| AKS/Indicators of Achievement |
|
| 8a - identify and explain how surface features are caused by constructive processes such as deposition (deltas, sand dunes), earthquakes, volcanoes and faults (GPS) |
| 8b - describe and illustrate surface features caused by destructive processes such as erosion (water, rivers, oceans, wind), weathering, impact of organisms, earthquakes and volcanoes (GPS) |
| 8c - explain the role of technology and human intervention in the control of constructive and destructive processes including seismological studies, flood control, dams, levees, and storm drain management (GPS) |
| verify that an object is the sum of its parts (GPS) (5SC_C2006-9) |
| 9a - demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of many parts (GPS) |
| 9b - investigate how common items have parts that are too small to be seen without magnification (GPS) |
| 10a - demonstrate examples of physical changes by manipulating common household/classroom items (tearing or cutting paper/aluminum foil) and separating mixtures (GPS) |
| 10b - recognize that the changes in state of water (vapor/steam, liquid, ice) are due to temperature differences and are examples of a physical change (GPS) |
| 10c - investigate the properties of a substance before, during and after a chemical reaction to find evidence of change (GPS) |
| investigate electricity and magnetism and their relationship to one another (GPS, ITBS) (5SC_C2006-11) |
| 11a - investigate current and static electricity (GPS) |
| 11b - determine the necessary components for completing an electric circuit (GPS) |
| 11c - demonstrate the difference between open and closed circuits and parallel and series circuits |
| 11d - investigate common materials to determine if they are insulators or conductors (GPS) |
| 11e - compare a bar magnet to an electromagnet (GPS) |
| 11f - distinguish between permanent and temporary magnets |
| 11g - demonstrate how magnetism is used to create a compass |
| classify organisms to simplify the study of living things (GPS, ITBS) (5SC_D2006-12) |
| 12a - explain why scientists use classification in the study of living things (GPS) |
| 12b - compare similarities and differences in animals |
| 12b.1 - group animals using pictures or actual specimens by observable characteristics (body covering, number of legs, wings, ears, color, size) |
| 12c - demonstrate how animals are sorted into groups (vertebrates, invertebrates) and how vertebrates are further sorted into groups (fish, amphibians, reptiles, birds, mammals) (GPS) |
| 12d - demonstrate how plants are sorted into groups (GPS) |
| identify the cell as the building block of living organisms (GPS, ITBS) (5SC_D2006-13) |
| 13a - use magnifiers (microscopes, hand lenses) to observe cells and their structure (GPS) |
| 13b - compare and contrast animal cells and plant cells |
| 13b.1 - identify parts of a plant cell (cell membrane, cell wall, cytoplasm, nucleus, chloroplasts) and explain the function of each (GPS) |
| 13b.2 - identify parts of an animal cell (cell membrane, cytpolasm, nucleus) and explain the function of each (GPS) |
| 13c - compare and contrast the structure and function of single-celled and multi-celled organisms (GPS) |
| compare and contrast the characteristics of learned behaviors and inherited traits (GPS, ITBS) (5SC_D2006-14) |
| 14a - recognize that offspring can resemble parents in inherited traits and learned behaviors (GPS) |
| 14b - discuss what a gene is and the role genes play in the transfer of traits (GPS) |
| 14c - explain the role of chromosomes in development |
| analyze how microorganisms benefit or harm other organisms (GPS) (5SC_D2007-1) |
| 1a - identify beneficial microorganisms and explain why they are beneficial |
| 1b - identify harmful microorganisms and explain why they are harmful |
| 1c - determine the role of anti-bacterial agents that promote health and well-being |
