Simple tools, such as a magnifying glass and a balance can extend the observations that people can make. Nonstandard units such as paper clips, a student’s foot, index cards, etc., can be used to measure the length of objects. The mass of two objects can be compared by holding each object in a different hand. The volume of various liquids can be compared by pouring them in cups of the same size. Variations in temperature of different objects can be compared by the difference that is felt when each object is touched. Variations in air temperature can be compared by observing the differences one feels when in different environments (e.g., inside the classroom vs. outside on the playground in winter, inside the freezer compartment of a refrigerator vs. inside a kitchen). An inference is a tentative explanation based on background knowledge and available data. A conclusion is a summary statement based on data from the results of an investigation. Questions about what is observed can be developed. A prediction is a forecast about what may happen in some future situation. It is based on information and evidence. A prediction is different from a guess.
1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics. Key concepts include a) plants need nutrients, air, light, and a place to grow; b) basic parts of plants; and c) plants can be classified based on a variety of characteristics. Understanding the Standard (Background Information for Instructor Use Only) Essential Knowledge, Skills, and Processes Plants have basic needs, including nutrients, air, water, light, and a place with sufficient space to grow. Plants have different structures that different functions in growth, survival, and reproduction. The functions of plant parts include the roots which hold plants in place and absorb water, seeds which make new plants, leaves which make food for the plant, and stems which hold the plants upright and transport materials up and down the plant. Plants can be categorized by their different characteristics, such as edible/nonedible, flowering/nonflowering, and evergreen/deciduous. Students do not need to know the terms nonedible, edible, evergreen, and deciduous. The focus should be on the concept, not the terminology. In order to meet this standard, it is expected that students will conduct simple experiments/investigations related to plant needs by changing one variable (nutrients, air, water, light, or place to grow) at a time. Students do not need to know the term variable. create and interpret a of a plant, including seeds, roots, stems, leaves, flowers, and fruits. identify the functions of the seed, root, stem, and leaf. classify plants by the characteristics of edible/nonedible, flowering/nonflowering, and evergreen/deciduous, charts.
1.8 The student will investigate and understand that natural resources are limited. Key concepts include a) identification of natural resources; b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources. Overview This standard focuses on identifying what natural resources are; ways we can help conserve those natural resources, especially water and air; and the preservation of land to use as parks. The standard extends the perception of young students from the present to the future and from self to their community. Standard K.11 establishes a foundation for this standard. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.