Quarter 2 FME 1-4 – Force, Motion, and Energy (1) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy; (2) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound; (3) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and (4) design an experiment that tests the effect of force on an object. energy mechanical energy light energy sound energy electrical energy thermal energy heat energy alternative energy wind energy solar energy biofuel geothermal hydroelectricity energy efficient force position motion Newton gravity friction magnetism electricity electric, complete, incomplete circuit conductor insulator electric current conductivity electrical light sound thermal energy light energy reflection refraction convex lens concave lens
Quarter 3 ES 1-4 – Earth and Space: Earth’s changing surface consists of useful resources (1) explore the processes that led to the formation of sedimentary rocks and fossil fuels; (2) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice; (3) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and (4) identify fossils as evidence of past living organisms ES 5-15 – Earth and Space: Patterns (5) differentiate between weather and climate; (6) explain how the Sun and the ocean interact in the water cycle; (7) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and (8) identify and compare the physical characteristics of the Sun, Earth, and Moon. (9) Create an argument that the gravitational force exerted by Earth on any objects is directed down; (10) Write and opinion supporting the concept that the gravitational force is acting down on an object near the Earth’s surface; (11) Demonstrate that the flow of electricity in circuits requires a complete path through which the electric current can pass; (12) Demonstrate that light travels in a straight line until it is reflected in another direction; (13) Describe how the geosphere, the hydrosphere, and/or the atmosphere interact; (14) Research information on ways individual communities use science to protect the earth’s resources; (15) Describe ways that humans use the earth in industry, farming, and everyday life to obtain the resources needed to live. renewable/ nonrenewable resource plant water conservation fossil fuel recycle/ reduce/ reuse Solar system planet orbit earth moon sun hydrogen gas helium core radiation zone convection zone photosphere corona sunspots solar flares solar wind solar prominence crater surface mass weight gravity atmosphere rotation axis revolution orbit day/ night North/ South pole apparent movement shadow pattern seasons lunar cycle moon phases High/ Low tide Neap tide Spring tide gravity weather high/ low pressure warm/ cold front meteorologist forecast climate precipitation temperature humidity water cycle evaporation precipitation condensation freshwater salt water sun geosphere hydrosphere
Quarter 4 OE 1-4 – Organisms and Environments: Relationships, Systems, & Cycles (1) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements; (2) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers; revised August 2016 (3) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and (4) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. OE 5-7 – Organisms and Environments: Life Processes (5) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; (6) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and (7) describe the differences between complete and incomplete metamorphosis of insects. ecosystem individual organism community population living noon-living shelter survival adaptation carry capacity grazer overpopulation food chain producer consumer decomposer fungi bacteria carnivore herbivore omnivore predator prey food web photosynthesis carbon dioxide oxygen respiration interact diagram cycle adaptation physical adaptation behavioral adaptation migration hibernation camouflage desert meadow prairie forest Arctic Tundra Tropical Rainforest pond offspring inherited instinct learned behavior acquired trait compare challenge differentiate life cycle metamorphosis molt dormant egg larva pupa adult nymph