
identify patterns in seasons of the year, day and
							 night, and phases of the moon.
Second grade students at the partial mastery level in
							 the content of science:
describe the structures, life cycle, and habitats of
							 human and other organisms;
collect and display examples of: the states of
							 matter, heat, light, sound, and magnets;
describe the effects of wind and water on the surface
							 of the earth and identify fossils;
make observations about the seasons of the year and
							 changes in the sky.
Second grade students at the novice level in the
							 content of science:
identify the structures, life cycle, and habitats of
							 human and other organisms;
recognize the properties of matter, light, heat and
							 magnetism;
recognize that the earth has changed over time and
							 fossils were formed;
list and describe the seasons of the year.
Objectives
Students will
SC.O.2.2.01
identify that plants and animals have different
							 structures.
SC.O.2.2.02
identify the structures of living things including
							 their systems, and explain their functions (e.g., wings for flying, fins for
							 swimming, or roots for support and obtaining water).
SC.O.2.2.03
sequence pictures of events to illustrate the changes
							 in the life cycle of plants and animals.
SC.O.2.2.04
relate observations of the butterfly's life cycle to
							 student's own growth and change.
SC.O.2.2.05
compare and contrast simple models of different kinds
							 of habitats, including a forest and a stream.
SC.O.2.2.06
identify materials as a solid, a liquid or a gas and
							 recognize that matter takes up space, and can change from one state to
							 another.
SC.O.2.2.07
demonstrate that a magnet can attract or repel
							 objects.
SC.O.2.2.08
identify which materials and colors conduct heat
							 better than others.
SC.O.2.2.09
demonstrate that a shadow is cast when an object
							 blocks light.
SC.O.2.2.10
compare the effects of force on the motion of an
							 object.
SC.O.2.2.11
explore how sound can change in pitch and
							 volume.
SC.O.2.2.12
identify and examine changes in the earth's surface
							 (e.g., weathering, or erosion).
SC.O.2.2.13
identify the effects of wind movement.
SC.O.2.2.14
observe and describe different types of
							 precipitation.
SC.O.2.2.15
describe daily and seasonal weather changes.
SC.O.2.2.16
explain how the rotation of the Earth on its axis
							 causes day and night.
SC.O.2.2.17
understand that the moon has phases.
SC.O.2.2.18
describe how fossils are formed, and match a fossil,
							 or a picture of a fossil, to its original organism.
Grade 2
Second Grade Science
Standard 3:
Application of Science
SC.S.2.3
Students will
$ identify how the parts of a system interact.
$ recognize and use models as representations of real
							 things.
$ observe that changes occur gradually, repetitively,
							 or randomly within the environment.
$ recognize that common objects and events
							 incorporate science to solve human problems and enhance the quality of
							 life.
$ demonstrate the ability to listen to, be tolerant
							 of, and evaluate the impact of different points of view on health, population,
							 resources and environmental practices while working in collaborative
							 groups.
Performance Descriptors SC.PD.2.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Second grade students at the distinguished level of
							 the application of science:
construct a model to show how a system works and how
							 it may change the environment, and
design a conservation program that involves their
							 community and work cooperatively to implement the plan.
Second grade students at the above mastery level of
							 the application of science:
relate interactions of a system with changes in the
							 environment, and
use technology to investigate conservation programs
							 and share findings.
Second grade students at the mastery level of the
							 application of science:
identify how parts of a system interact and bring
							 about change to the environment, and
organize a plan for showing respect for the
							 environment, listen to and be tolerant of different viewpoints.
Second grade students at the partial mastery level of
							 the application of science:
identify parts of a system and use models as
							 representations of real things, and
work collaboratively to identify ways science has
							 changed the quality of life.
Second grade students at the novice level of the
							 application of science:
give an example of a system and a model, and
work collaboratively to list ways to be responsible
							 for the environment.
Objectives
Students will
SC.O.2.3.01
identify parts of systems and identify how they
							 interact with one another.
SC.O.2.3.02
use models as representations of real things.
SC.O.2.3.03
observe that changes occur gradually, repetitively,
							 or randomly within the environment.
SC.O.2.3.04
recognize that common objects and events incorporate
							 science (e.g., CD players, Velcro, or weather) to solve human problems and
							 enhance the quality of life.
SC.O.2.3.05
listen to and be tolerant of different viewpoints
							 while working in collaborative groups.
SC.O.2.3.06
develop respect and responsibility for the
							 environment by engaging in conservation practices (e.g., recycling, trash
							 clean-up, or power consumption reduction).
Third Grade Science Content Standards and
				  Objectives
The Third Grade Science objectives build upon
				  problem-solving and experimentation and move into a more in-depth study of
				  science. Through a spiraling, inquiry-based program of study, all students will
				  demonstrate scientific literacy in the fields of biology, chemistry, physics
				  and earth and space sciences. The subject matter is delivered through a
				  coordinated, integrated approach with an emphasis on the development of the
				  major science themes of systems, changes, and models. Students will engage in
				  active inquiries, investigations and hands-on activities for a minimum of 50%
				  of the instructional time to develop conceptual understanding and
				  research/laboratory skills. Safety instruction is integrated in all activities.
				  Third Grade Science highlights science-related careers. The study of geology
				  and astronomy expands in Third Grade Science. Collecting materials, testing the
				  materials, recording data and developing concepts related to physics and
				  chemistry are introduced to expand investigative abilities that lead to logical
				  conclusions. The West Virginia Standards for 21st Century Learning include the
				  following components: 21st Century Content Standards and Objectives and 21st
				  Century Learning Skills and Technology Tools. All West Virginia teachers are
				  responsible for classroom instruction that integrates learning skills,
				  technology tools and content standards and objectives.
Grade 3
Science
Standard 1:
Nature of Science
SC.S.3.1
Students will
$ demonstrate an understanding of the history and
							 nature of science as a human endeavor encompassing the contributions of diverse
							 cultures,
scientists, and careers.
$ demonstrate the abilities and understanding
							 necessary to do scientific inquiry.
$ demonstrate the ability to think and act as
							 scientists by engaging in active inquiries and investigations, while
							 incorporating hands-on activities.
Performance Descriptors SC.PD.3.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Third grade students at the distinguished level of
							 the nature of science:
relate scientific contributions of different cultures
							 to advances in their societies, and
make predictions, use the scientific method to design
							 and conduct safe and controlled investigations with multiple trials, and
							 interpret the data.
Third grade students at the above mastery level of
							 the nature of science:
research contributions that different cultures have
							 made to science, and
make predictions, use the scientific method to plan
							 and conduct safe and controlled investigations, and interpret data.
Third grade students at the mastery level of the
							 nature of science:
describe contributions that different cultures have
							 made to science, and
use the scientific method to conduct safe and simple
							 controlled investigations and interpret data.
Third grade students at the partial mastery level of
							 the nature of science:
recognize contributions that different cultures have
							 made to science, and
conduct safe and simple controlled investigations and
							 record data.
Third grade students at the novice level of the
							 nature of science:
name a scientist from a different culture, and
safely participate in simple controlled
							 investigations.
Objectives
Students will
SC.O.3.1.01
recognize that scientific explanations may lead to
							 new discoveries (e.g., new knowledge leads to new questions).
SC.O.3.1.02
study the lives and discoveries of scientists of
							 different cultures and backgrounds.
SC.O.3.1.03
explore science careers in the community.
SC.O.3.1.04
demonstrate curiosity, initiative and creativity by
							 planning and conducting simple investigations.
SC.O.3.1.05
recognize that developing solutions to problems takes
							 time, patience and persistence through individual and cooperative
							 ventures.
SC.O.3.1.06
support statements with facts found through research
							 from various sources, including technology.
SC.O.3.1.07
use scientific instruments, technology, and everyday
							 materials to investigate the natural world.
SC.O.3.1.08
use safe and proper techniques for handling,
							 manipulating and caring for science materials (e.g., follow safety rules,
							 maintain a clean work area, or treat living organisms humanely).
SC.O.3.1.09
apply mathematical skills and use metric units in
							 measurements.
SC.O.3.1.10
interpret data presented in a table, graph, map or
							 diagram and use it to answer questions and make predictions and inferences
							 based on patterns of evidence.
SC.O.3.1.11
Identify and control variables.
Grade 3
Science
Standard 2:
Content of Science
SC.S.3.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.3.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Third grade students at the distinguished level in
							 the content of science:
create a method of classification for various
							 organisms and evaluate how well structures are adapted to specific
							 environments;
investigate the properties of matter and recognize
							 that temperature can be used to change the phases;
compare and contrast the affects of reflecting and
							 refracting light with a variety of lenses and mirrors;
explain the relationships between speed, distance and
							 time and between work, force, and distance;
explain the relationship between kinetic and
							 potential energy;
research and evaluate the consequences of forces that
							 change earth's surface and explore how technologies are used to predict the
							 impact of future occurrences, and
compare and contrast planets and use models to
							 explain the effects of the alignments of the earth, moon and sun.
Third grade students at the above mastery level in
							 the content of science:
classify a variety of organisms according to their
							 characteristics and explain how their structures are adaptations to specific
							 environments;
describe the properties and phases of matter and
							 recognize that temperature can be used to change the phases;
manipulate light, lens, and mirrors to explain
							 reflection, refraction, and color;
measure and record changes in the variables affecting
							 work and speed;
compare and contrast kinetic and potential
							 energy;
compare and contrast earth's layers and relate the
							 forces and processes that affect the surface to the resulting geological
							 features, and
compare earth to other planets and use models to
							 explain the movements of the earth, moon, sun, and planets.
Third grade students at the mastery level in the
							 content of science:
compare the structures and functions of organisms and
							 explain how they are adapted to their environments;
identify the properties of matter and recognize that
							 temperature can be used to change the phases;
manipulate light, lens, and mirrors to demonstrate
							 reflection, refraction, and color;
demonstrate work, speed, and unbalanced
							 forces;
identify examples of kinetic and potential
							 energy;
contrast earth's layers, describe forces and
							 processes that affect the surface, and identify the resulting geological
							 features, and
describe the planets and use diagrams to explain the
							 movements of the earth and moon in relation to the sun.
Third grade students at the partial mastery level in
							 the content of science:
list the structures and functions of organisms and
							 ways they are used to interact with their environment;
identify the properties and phases of matter;
relate the color of an object to reflection of
							 light;
identify and describe force, motion, and
							 speed;
list examples of kinetic energy;
describe earth's layers and explain how erosion,
							 volcanoes and earthquakes change the surface, and
name the planets and use a diagram to describe the
							 movements of the earth and moon in relation to the sun.
Third grade students at the novice level in the
							 content of science:
list the characteristics of living things and
							 describe their environments;
name the three states of matter;
recognize that light can be reflected;
give examples of force, motion, and speed;
identify examples of kinetic energy;
state that erosion, volcanoes, and earthquakes change
							 the earth's surface, and
draw a diagram of the earth and moon in relation to
							 the sun.
Objectives
Students will
SC.O.3.2.01
identify the structures of living things, including
							 their systems and explain their functions.
SC.O.3.2.02
observe, measure and record changes in living things
							 (e.g., growth and development, or variations within species).
SC.O.3.2.03
compare physical characteristics and behaviors of
							 living organisms and explain how they are adapted to a specific environment
							 (e.g., beaks and feet in birds, seed dispersal, camouflage, or different types
							 of flowers).
SC.O.3.2.04
observe and describe relationships among organisms
							 and predict the effect of adverse factors.
SC.O.3.2.05
relate the buoyancy of an object to its
							 density.
SC.O.3.2.06
identify physical and chemical properties.
SC.O.3.2.07
relate changes in states of matter to changes in
							 temperature.
C.O.3.2.08
investigate the dissolving of solids in
							 liquids.
SC.O.3.2.09
investigate the reflection and refraction of light by
							 objects.
SC.O.3.2.10
relate how the color of an object is based upon the
							 reflection of light.
SC.O.3.2.11
recognize that it takes work to move objects over a
							 distance.
SC.O.3.2.12
examine the relationships between speed, distance,
							 and time.
SC.O.3.2.13
recognize that the greater a force is exerted on an
							 object, the greater the change of its motion.
SC.O.3.2.14
identify examples of potential and kinetic
							 energy.
SC.O.3.2.15
identify fossils as a record of time.
SC.O.3.2.16
explore erosion of different materials by water and
							 wind (e.g., sand, soil, or rocks).
SC.O.3.2.17
describe how volcanoes and earthquakes affect the
							 Earth.
SC.O.3.2.18
recognize the relative movement of the Earth and moon
							 in relation to the sun.
SC.O.3.2.19
describe the similarities and differences among the
							 planets.
SC.O.3.2.20
identify properties of minerals and recognize that
							 rocks are composed of different minerals.
SC.O.3.2.21
explain how igneous, sedimentary and metamorphic
							 rocks are formed.
SC.O.3.2.22
identify geographical features using a model or
							 map.
SC.O.3.2.23
compare and contrast the layers of the Earth and
							 their various features
.
Grade 3
Science
Standard 3:
Application of Science
SC.S.3.3
Students will
$ identify how the parts of a system interact.
$ recognize and use models as representations of real
							 things.
$ observe and identify patterns of change,
							 consistency or regularity within the environment.
$ demonstrate the ability to utilize technology to
							 gather and organize data to communicate designs, results and
							 conclusions.
$ identify that a solution to a problem often creates
							 new problems.
$ demonstrate the ability to listen to, be tolerant
							 of, and evaluate the impact of different points of view on health, population,
							 resources and environmental practices while working in collaborative
							 groups.
Performance Descriptors SC.PD.3.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Third grade students at the distinguished level of
							 the application of science:
construct and use models to explain how parts of a
							 system interact or to explain abstract ideas;
predict patterns of change within the
							 environment;
propose and evaluate possible solutions to the new
							 problems when they occur during the scientific process;
apply technology to solve problems, gather and
							 communicate data, and
demonstrate tolerance and be receptive to new ideas
							 when presented valid information.
Third grade students at the above mastery level of
							 the application of science:
construct models to represent how parts of a system
							 interact;
explain patterns of change, consistency, or
							 regularity within the environment;
propose possible solutions to the new problems when
							 they occur during the scientific process;
use technology to gather and communicate data, and
discuss different points of view and demonstrate
							 tolerance.
Third grade students at the mastery level of the
							 application of science:
use models to represent how parts of a system
							 interact;
observe and identify patterns of change, consistency,
							 or regularity within the environment;
recognize that solving scientific problems is a
							 process that may lead to new problems;
cite examples of science and technology in daily
							 events, and
demonstrate tolerance of different points of
							 view.
Third grade students at the partial mastery level of
							 the application of science:
use models and identify parts of a system;
name patterns of change within the
							 environment;
recognize scientific problems;
recognize examples of science and technology in daily
							 events, and
listen to other points of view.
Third grade students at the novice level of the
							 application of science:
recognize models and name a system;
name an environmental change;
identify scientific problems;
identify examples of science and technology in daily
							 events, and
work in collaborative groups.
Objectives
Students will
SC.O.3.3.01
identify that systems are made of parts that interact
							 with one another.
SC.O.3.3.02
use models as representations of real things.
SC.O.3.3.03
observe that changes occur gradually, repetitively,
							 or randomly within the environment and question causes of changes.
SC.O.3.3.04
given a set of objects, group or order the objects
							 according to an established scheme.
SC.O.3.3.05
given a set of events, objects, shapes, designs, or
							 numbers, formulate patterns of constancy or regularity.
SC.O.3.3.06
cite examples of the uses of science and technology
							 in common daily events and in the community.
SC.O.3.3.07
explain a simple problem and identify a specific
							 solution describing the use of tools and/or materials to solve the problem or
							 to complete the task.
SC.O.3.3.08
recognize that a solution to one scientific problem
							 often creates new problems (e.g., recycling, pollution, conservation, or waste
							 disposal).
SC.O.3.3.09
listen to and be tolerant of different viewpoints by
							 engaging in collaborative activities and be willing to modify ideas when new
							 and valid information is presented.
SC.O.3.3.10
develop respect and responsibility for the
							 environment by engaging in conservation practices.
SC.O.3.3.11
describe how modern tools and appliances have
							 positively and/or negatively impacted their daily lives.
Fourth Grade Science Content Standards and
				  Objectives
The Fourth Grade Science objectives build on the study
				  of geology, astronomy, chemistry and physics. Through a spiraling,
				  inquiry-based program of study and the use of 21st
				  century skills, all students will demonstrate scientific literacy in the fields
				  of biology, chemistry, physics and earth and space sciences. The subject matter
				  is delivered through a coordinated, integrated approach with an emphasis on the
				  development of the major science themes of systems, changes and models.
				  Students will engage in active inquiries, investigations and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills. Safety instruction is integrated
				  into all activities. Fourth Grade Science promotes cooperative learning, group
				  decisions, cultural diversity, and careers and expands the development of
				  hands-on exploration. Basic science concepts are developed and problem-solving
				  abilities are augmented. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 4
Grade Science
Standard 1:
Nature of Science
SC.S.4.1
Students will
$
demonstrate an understanding of the
							 history and nature of science as a human endeavor encompassing the
							 contributions of diverse cultures,
scientists, and careers.
$ demonstrate the abilities and understanding
							 necessary to do scientific inquiry.
$ demonstrate the ability to think and act as
							 scientists by engaging in active inquiries and investigations, while
							 incorporating hands-on activities.
Performance Descriptors SC.PD.4.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fourth grade students at the distinguished level of
							 the nature of science:
analyze and evaluate the impact of scientific
							 discoveries on present day society using research and technology safely;
use safe procedures and proper tools designing
							 experiments, and evaluating data, and justifying conclusions.
Fourth grade students at the above mastery level of
							 the nature of science:
explain how scientific discoveries have created new
							 careers in West Virginia;
use safe procedures and proper tools when observing
							 scientific processes, designing experiments, and evaluating data.
Fourth grade students at the mastery level of the
							 nature of science:
show that discoveries lead to changes in scientific
							 knowledge in all cultures and backgrounds;
use safe procedures and proper tools when observing
							 scientific processes, designing experiments, and interpreting the data based
							 patterns of evidence.
Fourth grade students at the below mastery level of
							 the nature of science:
recognize the scientific knowledge has changed over
							 time;
use safe procedures, proper tools, and the scientific
							 method when conducting investigations and drawing conclusions.
Fourth grade students at the novice level of the
							 nature of science:
name a scientist and from a different culture and
							 their discovery or invention;
use safe techniques to investigate, collect and
							 display data, and draw conclusions based on data.
Objectives
Students will
SC.O.4.1.01
explain how new discoveries lead to changes in
							 scientific knowledge.
SC.O.4.1.02
study the lives and discoveries of scientists of
							 different cultures and backgrounds.
SC.O.4.1.03
explore science careers in West Virginia.
SC.O.4.1.04
demonstrate curiosity, initiative and creativity by
							 developing questions that lead to investigations; designing simple experiments;
							 and trusting observations of discoveries when trying new tasks and
							 skills.
SC.O.4.1.05
recognize that developing solutions to problems
							 requires persistence, flexibility, open-mindedness, and alertness for the
							 unexpected.
SC.O.4.1.06
support statements with facts found through research
							 from various sources, including technology.
SC.O.4.1.07
use scientific instruments, technology and everyday
							 materials to investigate the natural world.
SC.O.4.1.08
demonstrate safe and proper techniques for handling,
							 manipulating and caring for science materials.
SC.O.4.1.09
construct a hypothesis when provided a
							 problem.
SC.O.4.1.10
establish variables and controls in an experiment;
							 test variables through experimentation.
SC.O.4.1.11
interpret data presented in a table, graph, or
							 diagram and use it to answer questions and make decisions.
SC.O.4.1.12
draw and support conclusions, make predictions and
							 inferences based on patterns of evidence (e.g., weather maps, variation of
							 plants, or frequency and pitch of sound).
SC.O.4.1.13
apply mathematical skills and use metric units in
							 measurements and calculations.
Grade 4
Science
Standard: 2
SC.S.4.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories, and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.0.4.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fourth grade students at the distinguished level in
							 the content of science:
analyze organisms' adaptations in a variety of
							 environments;
develop a logical argument for man's role in
							 protecting the plants and animals of our environment;
design an experiment to demonstrate simple
							 physical/chemical changes in the state of matter and analyze the
							 results;
create an investigation to determine if materials are
							 conductors or non conductors;
design an investigation that proves relationships
							 between force and motion and frequency and pitch;
research the amount of usable fresh water on earth
							 and design a water conservation plan;
create a model of the solar system and use it to
							 explain the orbital paths of planets and the Earth's moon.
Fourth grade students at the above mastery level in
							 the content of science:
compare and contrast the characteristics,
							 interactions, and life cycles of organisms that help them survive in different
							 environments;
cite evidence of man's influence (positive or
							 negative) on food webs;
investigate variables that affect the rate of change
							 in matter;
diagram and construct a simple electrical
							 circuit;
determine relationships between force and motion and
							 frequency and pitch;
explain the relationships between the types of rocks
							 and factors that change earth's surface;
use models to explain movements within the solar
							 system and the changes in the night sky.
Fourth grade students at the mastery level in the
							 content of science:
distinguish the characteristics, interactions, and
							 life cycles of organisms that help them survive in different
							 environments;
compare and contrast food chains and food webs from
							 different habitats;
explain the causes of physical/chemical changes in
							 matter;
describe the transformations that occur between
							 different forms of energy;
predict how force affects motion and frequency
							 affects pitch;
determine the relationships between the types of
							 rocks and factors that change on earth's surface;
use models to describe movements within the solar
							 system and the changes in the night sky.
Fourth grade students at the partial mastery level in
							 the content of science:
identify characteristics and life cycles of organisms
							 within an environment;
construct food chains for specific habitats;
list the states of matter and the physical properties
							 of each;
identify conductor/non- conductor materials in an
							 electrical circuit;
demonstrate and explain how forces can change
							 motion;
identify the effects of volcanoes, earthquakes,
							 landslides, floods and weather on earth's surface;
identify objects in the solar system and describe the
							 changes in the night sky.
Fourth grade students at the novice level in the
							 content of science:
identify the life cycle of an organism;
recognize organisms in a food chain;
name the states of matter;
list the types of energy;
demonstrate motion and force;
recognize that the land and water of the earth is
							 constantly changing;
identify the sun as a star and list the planets in
							 the solar system.
Objectives
Students will
SC.0.4.2.01
describe the different characteristics of plants and
							 animals, which help them to survive in different niches and
							 environments.
SC.0.4.2.02
associate the behaviors of living organisms to
							 external and internal influences (e.g., hunger, climate, or seasons).
SC.0.4.2.03
identify and classify variations in structures of
							 living things including their systems and explain their functions (e.g.,
							 skeletons, teeth, plant needles, or leaves).
SC.0.4.2.04
compare and sequence changes in cycles in relation to
							 plant and animal life.
SC.0.4.2.05
give examples how plants and animals closely resemble
							 their parents and that some characteristics are inherited from the parents and
							 others result from interaction with the environment.
SC.0.4.2.06
identify human uses of plants and animals (e.g., food
							 sources, or medicines).
SC.0.4.2.07
describe the effects of altering environmental
							 barriers on the migration of animals.
SC.0.4.2.08
construct and explain models of habitats, food
							 chains, and food webs.
SC.0.4.2.09
investigate how properties can be used to identify
							 substances.
SC.0.4.2.10
design an experiment to investigate the dissolving of
							 solids and analyze the results.
SC.0.4.2.11
examine simple chemical changes (e.g., tarnishing,
							 rusting, or burning).
SC.0.4.2.12
explain that materials including air take up space
							 and are made of parts that are too small to be seen without
							 magnification.
SC.0.4.2.13
differentiate changes in states of matter due to heat
							 loss or gain.
SC.0.4.2.14
investigate variables that affect the rate of
							 evaporation of a liquid.
SC.0.4.2.15
compare and classify liquids based on density.
SC.0.4.2.16
identify different forms of energy and describe
							 energy transformations that occur between them (e.g., electrical to heat, or
							 radiant to chemical).
SC.0.4.2.17
examine types and properties of waves (e.g.,
							 transverse, longitudinal, frequency, or wavelengths).
SC.0.4.2.18
investigate static electricity and
							 conductors/nonconductors of electricity.
SC.0.4.2.19
construct simple electrical circuits.
SC.0.4.2.20
describe and explain the relationship between a
							 compass and a magnetic field.
SC.0.4.2.21
relate motion of an object to its frame of
							 reference.
SC.0.4.2.22
predict and investigate the motion of an object if
							 the applied force is changed.
SC.0.4.2.23
explore that sounds are produced by vibrating objects
							 and columns of air and form conclusions about the relationship between
							 frequency and pitch of sound.
SC.0.4.2.24
investigate the change in the length, tension, or
							 thickness of the vibrating object on the frequency of vibration (e.g., string,
							 wire, or rubber band).
SC.0.4.2.25
examine the geologic time scale.
SC.0.4.2.26
locate and identify patterns of stars and their
							 change in location throughout the year.
SC.0.4.2.27
compare and explain the relative time differences to
							 erode materials.
SC.0.4.2.28
investigate the cause and effects of volcanoes,
							 earthquakes and landslides.
SC.0.4.2.29
interpret a weather chart or map and predict
							 outcomes.
SC.0.4.2.30
identify the sun as a star.
SC.0.4.2.31
explain the effects of alignment of earth, moon and
							 sun on the earth.
SC.0.4.2.32
describe and explain the planets orbital
							 paths.
SC.0.4.2.33
differentiate between types of rock and describe the
							 rock cycle.
SC.0.4.2.34
compare ocean water and fresh water.
SC.0.4.2.35
investigate soil types and soil composition.
Grade 4
Science
Standard 3:
Application of Science
SC.S.4.3
Students will
$ identify how the parts of a system interact.
$ recognize and use models as representations of real
							 things.
$ observe and identify patterns of change,
							 consistency or regularity within the environment.
$ demonstrate the ability to utilize technology to
							 gather and organize data to communicate designs, results and
							 conclusions.
$ identify that a solution to a problem often creates
							 new problems.
$ Demonstrate the ability to listen to, be tolerant
							 of, and evaluate the impact of different points of view on health, population,
							 resources and environmental practices while working in collaborative
							 groups.
Performance Descriptors SC.PD.4.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fourth grade students at the distinguished level of
							 the application of science:
design a model that uses system interaction to solve
							 a problem and explain how this model may create a new problem;
argue the positive/negative consequences of
							 technological changes in our environment, and
be tolerant of others viewpoints when debating the
							 findings of their research,
Fourth grade students at the above mastery level of
							 the application of science:
construct a model to show system interaction;
predict the environmental changes if conservation is
							 not practiced, and
work collaboratively to gather data and use
							 technology to present findings.
Fourth grade students at the mastery level of the
							 application of science:
use models to identify parts and interactions of
							 systems;
give cause and effect for changes that occur in our
							 environment, and
use a variety of resources and technology to gather
							 data, communicate ideas, and solve problems.
Fourth grade students at the partial mastery level of
							 the application of science:
use models to identify parts of a system;
identify patterns of change within the environment,
							 and work collaboratively to solve simple problems.
Fourth grade students at the novice level of the
							 application of science:
identify a system using a model;
list changes that occur in our environment, and
							 listen to and be tolerant of different viewpoints and problem solutions.
Objectives
Students will
SC.0.4.3.01
identify that systems are made of parts that interact
							 with one another.
SC.0.4.3.02
create models as representations of real
							 things.
SC.0.4.3.03
observe that changes occur gradually, repetitively,
							 or randomly within the environment and question causes of change.
SC.0.4.3.04
given a set of objects, group or order the objects
							 according to an established scheme.
SC.0.4.3.05
given a set of events, objects, shapes, designs, or
							 numbers, find patterns of constancy or regularity.
SC.0.4.3.06
identify and explain a simple problem or task to be
							 completed; identify a specific solution; and list task requirements.
SC.0.4.3.07
use an appropriate engineering design to solve a
							 problem or complete a task.
SC.0.4.3.08
recognize that a solution to one scientific problem
							 often creates new problems (e.g., recycling, pollution, conservation, waste
							 disposal, or need for technology).
SC.0.4.3.09
listen to and be tolerant of different viewpoints by
							 engaging in collaborative activities and modifying ideas when new and valid
							 information is presented from a variety of resources.
SC.0.4.3.10
describe the positive and negative consequences of
							 the application of technology on personal health and the environment.
SC.0.4.3.11
develop respect and responsibility for the
							 environment by engaging in conservation practices.
Fifth Grade Science Content Standards and
				  Objectives
The Fifth Grade Science objectives identify, compare,
				  classify and explain our living and designed worlds. Through a spiraling,
				  inquiry-based program of study all students will demonstrate scientific
				  literacy and the use of 21st century skills in the
				  fields of biology, chemistry, physics, and earth and space sciences. The
				  subject matter is delivered through a coordinated, integrated approach with an
				  emphasis on the development of the major science themes of systems, changes and
				  models. Students will engage in active inquiries, investigations, and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills. Safety instruction is integrated
				  in all activities. Fifth Grade Science reviews earth and the sky, life cycles
				  and habitats of organisms, properties, positions and motions of objects and
				  energy. New major concepts introduced at the fifth grade level include changes
				  in properties of matter, structures, functions and adaptations of organisms,
				  and the structure of the earth's system. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and
				  Technology Tools. All West Virginia teachers are responsible for classroom
				  instruction that integrates learning skills, technology tools and content
				  standards and objectives.
Grade 5
Science
Standard 1:
Nature of Science
SC.S.5.1
Students will
$
demonstrate an understanding of the
							 history of science and the evolvement of scientific knowledge.
$
demonstrate an understanding of science
							 as a human endeavor encompassing the contributions of diverse cultures and
							 scientists.
$ demonstrate an understanding of the characteristics
							 of a scientist.
$ demonstrate skills of scientific inquiry.
Performance Descriptors SC.PD.5.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students at the distinguished level in
							 the nature of science:
evaluate the importance of the research of scientists
							 in diverse cultures throughout history;
are creative when designing an investigation, and
judge data and justify conclusions.
Fifth grade students at the above mastery level in
							 the nature of science:
explain the sequential relevance of the research of
							 scientists in diverse cultures throughout history;
determine the correct tools and apply skepticism when
							 conducting an investigation, and
organize data to determine relationships of the
							 variables within an experiment.
Fifth grade students at the mastery level in the
							 nature of science:
compare and contrast the research of scientists in
							 diverse cultures throughout history;
use careful methodology and logical reasoning to
							 safely conduct an investigation, and
support conclusions with observations and organized
							 data.
Fifth grade students at the partial mastery level in
							 the nature of science:
describe the research of scientists in diverse
							 cultures throughout history;
use safe procedures, proper tools, and scientific
							 methods when conducting an investigation, and
base conclusions on observations and recorded
							 data.
Fifth grade students at the novice level in the
							 nature of science:
list scientists of diverse cultures and their
							 inventions or discoveries;
follow the scientific method and use safety practices
							 when conducting an investigation, and
base conclusions on observations and data.
Objectives
Students will
SC.O.5.1.01
realize that scientists formulate and test their
							 explanations of nature using observation and experiments.
SC.O.5.1.02
recognize scientific knowledge is subject to
							 modification as new scientific information challenges current
							 explanations.
SC.O.5.1.03
examine the careers and contributions of men and
							 women of diverse cultures to the development of science.
SC.O.5.1.04
compare and contrast the historical significance of
							 scientific discoveries.
SC.O.5.1.05
cooperate and collaborate to ask questions, design
							 and conduct investigations to find answers and solve problems.
SC.O.5.1.06
formulate conclusions through close observations,
							 logical reasoning, objectivity, perseverance and integrity in data
							 collection.
SC.O.5.1.07
apply skepticism, careful methods, logical reasoning
							 and creativity in investigating the observable universe.
SC.O.5.1.08
use a variety of technologies and scientific
							 instruments to conduct explorations, investigations and experiments of the
							 natural world.
SC.O.5.1.09
demonstrate safe techniques for handling,
							 manipulating and caring for science materials, equipment, natural specimens and
							 living organisms.
SC.O.5.1.10
utilize experimentation to demonstrate scientific
							 processes and thinking skills (e.g., formulating questions, predicting, forming
							 hypotheses, quantifying, or identifying dependent and independent
							 variables).
SC.O.5.1.11
construct and use charts, graphs and tables to
							 organize, display, interpret, analyze and explain data.
SC.O.5.1.12
use inferential reasoning to make logical conclusions
							 from collected data.
Grade 5
Science
Standard 2:
Content of Science
SC.S.5.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.5.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students at the distinguished level in
							 the content of science:
describe the relationships between structures,
							 functions, and energy use of organisms within systems,
evaluate the adaptations which enable organisms to
							 survive in a variety of ecosystems;
manipulate the density of an object to affect and
							 control its buoyancy;
observe physical changes and experimentally determine
							 that mass is conserved;
select the appropriate materials to design and
							 quantitatively evaluate circuits and electromagnets.
experimentally determine how sound and the motion of
							 objects are affected by variables;
use maps to explain the relationships between
							 climate, earth's surface features, and various biomes;
evaluate management practices of renewable and
							 nonrenewable resources, and
interpret the earth's history using plate tectonics
							 and relative dating.
Fifth grade students at the above mastery level in
							 the content of science:
identify and explain the structures and functions of
							 organisms and cycles within systems,
explore and explain the relationships between the
							 characteristics of organisms and their survival in a variety of
							 ecosystems;
identify substances by their density
							 experimentally;
observe physical changes and describe how mass is
							 conserved;
select the appropriate materials to build and test
							 electric circuits and electromagnet.
manipulate objects to affect specific changes to
							 sound or the motion of objects;
collect data and use maps to describe the
							 relationships between weather and the surface features of the earth;
differentiate between renewable and nonrenewable
							 resources, and
interpret the earth's history using plate tectonics
							 and the geologic evidence of rocks and fossils.
Fifth grade students at the mastery level in the
							 content of science:
identify the structures and functions of organisms
							 and cycles within systems,
explore how characteristics of organisms contribute
							 to their survival in a variety of ecosystems;
calculate the density of a substance
							 experimentally;
observe physical changes and recognize that mass is
							 conserved;
build and test simple circuits and
							 electromagnets;
describe how sound and the motion of objects are
							 affected by variables;
collect weather data and use maps to describe their
							 affects on surface features of the earth;
identify earth's resources as renewable or
							 nonrenewable, and
recognize that the earth is made of plates and
							 explore the geologic evidence in rocks and fossils.
Fifth grade students at the partial mastery level in
							 the content of science:
identify the structures of organisms and cycles
							 within systems;
relate organisms to their specific niches in a
							 variety of ecosystems;
calculate the density of a substance;
identify physical changes;
diagram a simple circuit and build an
							 electromagnet;
identify variables that affect sound and the motion
							 of objects;
collect weather data and use maps to identify their
							 affects on surface features of the earth;
identify local resources as renewable or
							 nonrenewable, and
recognize the earth's crust is divided into plates
							 and that earth's layers can be dated.
Fifth grade students at the novice level in the
							 content of science:
identify structures of organisms and how they get
							 energy;
identify niches in various ecosystems;
identify density as a property of matter;
list physical changes;
identify simple circuits and electromagnets;
recognize when there has been a change in sound or
							 the motion of objects;
use maps and models to describe weather and identify
							 surface features of the earth;
identify earth's resources, and
recognize the earth's crust is divided into
							 plates.
Objectives
Students will
SC.O.5.2.01
demonstrate an understanding of the interconnections
							 of biological, earth and space, and physical science concepts.
SC.O.5.2.02
identify and explain common energy conversions in
							 cycles of matter including photosynthesis and the carbon dioxide cycle.
SC.O.5.2.03
identify the structures of living organisms and
							 explain their function.
SC.O.5.2.04
observe and identify cells of organisms using a
							 microscope.
SC.O.5.2.05
compare variations of plant growth and
							 reproduction.
SC.O.5.2.06
compare and contrast how the different
							 characteristics of plants and animals help them to survive in different niches
							 and environments including adaptations, natural selection, and
							 extinction.
SC.O.5.2.07
through the use of research and technology, explore
							 the extinction of a species due to environmental conditions.
SC.O.5.2.08
trace and describe the pathways of the sun's energy
							 through producers, consumers and decomposers using food webs and
							 pyramids.
SC.O.5.2.09
explain that the mass of a material is conserved
							 whether it is together, in parts, or in a different state.
SC.O.5.2.10
recognize that elements are composed of only one type
							 of matter.
SC.O.5.2.11
using the periodic table, identify common elements
							 according to their symbols.
SC.O.5.2.12
through experimentation, identify substances by their
							 relative densities (mass/volume=density).
SC.O.5.2.13
analyze diagrams of electrical circuits.
SC.O.5.2.14
measure electricity using voltage and wattage.
SC.O.5.2.15
investigate the properties of an electromagnet by
							 selecting appropriate materials, designing and testing an electromagnet, and
							 evaluating differences in design.
SC.O.5.2.16
describe how the variables of gravity and friction
							 affect the motion of objects.
SC.O.5.2.17
compare and contrast the change in length, tension,
							 or thickness of a vibrating object on the frequency of vibration.
SC.O.5.2.18
describe the layers of the earth and their various
							 features.
SC.O.5.2.19
identify and describe natural landforms and explain
							 how they change and impact weather and climate.
SC.O.5.2.20
use a variety of instruments and sources to collect
							 and display weather data to describe weather patterns.
SC.O.5.2.21
compare and explain the different rates of
							 weathering, erosion and deposition on various materials.
SC.O.5.2.22
analyze a topographical map to make inferences
							 related to elevation and land features.
SC.O.5.2.23
identify resources as being renewable or
							 non-renewable.
SC.O.5.2.24
explore and explain how fossils and geologic features
							 can be used to determine the relative age of rocks and rock layers.
SC.O.5.2.25
recognize that the Earth is made of plates (plate
							 tectonics).
Grade 5
Science
Standard 3:
Application of Science
SC.S.5.3
Students will
$ explore the relationship between the parts and the
							 whole system; construct a variety of useful models; examine changes that occur
							 in an object or system.
$ demonstrate an understanding of the interdependence
							 between science and technology.
$ demonstrate the ability to utilize technology to
							 gather data and communicate designs, results and conclusions.
$ demonstrate the ability to evaluate the impact of
							 different points of view on health, population, resource and environmental
							 practices.
Performance Descriptors SC.PD.5.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Fifth grade students at the distinguished level in
							 the application of science:
use models to explain parts and analyze processes of
							 systems;
debate different points of views from media sources
							 regarding scientific developments and events, and
evaluate the influence of technological innovations
							 and careers on science and society.
Fifth grade students at the above mastery level in
							 the application of science:
use models to compare and contrast parts and explain
							 processes of systems;
evaluate evidences for different points of view
							 regarding scientific developments and events, and
analyze technological innovations and careers that
							 have influenced science and society.
Fifth grade students at the mastery level in the
							 application of science:
use models to compare and contrast parts and
							 processes of systems;
analyze the reasons for different points of view
							 regarding scientific developments and events, and
research and compare technological innovations and
							 careers that have influenced science.
Fifth grade students at the partial mastery level in
							 the application of science:
use models to describe parts of a system;
determine the point of view from a media source
							 regarding scientific developments, and
research and describe a technological innovations or
							 science careers that have influenced society.
Fifth grade students at the novice level in the
							 application of science:
use models to identify the parts of a system;
recognize that media sources have a point of view
							 regarding scientific developments, and
identify a technological innovation or science career
							 and its influenced society.
Objectives
Students will
SC.O.5.3.01
explore the relationship between the parts of a
							 system to the whole system.
SC.O.5.3.02
construct a variety of useful models of an object,
							 event, or process.
SC.O.5.3.03
compare and contrast changes that occur in an object
							 or a system to its original state.
SC.O.5.3.04
compare and contrast the influence that a variation
							 in scale will have on the way an object or system works. (e.g., cooling rates
							 of different-sized containers of water, strength of different-sized
							 constructions from the same material, or flight characteristics of
							 different-sized model airplanes).
SC.O.5.3.05
research everyday applications and interactions of
							 science and technology.
SC.O.5.3.06
evaluate and critically analyze mass media reports of
							 scientific developments and events.
SC.O.5.3.07
explore the connections between science, technology,
							 society and career opportunities.
Sixth Grade Science Content Standards and
				  Objectives
The Sixth Grade Science objectives demonstrate,
				  differentiate, and apply concepts of the living and designed worlds. Through a
				  spiraling, inquiry-based program of study, all students will demonstrate
				  scientific literacy in the fields of biology, chemistry, physics, and earth and
				  space sciences, using 21st century skills. The
				  subject matter is delivered through a coordinated, integrated approach with an
				  emphasis on the development of major science themes of systems, changes and
				  models. Students will engage in active inquiries, investigations and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills. Safety instruction is integrated
				  in all activities. Sixth Grade Science reviews changes in the properties of
				  matter, structures, functions and adaptations of organisms, and the structure
				  of the earth's systems. New major concepts introduced at the sixth grade level
				  include motions and forces, ecosystems, diversity of life, energy
				  transformations, plate tectonics, earth's resources and weather. The West
				  Virginia Standards for 21st Century Learning include
				  the following components: 21st Century Content
				  Standards and Objectives and 21st Century Learning Skills and Technology Tools.
				  All West Virginia teachers are responsible for classroom instruction that
				  integrates learning skills, technology tools and content standards and
				  objectives.
Grade 6
Science
Standard 1:
Nature of Science
SC.S.6.1
Students will
$
demonstrate an understanding of the
							 history of science and the evolvement of scientific knowledge.
$
demonstrate an understanding of science
							 as a human endeavor encompassing the contributions of diverse cultures and
							 scientists.
$ demonstrate an understanding of the characteristics
							 of a scientist.
$ demonstrate skills of scientific inquiry.
Performance Descriptors SC.PD.6.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students at the distinguished level in
							 the nature of science:
evaluate the importance of the research of scientists
							 in diverse cultures throughout history;
are creative when designing an investigation, and
evaluate data and justify conclusion.
Sixth grade students at the above mastery level in
							 the nature of science:
explain the sequential relevance of the research of
							 scientists in diverse cultures throughout history;
determine the correct tools and apply skepticism when
							 conducting an investigation, and
organize data to determine relationships of the
							 variables within an experiment.
Sixth grade students at the mastery level in the
							 nature of science:
compare and contrast the research of scientists in
							 diverse cultures throughout history;
use careful methodology and logical reasoning to
							 safely conduct an investigation, and
support conclusions with observations and organized
							 data.
Sixth grade students at the partial mastery level in
							 the nature of science:
describe the research of scientists in diverse
							 cultures throughout history;
use safe procedures, proper tools, and the scientific
							 method when conducting an investigation, and
base conclusions on observations and recorded
							 data.
Sixth grade students at the novice level in the
							 nature of science:
list scientists of diverse cultures and their
							 inventions or discoveries;
follow the scientific method and use safety practices
							 when conducting an investigation, and
base conclusions on observations and data.
Objectives
Students will
SC.O.6.1.01
realize that scientists formulate and test their
							 explanations of nature using observation and experiments.
SC.O.6.1.02
recognize scientific knowledge is subject to
							 modification as new scientific information challenges current
							 explanations.
SC.O.6.1.03
examine the careers and contributions of men and
							 women of diverse cultures to the development of science.
SC.O.6.1.04
compare and contrast the historical significance of
							 scientific discoveries.
SC.O.6.1.05
cooperate and collaborate to ask questions, design
							 and conduct investigations to find answers and solve problems.
SC.O.6.1.06
formulate conclusions through close observations,
							 logical reasoning, objectivity, perseverance and integrity in data
							 collection.
SC.O.6.1.07
apply skepticism, careful methods, logical reasoning
							 and creativity in investigating the observable universe.
SC.O.6.1.08
use a variety of technologies and scientific
							 instruments to conduct explorations, investigations and experiments of the
							 natural world.
SC.O.6.1.09
demonstrate safe techniques for handling,
							 manipulating and caring for science materials, equipment, natural specimens and
							 living organisms.
SC.O.6.1.10
utilize experimentation to demonstrate scientific
							 processes and thinking skills (e.g., formulating questions, predicting, forming
							 hypotheses, quantifying, or identifying dependent and independent
							 variables).
SC.O.6.1.11
construct and use charts, graphs and tables to
							 organize, display, interpret, analyze and explain data.
SC.O.6.1.12
use inferential reasoning to make logical conclusions
							 from collected data.
Grade 6
Science
Standard 2:
Content of Science
SC.S.6.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology and the earth and space
							 sciences.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.6.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students at the distinguished level in
							 the content of science:
research and evaluate local and national
							 environmental programs;
use models to compare and contrast growth cycles and
							 features of plant and animal cells;
use the classification of various organisms to infer
							 relatedness;
identify substances by experimentally determining
							 their physical and chemical properties;
compare and contrast electromagnetic and sound wave
							 properties;
evaluate movement of heat;
compare and contrast series and parallel
							 circuits;
build simple machines and calculate the effect of
							 forces on the motion of an object;
use technology to forecast global weather;
predict effects of changing positions of the earth,
							 moon, and sun, and
research current evidence in plate tectonics
							 theory.
Sixth grade students at the above mastery level in
							 the content of science:
research and discuss local environmental
							 topics;
compare and contrast plant and animal
							 organelles;
classify a variety of plants or animals based on
							 their internal and external features;
experimentally determine the physical and chemical
							 properties of substances;
compare electromagnetic and sound wave
							 properties;
predict and describe heat flow between
							 objects;
describe the flow of electricity in series and
							 parallel circuits;
build simple machines and graphs the effects of
							 forces on the motion of an object;
gather weather data and use technology to forecast
							 local weather;
use models to explain events associated with
							 positions of the earth, moon, and sun, and
explain how geologic evidence is used to support the
							 plate tectonics theory.
Sixth grade students at the mastery level in the
							 content of science:
analyze the consequences of human interactions with
							 the environment;
compare plant and animal cell models;
classify a variety of plants or animals based on
							 their similarities and differences;
use the physical and chemical properties of
							 substances to identify them;
characterize electromagnetic and sound waves;
describe the flow of heat between objects;
diagram series and parallel circuits;
examine simple machines and graph the effects of
							 forces on the motion of an object;
gather weather data and use technology to investigate
							 local weather;
use models to describe events associated with
							 positions of the earth, moon, and sun, and
trace the history of the plate tectonics theory and
							 associate life forms to geologic eras.
Sixth grade students at the partial mastery level in
							 the content of science:
identify ways humans change the environment;
use models to describe structures of plant and animal
							 cells and growth cycles;
sort a variety of plants or animals based on their
							 similarities and differences;
describe the physical and chemical properties of
							 substances and mixtures;
define and describe light and sound waves;
identify three methods of heat transfer;
identify series and parallel circuits;
examine simple machines and use graphs show the
							 effect of forces on the motion of an object;
gather and record weather data;
relate moon phases and seasonal changes to earth,
							 moon, and sun movements, and
describe plate tectonics theory and recognize that
							 life forms change with geologic eras.
Sixth grade students at the novice level in the
							 content of science:
identify ways humans interact with the
							 environment;
identify structures and growth cycles of plant and
							 animal cells;
sort plants or animals based on their
							 similarities;
list the physical and chemical properties of
							 substances and mixtures;
label the parts of a wave;
recognize that heat flows;
identify parts of electric circuits;
use simple machines and determine the effect of
							 forces on the motion of an object;
describe weather phenomena;
indentify the phases of the moon, and
label plates and recognize that life forms change
							 over time.
Objectives
Students will
SC.O.6.2.01
demonstrate the interrelationships among physics,
							 chemistry, biology, earth and environmental science, and astronomy.
SC.O.6.2.02
use pictures to show cyclical processes in nature
							 (e.g., nitrogen cycle, carbon cycle, or water cycle).
SC.O.6.2.03
classify living organisms according to their
							 structure and functions.
SC.O.6.2.04
compare the similarities of internal features of
							 organisms, which can be used to infer relatedness.
SC.O.6.2.05
examine how abiotic and biotic factors affect the
							 interdependence among organisms.
SC.O.6.2.06
construct models of plant and animal cells and
							 compare the basic parts (e.g., cytoplasm, cell wall, cell membrane, nucleus, or
							 chloroplasts).
SC.O.6.2.07
compare growth cycles in different plants (e.g.,
							 mosses, ferns, perennials, biennials, woody plants, or herbaceous
							 plants).
SC.O.6.2.08
predict changes in populations of organisms due to
							 limiting environmental factors (e.g., food supply, predators, disease, or
							 habitat).
SC.O.6.2.09
analyze the ecological consequences of human
							 interactions with the environment (e.g., renewable and non-renewable
							 resources).
SC.O.6.2.10
classify and investigate properties and processes
							 (changes) as either physical or chemical.
SC.O.6.2.11
investigate the formation and separation of simple
							 mixtures of matter concluding that matter is composed of tiny particles and
							 that the particles are the same for the same type of matter.
SC.O.6.2.12
use indicators to classify substances as acidic,
							 basic or neutral.
SC.O.6.2.13
using the periodic table, identify the symbols of
							 elements as solids, liquids, and gases; metals or nonmetals.
SC.O.6.2.14
describe the composition and properties of matter
							 (e.g., particles, malleability, melting point, density, inertia, or specific
							 heat).
SC.O.6.2.15
investigate the properties of the electromagnetic
							 spectrum (e.g., wavelengths, frequencies, visible light); relate wavelengths
							 and/or frequencies to position on the electromagnetic spectrum (e.g., colors,
							 x-ray).
SC.O.6.2.16
recognize that an object's color is based upon the
							 absorption and reflection of light waves.
SC.O.6.2.17
describe light and sound in terms of longitudinal or
							 transverse waves.
SC.O.6.2.18
describe the flow of heat between objects (e.g., hot
							 air rises, or absorption and release of heat by metals).
SC.O.6.2.19
diagram simple parallel and series circuits (e.g.,
							 bulbs, battery, wires, or switch).
SC.O.6.2.20
correlate the relationship of mass to gravitational
							 force (e.g., larger the mass the larger the gravitational force, or the closer
							 the objects the stronger the force).
SC.O.6.2.21
examine simple machines and the forces
							 involved.
SC.O.6.2.22
apply the effects of balanced and unbalanced forces
							 on motion of objects.
SC.O.6.2.23
explain motion in terms of frames of reference and
							 analyze graphs depicting motion and predicted future motion.
SC.O.6.2.24
monitor major atmospheric events using a variety of
							 resources including technology.
SC.O.6.2.25
compare and contrast continental drift hypothesis to
							 the plate tectonic theory.
SC.O.6.2.26
associate plant and animal life forms with specific
							 geologic time periods.
SC.O.6.2.27
recognize the phases of the moon.
SC.O.6.2.28
investigate models of earth-moon-sun relationships
							 (e.g., gravity, time, or tides).
SC.O.6.2.29
compare the earth's tilt and revolution to the
							 seasonal changes.
Grade 6
Science
Standard 3:
Application of Science
SC.S.6.3
Students will
$ explore the relationship between the parts and the
							 whole system; construct a variety of useful models; examine changes that occur
							 in an object or system.
$ demonstrate an understanding of the interdependence
							 between science and technology.
$ demonstrate the ability to utilize technology to
							 gather data and communicate designs, results and conclusions.
$ demonstrate the ability to evaluate the impact of
							 different points of view on health, population, resource and environmental
							 practices.
Performance Descriptors SC.PD.6.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Sixth grade students at the distinguished level in
							 the application of science:
use models to explain parts and analyze processes of
							 systems;
debate different points of views from media sources
							 regarding scientific developments and events, and
evaluate the influence of technological innovations
							 and careers on science and society.
Sixth grade students at the above mastery level in
							 the application of science:
use models to compare and contrast parts and explain
							 processes of systems;
evaluate evidences for different points of view
							 regarding scientific developments and events, and
analyze technological innovations and careers that
							 have influenced science and society.
Sixth grade students at the mastery level in the
							 application of science:
use models to compare and contrast parts and
							 processes of systems;
analyze the reasons for different points of view
							 regarding scientific developments and events, and
research and compare technological innovations and
							 careers that have influenced science.
Sixth grade students at the partial mastery level in
							 the application of science:
use models to describe parts of a system or
							 model;
determine the point of view from a media source
							 regarding scientific developments, and
research and describe a technological innovations or
							 science careers that have influenced society.
Sixth grade students at the novice level in the
							 application of science:
use models to identify the parts of a system;
recognize that media sources have a point of view
							 regarding scientific developments, and
identify a technological innovation or science career
							 and its influenced society.
Objectives
Students will
SC.O.6.3.01
explore the relationship between the parts of a
							 system to the whole system.
SC.O.6.3.02
construct a variety of useful models of an object,
							 event, or process.
SC.O.6.3.03
compare and contrast changes that occur in an object
							 or a system to its original state.
SC.O.6.3.04
compare and contrast the influence that a variation
							 in scale will have on the way an object or system works. (e.g., cooling rates
							 of different-sized containers of water, strength of different-sized
							 constructions from the same material, or flight characteristics of
							 different-sized model airplanes).
SC.O.6.3.05
research everyday applications and interactions of
							 science and technology.
SC.O.6.3.06
evaluate and critically analyze mass media reports of
							 scientific developments and events.
Seventh Grade Science Content Standards and
				  Objectives
The Seventh Grade Science objectives evaluate,
				  interpret, and predict conditions and phenomena of the living and designed
				  worlds. Through a spiraling, inquiry-based program of study, all students will
				  demonstrate scientific literacy and use of 21st
				  century skills in the fields of biology, chemistry, physics and
				  earth/environmental science and astronomy. The subject matter is delivered
				  through a coordinated, integrated approach with an emphasis on the development
				  of the major science themes of systems, changes and models. Students will
				  engage in active inquiries, investigations and hands-on activities for a
				  minimum of 50% of the instructional time to develop conceptual understanding
				  and research laboratory skills. Safety instruction is integrated into all
				  activities. Seventh Grade Science reviews motions and forces, ecosystems,
				  diversity of life, energy transformations, plate tectonics, earth's resources
				  and weather. Major concepts expanded at the seventh grade level include
				  elements, mixtures, and compounds, populations/ecosystems, conservation of
				  matter and energy and earth's history. The West Virginia Standards for
				  21st Century Learning include the following
				  components: 21st Century Content Standards and
				  Objectives and 21st Century Learning Skills and Technology Tools. All West
				  Virginia teachers are responsible for classroom instruction that integrates
				  learning skills, technology tools and content standards and
				  objectives
.
Grade 7
Science
Standard:1
Nature of Science
SC.S.7.1
Students will
$
demonstrate an understanding of the
							 history of science and the evolvement of scientific knowledge.
$
demonstrate an understanding of science
							 as a human endeavor encompassing the contributions of diverse cultures and
							 scientists.
$ demonstrate an understanding of the characteristics
							 of a scientist.
$ demonstrate skills of scientific inquiry.
Performance Descriptors SC.PD.7.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students at the distinguished level in
							 the nature of science:
evaluate the importance of the research of scientists
							 in diverse cultures throughout history;
are creative when designing an investigation, and
evaluate data and justify conclusion.
Seventh grade students at the above mastery level in
							 the nature of science:
explain the sequential relevance of the research of
							 scientists in diverse cultures throughout history;
determine the correct tools and apply skepticism when
							 conducting an investigation, and
organize data to determine relationships of the
							 variables within an experiment.
Seventh grade students at the mastery level in the
							 nature of science:
compare and contrast the research of scientists in
							 diverse cultures throughout history;
use careful methodology and logical reasoning to
							 safely conduct an investigation, and
support conclusions with observations and organized
							 data.
Seventh grade students at the partial mastery level
							 in the nature of science:
describe the research of scientists in diverse
							 cultures throughout history;
use safe procedures, proper tools, and the scientific
							 method when conducting an investigation, and
base conclusions on observations and recorded
							 data.
Seventh grade students at the novice level in the
							 nature of science:
list scientists of diverse cultures and their
							 inventions or discoveries;
follow the scientific method and use safety practices
							 when conducting an investigation, and
base conclusions on observations and data.
Objectives
SC.O.7.1.01
realize that scientists formulate and test their
							 explanations of nature using observation and experiments.
SC.O.7.1.02
recognize scientific knowledge is subject to
							 modification as new scientific information challenges current
							 explanations.
SC.O.7.1.03
examine the careers and contributions of men and
							 women of diverse cultures to the development of science.
SC.O.7.1.04
compare and contrast the historical significance of
							 scientific discoveries.
SC.O.7.1.05
cooperate and collaborate to ask questions, design
							 and conduct investigations to find answers and solve problems.
SC.O.7.1.06
formulate conclusions through close observations,
							 logical reasoning, objectivity, perseverance and integrity in data
							 collection.
SC.O.7.1.07
apply skepticism, careful methods, logical reasoning
							 and creativity in investigating the observable universe.
SC.O.7.1.08
use a variety of technologies and scientific
							 instruments to conduct explorations, investigations and experiments of the
							 natural world.
SC.O.7.1.09
demonstrate safe techniques for handling,
							 manipulating and caring for science materials, equipment, natural specimens and
							 living organisms.
SC.O.7.1.10
utilize experimentation to demonstrate scientific
							 processes and thinking skills (e.g., formulating questions, predicting, forming
							 hypotheses, quantifying, or identifying dependent and independent
							 variables).
SC.O.7.1.11
construct and use charts, graphs and tables to
							 organize, display, interpret, analyze and explain data.
SC.O.7.1.12
use inferential reasoning to make logical conclusions
							 from collected data.
Grade 7
Science
Standard: 2
Content of Science
SC.S.7.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science, and astronomy.
$ apply knowledge, understanding and skills of the
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.7.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students at the distinguished level in
							 the content of science:
design a model to demonstrate functions, systems, or
							 cycles of organisms;
debate decisions to change ecosystems when
							 considering the effects on the interactions and survival of organisms;
perform experiments to identify substances and
							 explain chemical reactions;
design a device that uses energy and demonstrate its
							 possible applications in society;
modify a variable to get a predetermined effect in
							 experiments involving force, motion, and distance, and
create maps and use them to explain processes that
							 have occurred on Earth's surface.
Seventh grade students at the above mastery level in
							 the content of science:
critique models and use them to explain the
							 structures, functions and cycles of organisms and systems;
research the effects of changing ecosystems and the
							 interactions, adaptations, and survival of organisms;
perform experiments to determine properties of
							 substances and explain chemical reactions;
construct devices and explain how they change energy
							 from one form to another;
quantitatively express the relationships between
							 force, motion, and distance, and
compare current and historical maps and use them to
							 explain changes in that have occurred in a local area.
Seventh grade students at the mastery level in the
							 content of science:
construct models to explain the structures, functions
							 and cycles of organisms and systems;
determine the relationships between changing
							 ecosystems and the interactions, adaptations, and survival of organisms;
compare properties of substances and demonstrate and
							 describe chemical reactions;
investigate energy and its applications in
							 society;
perform experiments to determine the relationships
							 between force, motion, and distance, and
interpret maps and use them to explain processes that
							 have occurred on Earth's surface.
Seventh grade students at the partial mastery level
							 in the content of science:
compare models and use them to describe the
							 structures, functions, and cycles of organisms and systems;
describe the interactions or organisms within variety
							 of ecosystems;
describe phase changes and properties of substances
							 and identify chemical reactions;
identify energy sources and its applications in
							 society;
perform experiments to determine the relationships
							 between force and motion, and
use maps to explain processes that have occurred on
							 Earth's surface.
Seventh grade students at the novice level in the
							 content of science:
use a model and to label a structures, functions, and
							 cycles of organisms and systems;
identify organisms within a variety of
							 ecosystems;
identify properties of substances, phase changes, and
							 chemical reactions;
identify energy sources and its applications in
							 society;
identify and describe the affects of force on motion,
							 and
use maps to identify features on Earth's
							 surface.
Objectives
Students will
SC.O.7.2.01
demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science, and astronomy.
SC.O.7.2.02
identify and describe disease causing organisms (such
							 as bacteria, viruses, protozoa, fungi) and the diseases they cause.
SC.O.7.2.03
explain how skeletal, muscular, and integumentary
							 systems work together in the human body.
SC.O.7.2.04
compare the level of organization of cells, tissues
							 and organs in living things.
SC.O.7.2.05
construct simple keys to differentiate among living
							 things with similar characteristics.
SC.O.7.2.06
use pictures to show cyclical processes in nature
							 (e.g., water cycle, nitrogen cycle, or carbon cycle).
SC.O.7.2.07
evaluate how the different adaptations and life
							 cycles of plants and animals help them to survive in different niches and
							 environments (e.g., inherited and acquired adaptations).
SC.O.7.2.08
analyze how changes in the environment have led to
							 reproductive adaptations through natural selection.
SC.O.7.2.09
explain how an organism's behavior response is a
							 combination of heredity and the environment.
SC.O.7.2.10
analyze the differences in the growth, development
							 and reproduction in flowering and non-flowering plants.
SC.O.7.2.11
predict the trends of interdependent populations if
							 one of the limiting factors is changed.
SC.O.7.2.12
evaluate the consequences of the introduction of
							 chemicals into the ecosystem (e.g., environmental consequences, human health
							 risks, or mutations).
SC.O.7.2.13
compare differences among elements, compounds,
							 homogeneous and heterogeneous mixtures.
SC.O.7.2.14
examine the differences in types of solutions (e.g.,
							 solutes and solvents, relative concentrations, conductivity, pH).
SC.O.7.2.15
examine chemical reactions involving acids and bases
							 by monitoring color changes of indicator(s) and identifying the salt formed in
							 the neutralization reaction.
SC.O.7.2.16
write word equations to describe chemical
							 reactions.
SC.O.7.2.17
describe the movement of individual particles and
							 verify the conservation of matter during the phase changes (e.g., melting,
							 boiling, or freezing).
SC.O.7.2.18
identify the characteristics of sound waves and
							 describe how sound is perceived by the ear.
SC.O.7.2.19
define the absorption and reflection of light as
							 translucent, opaque and transparent.
SC.O.7.2.20
interpret and illustrate changes in waves as they
							 encounter various mediums (e.g., mirrors, or lenses).
SC.O.7.2.21
Investigate absorption and reflection of light by an
							 object.
SC.O.7.2.22
characterize series and parallel circuits; AC and DC
							 currents.
SC.O.7.2.23
explain conservation of matter and energy and
							 investigate the different forms of energy (e.g., mechanical, potential,
							 kinetic, or gravitational).
SC.O.7.2.24
perform experiments with simple machines to
							 demonstrate the relationship between forces and distance; use vectors to
							 represent motion.
SC.O.7.2.25
explain the effect of gravity on falling objects
							 (e.g., g=9.8m/s2, object dropped on earth and on
							 moon).
SC.O.7.2.26
describe and compare the causes of tides, surfs and
							 currents.
SC.O.7.2.27
examine the effects of the sun's energy on oceans and
							 weather (e.g., air masses, or convection currents).
SC.O.7.2.28
interpret GIS maps and create and interpret
							 topographical maps.
SC.O.7.2.29
describe rock formations (e.g., rock cycle).
SC.O.7.2.30
classify rocks (e.g., crystal/particle size, or
							 mineral composition and uses).
SC.O.7.2.31
determine the relevant age of rock layers using index
							 fossils and the law of superposition.
SC.O.7.2.32
explain how changing latitude affects climate.
SC.O.7.2.33
trace the life cycle of a star.
Grade 7
Science
Standard:3
Application of Science
SC.S.7.3
Students will
$ explore the relationship between the parts and the
							 whole system; construct a variety of useful models; examine changes that occur
							 in an object or system.
$ demonstrate an understanding of the interdependence
							 between science and technology.
$ demonstrate the ability to utilize technology to
							 gather data and communicate designs, results and conclusions.
$ demonstrate the ability to evaluate the impact of
							 different points of view on health, population, resource and environmental
							 practices.
Performance Descriptors SC.PD.7.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Seventh grade students at the distinguished level in
							 the application of science:
use models to explain parts and analyze processes of
							 systems;
debate different points of views from media sources
							 regarding scientific developments and events, and
evaluate the influence of technological innovations
							 and careers on science and society.
Seventh grade students at the above mastery level in
							 the application of science:
use models to compare and contrast parts and explain
							 processes of systems;
evaluate evidences for different points of view
							 regarding scientific developments and events, and
analyze technological innovations and careers that
							 have influenced science and society.
Seventh grade students at the mastery level in the
							 application of science:
use models to compare and contrast parts and
							 processes of systems;
analyze the reasons for different points of view
							 regarding scientific developments and events, and
research and compare technological innovations and
							 careers that have influenced science.
Seventh grade students at the partial mastery level
							 in the application of science:
use models to describe parts of a system or
							 model;
determine the point of view from a media source
							 regarding scientific developments, and
research and describe a technological innovations or
							 science careers that have influenced society.
Seventh grade students at the novice level in the
							 application of science:
use models to identify the parts of a system;
recognize that media sources have a point of view
							 regarding scientific developments, and
identify a technological innovation or science career
							 and its influenced society.
Objectives
Students will
SC.O.7.3.01
explore the relationship between the parts of a
							 system to the whole system.
SC.O.7.3.02
construct a variety of useful models of an object,
							 event, or process.
SC.O.7.3.03
compare and contrast changes that occur in an object
							 or a system to its original state.
SC.O.7.3.04
compare and contrast the influence that a variation
							 in scale will have on the way an object or system works. (e.g., cooling rates
							 of different-sized containers of water, strength of different-sized
							 constructions from the same material, or flight characteristics of
							 different-sized model airplanes).
SC.O.7.3.05
research everyday applications and interactions of
							 science and technology.
SC.O.7.3.06
evaluate and critically analyze mass media reports of
							 scientific developments and events.
SC.O.7.3.07
explore the connections between science, technology,
							 society and career opportunities.
Eighth Grade Science Content Standards and
				  Objectives
_
The Eighth Grade Science objectives analyze, quantify,
				  and explain conditions and phenomena of the living and designed worlds. Through
				  a spiraling, inquiry-based program of study, all students will demonstrate
				  scientific literacy and use of 21st century skills in the fields of biology,
				  chemistry, physics and earth/environmental science and astronomy. The subject
				  matter is delivered through a coordinated, integrated approach with an emphasis
				  on the development of the major science themes of systems, changes and models.
				  Students will engage in active inquiries, investigations and hands-on
				  activities for a minimum of 50% of the instructional time to develop conceptual
				  understanding and research/laboratory skills. Safety instruction is integrated
				  into all activities. Eighth Grade Science reviews elements, mixtures, and
				  compounds, populations/ecosystems, conservation of matter and energy and
				  earth's history. Major concepts introduced at the eighth grade level include
				  reproduction, genetics, behavior, chemical reactions and environmental
				  concerns. The West Virginia Standards for 21st
				  Century Learning include the following components:
				  21st Century Content Standards and Objectives and
				  21st Century Learning Skills and Technology Tools. All West Virginia teachers
				  are responsible for classroom instruction that integrates learning skills,
				  technology tools and content standards and objectives.
Grade 8
Science
Standard:1
Nature of Science
SC.S.8.1
Students will
$ demonstrate an understanding of history and nature
							 of science as a human endeavor encompassing the contributions of diverse
							 cultures and scientists.
$ demonstrate the ability to use the inquiry process
							 to solve problems.
Performance Descriptors SC.PD.8.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students at the distinguished level in
							 the nature of science:
following the scientific method, design an
							 investigation to challenge proposed explanations of real world issues, then
							 justify their conclusions, and
research, design, and use models to represent and
							 explain systems, then justify your creation.
Eighth grade students at the above mastery level in
							 the nature of science:
following the scientific method, investigate proposed
							 explanations of real world issues then construct an investigation to prove or
							 disprove an hypothesis, and
research and design models to represent systems, then
							 evaluate their effectiveness.
Eighth grade students at the mastery level in the
							 nature of science:
following the scientific method, create and analyze
							 investigations and formulate explanations of real world issues, and
research and analyze representations of systems and
							 accuracy of a models.
Eighth grade students at the partial mastery level in
							 the nature of science:
following the scientific method, perform and discuss
							 an investigation, and summarize explanations of real world issues, and
draw conclusions from representations of systems and
							 models.
Eighth grade students at the novice level in the
							 nature of science:
following the scientific method, discuss
							 investigations and recognize scientific explanations of real world issues, and
use models and diagrams to identify parts of
							 systems.
Objectives
Students will
SC.O.8.1.01
formulate scientific explanations based on historical
							 observations and experimental evidence, accounting for variability in
							 experimental results.
SC.O.8.1.02
demonstrate how a testable methodology is employed to
							 seek solutions for personal and societal issues. (e.g., "scientific
							 method").
SC.O.8.1.03
relate societal, cultural and economic issues to key
							 scientific innovations.
SC.O.8.1.04
conduct and/or design investigations that incorporate
							 the skills and attitudes and/or values of scientific inquiry (e.g., established
							 research protocol, accurate record keeping, replication of results and peer
							 review, objectivity, openness, skepticism, fairness, or creativity and
							 logic).
SC.O.8.1.05
implement safe procedures and practices when
							 manipulating equipment, materials, organisms, and models.
SC.O.8.1.06
use appropriate technology solutions within a problem
							 solving setting to measure and collect data; interpret data; analyze and/or
							 report data; interact with simulations; conduct research; and present and
							 communicate conclusions.
SC.O.8.1.07
design, conduct, evaluate and revise experiments
							 (e.g., compose a question to be investigated, design a controlled investigation
							 that produces numeric data, evaluate the data in the context of scientific laws
							 and principles, construct a conclusion based on findings, propose revisions to
							 investigations based on manipulation of variables and/or analysis of error, or
							 communicate and defend the results and conclusions).
SC.O.8.1.08
draw conclusions from a variety of data sources to
							 analyze and interpret systems and models (e.g., use graphs and equations to
							 measure and apply variables such as rate and scale, evaluate changes in trends
							 and cycles, predict the influence of external variances such as potential
							 sources of error, or interpret maps).
Grade 8
Science
Standard:2
Content of Science
SC.S.8.2
Students will
$ demonstrate knowledge, understanding and
							 applications of scientific facts, concepts, principles, theories and models as
							 delineated in the objectives.
$ demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science, and astronomy.
$ apply knowledge, understanding and skills of
							 science subject matter/concepts to daily life experiences.
Performance Descriptors SC.PD.8.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students at the distinguished level in
							 the content of science:
analyze the accuracy of models that describe the
							 cycles in nature, structures and functions of organisms, their interactions
							 with one another, and the movements of objects in the solar system;
indentify an unknown by experimentally determining
							 its physical and chemical properties;
debate different energy sources and evaluate their
							 applications in society over time;
modify a variable to get a predetermined effect in
							 experiments involving speed, velocity and acceleration and work and
							 power;
predict the short and long term effects of various
							 geological and meteorological processes, and
debate the societal concerns related to the use of
							 earth's resources and space exploration.
Eighth grade students at the above mastery level in
							 the content of science:
construct and use models to explain the cycles in
							 nature, structures and functions of organisms, their interactions with one
							 another, and the movements of objects in the solar system;
predict the classification of matter based on valence
							 electron configuration;
investigate energy sources and construct models
							 demonstrating their applications in society;
quantitatively express the relationships between
							 speed, velocity and acceleration and work and power;
interpret maps to determine evidence of geological
							 and meteorological processes, and
evaluate the use of earth's resources and benefits of
							 space exploration.
Eighth grade students at the mastery level in the
							 content of science:
construct and use models to describe the cycles in
							 nature, structures and functions of organisms, their interactions with one
							 another, and the movements of objects in the solar system;
use physical and chemical properties to identify
							 matter;
examine and explain energy sources and their
							 applications in society;
perform experiments to determine the relationships
							 between speed, velocity and acceleration and work and power;
describe the causes and effects of geological and
							 meteorological processes, and
research and explain societal concerns related to the
							 use of earth's resources and space exploration.
Eighth grade students at the partial mastery level in
							 the content of science:
use models to describe the cycles in nature,
							 structures and functions of organisms, their interactions with one another, and
							 the movements of objects in the solar system;
identify physical and chemical properties;
describe energy sources and match identify their
							 applications in society;
perform experiments that demonstrate speed, velocity
							 and acceleration and work and power;
describe geological and meteorological processes and
							 explain their effects on the Earth's surface, and
research and describe the societal concerns related
							 to the use of earth's resources and space exploration.
Eighth grade students at the novice level in the
							 content of science:
label models that include cycles in nature,
							 structures of organisms, and objects in the solar system;
recognize that physical and chemical properties are
							 used to identify matter;
name energy sources and list their applications in
							 society;
identify and describe changes in speed, velocity and
							 acceleration and work and power;
identify the results of geological processes and
							 describe meteorological events, and
list some uses for the earth's resources and benefits
							 and expenses of space exploration.
Objectives
Students will
SC.O.8.2.01
demonstrate an understanding of the
							 interrelationships among physics, chemistry, biology, earth/environmental
							 science, and astronomy.
SC.O.8.2.02
examine and describe the structures and functions of
							 cell organelles.
SC.O.8.2.03
explain how the circulatory, respiratory and
							 reproductive systems work together in the human body.
SC.O.8.2.04
compare the variations in cells, tissues and organs
							 of the circulatory, respiratory and reproductive systems of different
							 organisms.
SC.O.8.2.05
discuss how living cells obtain the essentials of
							 life through chemical reactions of fermentation, respiration and
							 photosynthesis.
SC.O.8.2.06
analyze how behaviors of organisms lead to species
							 continuity (e.g., reproductive/mating behaviors, or seed dispersal).
SC.O.8.2.07
demonstrate the basic principles of genetics;
							 introduce Mendel's law, monohybrid crosses, production of body and sex cells
							 (mitosis/meiosis), genes, chromosomes, and inherited traits.
SC.O.8.2.08
compare patterns of human development to other
							 vertebrates.
SC.O.8.2.09
organize groups of unknown organisms based on
							 observable characteristics (e.g., create dichotomous keys).
SC.O.8.2.10
trace matter and energy flow in a food web as it
							 flows from sunlight to producers and consumers, design an environment in which
							 the chemical and energy needs for the growth, reproduction and development of
							 plants are met (e.g., food pyramids, decomposition).
SC.O.8.2.11
use the periodic table to locate and classify
							 elements as metallic, non-metallic or metalloid.
SC.O.8.2.12
reconstruct development models of the atom (e.g.,
							 Crookes, Thompson, Becquerel, Rutherford, or Bohr).
SC.O.8.2.13
calculate the number of protons, neutrons, and
							 electrons and use the information to construct a Bohr model of the atom.
SC.O.8.2.14
classify elements into their families based upon
							 their valence electrons.
SC.O.8.2.15
evaluate the variations in diffusion rates and
							 examine the effect of changing temperatures.
SC.O.8.2.16
conduct and classify chemical reactions by reaction
							 type (e.g., synthesis, decomposition, single replacement or double
							 replacement); energy type (e.g., endothermic and exothermic); and write word
							 equations for the chemical reactions
.
SC.O.8.2.17
identify and describe factors that affect chemical
							 reaction rates, including catalysts, temperature changes, light energies and
							 particle size.
SC.O.8.2.18
examine the various sources of energy (e.g., fossil
							 fuels, wind, solar, geothermal, nuclear, biomass).
SC.O.8.2.19
explain the Doppler effect (e.g., sound).
SC.O.8.2.20
quantitatively represent wavelength, frequency and
							 velocity (e.g., v=[LAMBDA]f).
SC.O.8.2.21
relate the conservation of energy theory to energy
							 transformations (e.g., electrical/heat, or mechanical/heat).
SC.O.8.2.22
quantitatively represent work, power, pressure (e.g.,
							 Work=Force x distance, Power=Work/time, or pressure=force/area) from collected
							 data.
SC.O.8.2.23
graph and interpret the relationships of distance
							 versus time, speed versus time, and acceleration versus time.
SC.O.8.2.24
describe Newton's Laws of Motion; identify examples,
							 illustrate qualitatively and quantitatively drawing vector examples.
SC.O.8.2.25
illustrate and calculate the mechanical advantage of
							 simple machines.
SC.O.8.2.26
research and draw conclusions related to the quality
							 and quantity of surface and ground water.
SC.O.8.2.27
identify and explain the principle forces of plate
							 tectonics and related geological events (e.g., earthquakes, volcanoes, or
							 landforms).
SC.O.8.2.28
determine the impact of oceans on weather and
							 climate; relate global patterns of atmospheric movement on local
							 weather.
SC.O.8.2.29
analyze the forces of tectonics, weathering and
							 erosion that have shaped the earth's surface.
SC.O.8.2.30
model processes of soil formation and suggest methods
							 of soil preservation and conservation.
SC.O.8.2.31
research and recognize the societal concerns of
							 exploration and colonization of space.
SC.O.8.2.32
explain phenomena associated with motions in
							 sun-earth-moon system (e.g., eclipses, tides, or seasons).
SC.O.8.2.33
describe the origin and orbits of comets, asteroids,
							 and meteoroids.
Grade 8
Science
Standard:3
Application of Science
SC.S.8.3
Students will
$ demonstrate the ability to use inquiry process to
							 explore systems, models, and changes.
$ demonstrate an understanding of the interdependence
							 between science and technology.
$ demonstrate an understanding of the utilization of
							 technology to gather data and communicate designs, results and
							 conclusions.
$ demonstrate an understanding of personal and
							 societal benefits of science, and an understanding of public policy decisions
							 as related to health,
population, resource and environmental issues.
Performance Descriptors SC.PD.8.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
Eighth grade students at the distinguished level the
							 application of science:
research a current real world issue then design an
							 original solution to the problem, and
research job opportunities in science related fields
							 and justify the required qualifications.
Eighth grade students at the above mastery level the
							 application of science:
research current real world issues then debate
							 possible solutions, and
interview persons in science related fields and
							 investigate academic qualifications needed for these jobs.
Eighth grade students at the mastery level the
							 application of science:
research a current real world issue and create in a
							 multimedia presentation in order to defend a solution to the problem, and
explore job opportunities and qualifications needed
							 in science related fields.
Eighth grade students at the partial mastery level
							 the application of science:
research current real world issues and their possible
							 solutions, and
describe job opportunities in science related fields
							 and identify the required qualifications.
Eighth grade students at the novice level the
							 application of science:
list solutions to current real world issues and
							 identify ways the solutions can be implemented, and
match the qualifications needed for job opportunities
							 in science related fields.
Objectives
Students will
SC.O.8.3.01
synthesize concepts across various science
							 disciplines to better understand the natural world (e.g., form and function,
							 systems, or change over time).
SC.O.8.3.02
investigate, compare and design scientific and
							 technological solutions to personal and societal problems.
SC.O.8.3.03
communicate experimental designs, results and
							 conclusions using advanced technology tools.
SC.O.8.3.04
collaborate to present research on current
							 environmental and technological issues to predict possible solutions.
SC.O.8.3.05
explore occupational opportunities in science,
							 engineering and technology and evaluate the required academic
							 preparation.
SC.O.8.3.06
given a current science-technology-societal issue,
							 construct and defend potential solutions.