The NH K-6 Science Addendum, supplementing the NH K-6 Science Curriculum Framework, is organized into six strands: (1) SCIENCE AS INQUIRY, (2) SCIENCE, TECHNOLOGY, AND SOCIETY, (3) LIFE SCIENCE, (4) EARTH/SPACE SCIENCE, (5) PHYSICAL SCIENCE, and (6) UNIFYING THEMES AND CONCEPTS. Each of the strands includes one or more Curriculum Standards followed by Proficiency Standards that identify what students should be able to do by the end of grade two, grade four, and grade six.

 The Concord Science Committee has reviewed the K-6 Standards and Proficiencies and have assigned grade levels and curriculum topics to the Proficiency Standards. This can be used as a guideline for teachers in preparing lessons and units of study. The Standards are organized here by grades K-2, 3-4, and 5-6. Please note that some standards are assigned out of grade level. For example, proficiencies under Curriculum Standard 2e in the K-2 section are assigned to grade 3 because of topic distribution. Each teacher is responsible for reading through all of the standards K-6, noting those Proficiency Standards that apply to your grade level.

SCIENCE CURRICULUM AND PROFICIENCY STANDARDS BY THE END OF GRADE TWO: 

STRAND #1: SCIENCE AS INQUIRY

1 a. Curriculum Standard: Students will demonstrate an increasing understanding of how the scientific enterprise operates.

Students will be able to:

1 a.1 (K, 1, 2)--Observe and describe objects in their environment in order to organize information and make comparisons (e.g., cats have fur, fish live in water, rocks are hard)

1.a.2 (K, 1, 2)--ldentify patterns in events (e.g., sunrise and sunset, tidal schedules, movements of thrown or failing objects, stream flow and rainfall)

1.a.3 (K, 1, 2)--Manipulate an object to discover characteristics not apparent by observation alone

1.a.4 (K, 1, 2)--Ask, "How do we know?" and "Are we sure the same thing will happen the next time?"

STRAND #2: SCIENCE, TECHNOLOGY, AND SOCIETY

2a. Curriculum Standard: Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.

Students will be able to:

2.a.1 (K, 1, 2)--Invent their own unit of measurement (e.g., the room is nine "Nancys" wide) (Everyday Math)

2.a.2 (K, 1, 2)--Explain the need for standard universal measurement units (e.g., initiated by measuring width of room using one's own feet and a meter stick) (Everyday Math)

2.a.3 (K, 1, 2)--Measure net mass (e.g., subtracting mass of container holding some material whose mass is to be measured) (Everyday Math)

2.a.4 (K, 1, 2)--Use rulers, thermometers, and balances to observe, measure, and construct objects (Everyday Math)

2b. Curriculum Standard: Students will demonstrate an increasing ability to use technology to observe nature.

Students will be able to:

2.b.1 (K, 1, 2)--Recognize that scientific tools often give more information about things than can be obtained by using our senses directly (Everyday Math, Weather)

2.b.2 (K, 1, 2)--Use simple tools in a safe and responsible manner

2c. Curriculum Standard: Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.

Students will be able to:

2.c.1 (2)--Use a computer to record observations and to write short descriptions of natural events (Everyday Math--weather recording, Beavers)

2.c.2 (K, 1, 2)--Share data with children in other classrooms

2.c.3 (K, 1, 2)--Use age-appropriate instructional software

2d. Curriculum Standard: Students will demonstrate an increasing ability to understand how technology is used to synthesize new products.

Students will be able to:

2.d.1 (K, 1, 2)--Construct simple structures by following directions

2.d.2 (2)--Seek out problems in need of solution and invent ways to solve those problems (Force, Inventions)

2.d.3 (2)--Describe ways that machines are used to manufacture items faster and in greater quantity than one person can do alone (Balance and Motion, Here's How video recommended)

2e. Curriculum Standard: Students will demonstrate an increasing ability to understand that science and technology can affect individuals, and that individuals in turn can affect science and technology.

Students will be able to:

2.e.1 (3)--Write and illustrate a story that describes where, for their home, the water comes from and where the sewage goes (Water Treatment Plant field trip recommended)

2.e.2 (1) --Describe what would occur if the power at their home was disconnected during a snowstorm, and what behavior changes would be necessary (Weather)

2f. Curriculum Standard: Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.

This curriculum standard is developmentally inappropriate before Grade 6.

STRAND #3: LIFE SCIENCE

3a. Curriculum Standard: Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection.

Students will be able to:

3.a.1 (K, 1, 2)--Group students using a particular attribute or characteristic (e.g., gender, hair color, eye color, size of hands or feet) (Everyday Math)

3.a.2 (2)--Distinguish between types of plants by using one or more attributes or characteristics (e.g., size, shape, kinds of leaves) (Plants)

3.a.3 (1, 2)--Sort a collection of mammal photographs into two or more groups using one or more attributes or characteristics (e.g., size, type of fur, habitat, food preference)

3.a.4 (1, 2)--Collect a variety of seeds and group them using a particular characteristic or attribute (Backyard Birds, Plants)

3.a.5 (1, 2)--Visit habitats and describe the organisms generally found in each habitat (Living Systems, Habitats)

3.a.6 (K,1, 2)--Observe and display understanding of the needs of plants and animals in the classroom by caring for them responsibly

3b. Curriculum Standard: Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e., individuals, community, biome, the biosphere) as well as species to species interactions.

Students will be able to:

3.b.1 (K, 2)--Name plants and animals whose appearance changes in different seasons and describe the differences (Seasons, Habitats)

3.b.2 (K, 1, 2)--Discuss features that help plants and animals survive in different environments or in the same environment during different seasons (Seasons, Living Systems, Habitats)

3.b.3 (2)--Investigate different habitats to identify some of the ways in which plants and animals which live there depend on each other (Habitats)

3c. Curriculum Standard: Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium.

Students will be able to:

3.c.1 (1, 2)--Explore the various needs of living things (e.g., water, food, shelter) (Living Systems, Habitats)

3.c.2 (2)--ldentify the conditions necessary for the growth of green plants (Plants)

3.c.3 (2)--Carry out an experiment to determine the factors needed for seeds to germinate (Plants)

3d. Curriculum Standard: Students will demonstrate an increasing ability to understand fundamental structures, functions, and mechanisms of inheritance found in microorganisms, fungi, protists, plants, and animals.

Students will be able to:

3.d.1 (1, 2)--ldentify real or representations (pictures, drawings) of living things found near their home and ask questions concerning their attributes and needs for survival (Insects, Backyard Birds, Plants, Beavers)

3.d.2 (K, 1)--Identify different external features of humans, such as size, shape, color of hair, eye color, ear lobe (attached, unattached) etc. (Everyday Math)

3.d.3 (K, 1)--Compare pictures of themselves and family members to identify similarities and differences (Note: Please be sensitive to the non-traditional family structure; se as a way of teaching tolerance of differences.)

STRAND #4: EARTH/SPACE SCIENCE

4a. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a unique member of our solar system, located in a galaxy, within the universe.

Students will be able to:

4.a.1 (K, I) --Describe how the sky looks at different times (e.g., day and night, clear or cloudy) (Seasons, Weather)

4.a.2 (1, 2)--Describe the changes in the sky's appearance (e.g., the shape of the moon during the month, the location of the sun in the sky at different times of day) (Weather, Oceans)

4b. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a complex planet with five interacting systems, which consists of the solid Earth (lithosphere), air (atmosphere), water (hydrosphere), ice (cryosphere), and life (biosphere).

Students will be able to:

4.b.1 (1)--Keep daily records of temperature (hot, warm, cool, cold) and precipitation (some, none, lots) through a period of time and organize the information in a chart or graph (Weather)

4.b.2 (2)--ldentify the important attributes of different landscapes (e.g., beaches, mountains, deserts) (Habitats-Make sure all biomes are taught)

4.b.3 (2)--Describe a variety of natural and man-made changes in the earth's surface that they have observed water level in streams and rivers, tidal changes, wind blown sand or soil, work of earth- moving machinery) (Pebbles, Sand, and Silt, Habitats, Oceans, Plants, Beavers-World of Nature video recommended)

4.b.4 (2)--Sort and categorize rocks, minerals and other earth materials using one or more characteristics (Pebbles, Sand, and Silt)

4c. Curriculum Standard: Students will demonstrate an increasing ability to understand that the earth contains a variety of renewable and non-renewable resources.

Students will be able to:

4.c.1 (1)--Identify some naturally occurring materials that human beings use for various purposes (water, wood, coal, metals) (Solids and Liquids)

4.c.2 (K, 1, 2)--Demonstrate ways in which various materials can be reused or recycled (reusing containers or using scrap paper for art projects) (Earth Day activities)

STRAND #5: PHYSICAL SCIENCE

5a. Curriculum Standard: Students will demonstrate an increasing ability to distinguish among materials by utilizing observable properties.

Students will be able to:

5.a.1 (K, 1)--Describe objects and events using all of their senses: touch (texture, hot/cold), taste (sour, sweet, salty, bitter), sound (pitch, loudness, tone), sight (float/sink, disappears/doesn't disappear in water), smell (smoky, fragrant, spicy, moldy) (Senses, Solids and Liquids)

5.a.2 (2)--Construct a variety of different objects from a few types of small parts (e.g., paper clips, toothpicks, coffee stirrers, 3x5 cards, "Legos", "Tinkertoys") (Balance and Motion)

5.a.3 (1)--Sort a collection of materials into living or non-living (Living Systems)

5b. Curriculum Standard: Students will demonstrate an increasing ability to understand that matter is composed of dynamic interactive units or particles, that all the properties and changes in matter can be explained in terms of the forces involved in the interactions of these units, and that mass is conserved in these changes and interactions.

Students will be able to:

5.b.1 (1) --Describe objects in terms of the materials of which they are made (clay, cloth, paper) and their physical properties (color, size, shape, mass, texture, flexibility) (Solids and Liquids)

5.b.2 (1) --Describe characteristics of matter that are common to solids and liquids (have mass, take up space), and that distinguish them as different phases of matter (Solids and Liquids)

5.b.3 (2)--Explore how the total mass of an object or device is fixed despite changes in shape (e.g., measure mass of piece of paper before and after being crumpled or shredded or made into an airplane; measure the mass of a device when assembled and when taken apart) (Balance and Motion)

5c. Curriculum Standard: Students will demonstrate an increasing ability to understand the relationships among different types and forms of energy.

Students will be able to:

5.c.1 (2)--Suggest what is required to make things operate (e.g., yo-yos, pinwheels, waterfalls/ flashlights, windmills, bicycles) (Balance and Motion)

5.c.2 (1)--Explore (by touch) how the outside temperatures of containers made of various materials (e.g., aluminum can, paper cup, Styrofoam, glass, thermos) change when filled with hot water (Solids and Liquids, Weather)

5d. Curriculum Standard: Students will demonstrate an increasing understanding of how electrical and magnetic systems interact with matter and energy.

Students will be able to:

5.d.1 (2)--Classify materials according to their ability to conduct electricity in a light bulb circuit (Force and Magnets)

5.d.2 (2)--Observe and record the interactions of magnets with various objects (Force and Magnets)

5.d.3 (2)--Classify materials as interactive or not interactive with magnets (Force and Magnets)

5.d.4 (2)--Manipulate objects using a magnet (e.g., a game that requires steering an object through a maze without touching the object) (Force and Magnets)

5.d.5 (1)--Describe safe behavior regarding electricity and lightening (Weather)

5e. Curriculum Standard: Students will demonstrate an increasing understanding of how an unbalanced force exerted on an object causes a change in the state of rest or motion of that object in the direction of the unbalanced force.

Students will be able to:

5.e.1 (2)--Describe what they feel when riding in a car or school bus when the vehicle starts/stops or goes around corners left/right, and suggest an explanation for what they feel in each case. Devise an experiment with toy cars and objects on them to test their explanations. (Force and Magnets)

5.e.2 (2)--Play the game tug-of-war and discuss the roles of pulling hard and number of pullers on the results Safety alert!) (Force and Magnets)

5.e.3 (2)--Observe and describe the various directions in which objects can move (e.g., playground equipment) (Force and Magnets)

5f. Curriculum Standard: Students will demonstrate an increasing understanding that energy can be transmitted by waves, using light and sound as examples.

Students will be able to:

5.f.1 (K)-Explore the relationships between shadow, size, and shape and the position of a light source (Senses)

5.f.2 (3,4)-Investigate light and sound as they come from a source, travel through air, and bounce off objects (Sound, Light)

5.f.3 (3)-Observe that sound is created in musical instruments by parts that vibrate (e.g., see and feel vibrating strings, drums, cymbals, loudspeakers) (Sound, Music)

5.f.4 (1)-Create and describe the spectrum produced by light passing through a prism (Weather-rainbows)

5g. Curriculum Standard: Students will demonstrate an increasing understanding that heat is the product of many natural processes.

Students will be able to:

5.g.1 (K, I)--Observe how the sun warms the land, air, water, and other objects (Seasons, Weather)

5.g.2 (1, 2)--Observe how their body feels warmer as they increase their level of activity (Living Systems, Physical Education)

5.g.3 (1)--Identify natural and manufactured objects that produce heat (Weather, Solids and Liquids) 

STRAND #6: UNIFYING THEMES AND CONCEPTS

6a. Curriculum Standard: Students will demonstrate an increasing ability to recognize parts of any object or system, and understand how the parts interrelate in the operation of that object or system.

Students will be able to:

6.a.1 (2)--Explore and identify the parts and materials that comprise simple objects and how they are connected (e.g., disassemble common household objects) (Balance and Motion, Inventions)

6.a.2 (2)--Predict the effect of removing or exchanging parts of an object (e.g., a mechanical toy, a jigsaw puzzle) (Balance and Motion, Inventions)

6.a.3 (2)--Discuss how parts when put together can do things that they could not do by themselves (Balance and Motion, Inventions)

6b. Curriculum Standard: Students will demonstrate their understanding of the meaning of stability and change and will be able to identify and explain change in terms of cause and effect.

Students will be able to:

6.b.1 (K, 1, 2)--List several things that change through time or because of a change in the environment (Seasons, Penguins, Dinosaurs, Plants)

6.b.2 (1, 2)--Recognize that some changes are so slow that they are hard to observe (e.g., display monthly photographs of the class and teacher; record/graph monthly the height of each student and the teacher) (Everyday Math)

6.b.3 (2)--Classify events or objects as changing quickly, slowly, or not at all (Plants, Adopt-a-Tree recommended)

6.b.4 (I) --Observe the movement of people or objects (e.g., record traffic patterns of students moving in the school building) (Language Arts-directionality)

6c. Curriculum Standard: Students will understand the meaning of models, their appropriate use and limitations, and how models can help them in understanding the natural world.

Students will be able to:

6.c.1 (K, 1, 2)--identify ways in which models are the same or different from the real object (e.g., a plastic flower and a garden flower; a stuffed animal and a real animal; toy car and actual vehicle) (Living Things, Living Systems, Habitats)

6.c.2 (2)--Describe how a particular occurrence or event is like a different occurrence or event-Analogical thinking (e.g., that person is as busy as a bee; that child is growing like a weed; she is as pretty as a picture) (Writing)

6d. Curriculum Standard: Students will increasingly quantity their interactions with phenomena in the natural world, use these results to understand differences of scale in objects and systems, and determine how changes in scale affect various properties of those objects and systems.

Students will be able to:

6.d.1 (K, 1, 2)--Observe and explore objects in nature and those that are man-made which have very different sizes, masses, ages, and speeds

6.d.2 (2)--Draw simple objects in actual size and compare the drawing to scale pictures

6.d.3 (K, 1, 2)--Explore simple scale models of very large and very small objects that can be made from simple familiar materials (e.g., clay, sand, paper, wood)

6.d.4 (1)--Explore the use of various types of scales that are used in making observations (e.g., thermometers, rulers, color wheels, musical scales) 

SCIENCE CURRICULUM AND PROFICIENCY STANDARDS BY THE END OF GRADE 4:

STRAND #1: SCIENCE AS INQUIRY

1a. Curriculum Standard: Students will demonstrate an increasing understanding of how the scientific enterprise operates.

Students will be able to:

1.a.1 (3, 4)--Describe different types of scientists--astronomer, chemist, geologist, etc.--and the types of questions they ask. How is what scientists do the same or different from what students do in school?

1.a.2 (3, 4)--Use collected observations of varied forms of living things to formulate questions about the food they eat (e.g., Do they eat leaves, other insects, pollen?) (Bats, NH Animals)

1.a.3 (3)--Observe and identify characteristics that are atypical and use them as a source for questions (e.g., four-leaf clover, unusual coloration) (Wetlands)

1.a.4 (3,4)--Communicate results of their observations to other students and teachers

1.a.5 (3, 4)--ldentify variables (things that can change) when exploring a science phenomenon (Birds of Prey, Sound, Weather, Motion and Design) 

STRAND #2: SCIENCE, TECHNOLOGY, AND SOCIETY

2a. Curriculum Standard: Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.

Students will be able to:

2.a.1 (3, 4)--Invent a tool or device for accomplishing a particular measurement task or goal (Sound, Weather)

2.a.2 (4)--Compare the usefulness of various devices and measurement units for accomplishing a particular measurement task (Weather)

2.a.3 (3, 4)--Use tools such as balances, graduated cylinders, tape measures, and stopwatches to make accurate and precise measurements (Sound, Matter, Motion and Design, Weather)

2b. Curriculum Standard: Students will demonstrate an increasing ability to use technology to observe nature.

Students will be able to:

2.b.1 (4)--Discuss the value of using a certain observational tool for investigating a particular phenomenon (Wetlands --microscope, Weather, Birds of Prey)

2.b.2 (3, 4)--Describe why tools should be used in a safe and responsible manner

2c. Curriculum Standard: Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.

Students will be able to:

2.c.1 (3, 4)--Share ideas, data, or summaries of investigations with children at other schools by electronic communication (Bats, Birds of Prey)

2.c.2 (3,4)--Prepare various types of graphs and tables as means for summarizing and analyzing data which they have collected (Everyday Math)

2.c.3 (3, 4)--Use calculators to perform mathematical calculations with data which has been collected and recorded (Everyday Math)

2d. Curriculum Standard: Students will demonstrate an increasing ability to understand how technology is used to synthesize new products.

Students will be able to:

2.d.1 (3)--Talk with local plumbers, electricians, water treatment personnel, firefighters, etc., to ask questions about how their jobs have changed because of changes in technology (Wetlands Water Treatment Plant)

2e. Curriculum Standard: Students will demonstrate an increasing ability to understand that science and technology can affect individuals, and that individuals in turn can affect science and technology.

Students will be able to:

2.e.1 (3, 4)--Explore with parents ways in which their family may participate in recycling, conserving energy, or conserving water (Earth Day activities)

2.e.2 (4)--Interview parents and grandparents to find out about technologies and products that have disappeared or appeared in their lifetimes (Motion and Design)

2f. Curriculum Standard. Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.

This curriculum standard is developmentally inappropriate before Grade 6

STRAND #3: LIFE SCIENCE

3a. Curriculum Standard: Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection.

Students will be able to:

3.a.1 (4)--Examine parts of plants of the same species, recognize variations, and construct graphs and charts showing the variation in one or more attributes or characteristics (NH Plants)

3.a.2 (4)--Collect leaves and/or seeds of plants, various insects, or observe birds, and identify the organisms using simple classification keys (NH Plants and Animals)

3.a.3 (4)--Describe how certain attributes or characteristics of living things are related to their life functions or behavior (e.g., bird beaks and bird feet) (NH Plants and Animals)

3.a.4 (4)--Grow plants from cuttings, bulbs, tubers, etc., and compare them to the parent plant (NH Plants)

3b. Curriculum Standard: Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e., individuals, community, biome, the blosphere) as well as species to species interactions.

Students will be able to:

3.b.1 (3, 4)--Examine the needs of several organisms and determine how the conditions of a particular habitat can limit the kinds of organisms living there (Wetlands, Birds of Prey)

3.b.2 (3, 4)--Describe relationships and patterns of interdependence (e.g., food chains or webs, aquaria or terraria) among organisms in particular habitat(s) (Bats, Wetlands, Birds of Prey)

3.b.3 (3, 4)--Identify and discuss environmental issues which are important at home and school

3c. Curriculum Standard: Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium.

Students will be able to:

3.c.1 (4)--Demonstrate an introductory knowledge of photosynthesis, i.e., that green plants make their own food using sunlight, water, and air (NH Plants)

3.c.2 (3, 4)--Place common plants and animals in simple food chains (Bats, Wetlands, NH Plants and Animals)

3.c.3 (4)--Show evidence that substances may change form and move from place to place, but that they never appear out of nowhere and never just disappear (e.g., composting investigation) (NH Plants)

3d. Curriculum Standard: Students will demonstrate an increasing ability to understand fundamental structures, functions, and mechanisms of inheritance found in microorganisms, fungi, protists, plants, and animals.

Students will be able to:

3.d.1 (3, 4)--ldentify structures of some common organisms (e.g., parts of a plant, major organs in the human body) (Bats, Wetlands, NH Plants and Animals)

3.d.2 (3, 4)--Explain how certain structures are related to the successful survival of that organism (e.g., fish are streamlined, carnivores have sharp teeth) (Bats, Wetlands, NH Plants and Animals)

3.d.3 (3, 4)--ldentify major internal systems of both animals and plants and associate them with their function (e.g., circulatory system--blood flow, nervous system--sensation, plant roots--water intake) (Bats, Wetlands, NH Plants and Animals)

3.d.4 (3, 4)--Measure their won pulse rates after different amounts of exercise, collect data, graph results and discuss how pulse rate relates to exercise (Physical Education)

STRAND #4: EARTH/SPACE SCIENCE

4a. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a unique member of our solar system, located in a galaxy, within the universe.

Students will be able to:

4.a.1 (3)--Observe patterns of stars in the sky, notice that where they appear in the sky changes over the course of a year (Solar System)

4.a.2 (3)--Describe the motions of stars and planets from direct observations over a period of time (Solar System)

4.a.3 (3)--Use binoculars or a telescope to examine the night sky (Solar System)

4.a.4 (3)--Demonstrate the size and spatial relationships of celestial objects using drawings and/or models (Solar System)

4.a.5 (3)--Describe how astronauts and space vehicles increase our knowledge of the solar system (Solar System)

4b. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a complex planet with five interacting systems, which consists of the solid Earth (lithosphere), air (atmosphere), water (hydrosphere), ice (cryosphere), and life (biosphere).

Students will be able to:

4.b.1 (3)--Use maps and globes to explain that most of the earth's surface is covered by water (Wetlands)

4.b.2 (4)--ldentify/give examples of geological processes that have shaped New Hampshire's landscape over long periods of time (NH Geological Processes)

4.b.3 (4)--Relate observed weather conditions to different climates and seasons (Weather)

4.b.4 (4)--Investigate different stages in the water cycle (melting, freezing, evaporation, condensation) (Weather)

4c. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth contains a variety of renewable and non-renewable resources.

Students will be able to:

4.c.1 (3)--Identify two or more renewable and non-renewable resources (Earth Materials)

4.c.2 (3)--Describe the processes involved in manufacturing a finished product from raw materials (e.g., gasoline, steel, glass) (Earth Materials)

4.c.3 (3, 4)--Participate in activities that conserve or recycle natural resources (e.g., turning off unnecessary appliances, class recycling project, class gardening project)

STRAND #5: PHYSICAL SCIENCE

5a. Curriculum Standard: Students will demonstrate an increasing ability to distinguish among materials by utilizing observable properties.

Students will be able to:

5.a.1 (3)--Investigate what happens to different objects placed outdoors over the course of a school year, such as a steel can, aluminum can, plastic bag, cardboard, limestone, granite, paper (Earth Materials)

5.a.2 (3)--Inspect, using hand lenses or microscopes, substances composed of large numbers of small particles, including homogeneous and heterogeneous materials (e.g., salt, sugar, powdered drink mixes, sawdust, beach sand) (Matter, Mystery Powders)

5.a.3 (3)--Sort materials according to a given property or attribute (e.g., acids/bases, plant/animal) (Matter)

5.a.4 (3)--Arrange a collection of materials along a continuum (e.g., hardness, density, flexibility, sweetness) (Earth Materials)

5b. Curriculum Standard: Students will demonstrate an increasing ability to understand that matter is composed of dynamic interactive units or particles, that all the properties and changes in matter can be explained in terms of the forces involved in the interactions of these units, and that mass is conserved in these changes and interactions.

Students will be able to:

5.b.1 (3)--Describe characteristics of matter that are common to solids, liquids, and gases, and characteristics that distinguish them as different phases of matter (Matter)

5.b.2 (3)--Carry out an experiment to show that mass is conserved in a change of state (melting ice cube, Koolaid and water) (Matter)

5.b.3 (3)--Explore the physical properties of different household substances and substances in nature (Matter)

 5c. Curriculum Standard: Students will demonstrate an increasing ability to understand the relationships among different types and forms of energy.

Students will be able to:

5.c.1 (4)--Measure how the temperature of hot and cold water changes when placed in containers of different materials (e.g., aluminum can, paper cup, Styrofoam, glass, thermos) (Weather)

5.c.2 (4)--Measure temperatures before and after a closed bottle of hot water is immersed in a larger container of cooler water and suggest how the changes happened (Weather)

5.c.3 (4)--Describe sources of heat, sources of light, sources of their own energy (Weather)

5.c.4 (4)--Explain what needs to be done to make things move (e.g., playground equipment) (Motion and Design)

 5d. Curriculum Standard: Students will demonstrate an increasing understanding of how electrical and magnetic systems interact with matter and energy.

Students will be able to:

5.d.1 (5)--Explore a variety of electrical circuits with batteries and bulbs (Energy)

5.d.2 (5)--Explore the ability of magnets to push or pull objects or each other (Energy)

5.d.3 (5)--Explore the strengths of various magnets. Devise an experiment in which they can accurately rank the magnets from strongest to weakest (Energy)

 5e. Curriculum Standard: Students will demonstrate an increasing understanding of how an unbalanced force exerted on an object causes a change in the state of rest or motion of that object in the direction of the unbalanced force.

Students will be able to:

5.e.1 (4)--Explore ways to change the directions of a rolling ball on a hard floor or a hockey puck on ice (e.g., blowing, deflecting, colliding) and what these effects have in common (Motion and Design)

5.e.2 (4)--Explore the relationship between mass, force, and motion (e.g., how increasing the mass carded by a snail affects its rate of motion, how difficult it is to stop themselves when running at different speeds) (Motion and Design)

5.e.3 (4)--Explore various ways to support a heavy book at a certain distance off the floor, such as suspension from a rope directly holding it, putting a table under it, and what these approaches have in common (Motion and Design)

 5f. Curriculum Standard: Students will demonstrate an increasing understanding that energy can be transmitted by waves, using light and sound as examples.

Students will be able to:

5.f.1 (3,__)--Observe that waves in a container start at a source, travel along the surface, and bounce off objects, just as do light and sound (Sound, Light)

5.f.2 (__, 5)--Explore how sound and light can be concentrated (e.g., using reflectors or lenses, megaphones) (Light, Energy)

5.f.3 (__, 5)--Utilize different types of prisms and lenses to observe what happens when light passes through them (Light, Energy)

5.f.4 (__, 5)--Conduct simple experiments to explain how shadows change with changes in the position of the sun or other light sources (Light, Energy)

 5g. Curriculum Standard: Students will demonstrate an increasing understanding that heat is the product of many natural processes.

Students will be able to:

5.g.1 (3)--Explore how rubbing various things together will produce a different amount of heat (Matter)

5.g.2 (3)--ldentify sources of heat produced by natural and manufactured objects (Matter)

5.g.3 (3,__)--Observe that most things that produce light also produce heat (Matter, Light)

5.g.4 (3)--Explore how heat is related to changes in state from solid to liquid to gas (Matter)

STRAND #6: UNIFYING THEMES AND CONCEPTS

6a. Curriculum Standard: Students will demonstrate an increasing ability to recognize parts of any object or system, and understand how the parts interrelate in the operation of that object or system.

Students will be able to:

6.a.1 (4)--Assemble a commercial project using manufacturers instructions (Legos, plastic models) (Motion and Design)

6.a.2 (4)--Take apart and reassemble simple machines or household appliances (Motion and Design)

6.a.3 (4)--Design and build a simple device with a desired function from accessible materials (Motion and Design)

6.a.4 (4)--Describe or demonstrate how something may not work well (or at all) if a part is missing, broken, worn out, mismatches, or misconnected (Motion and Design)

6.a.5 (3, 4)--Explain using charts, pictures, and models of an important earth, physical, or life science system (e.g., solar system, home heating system, ecosystem) (Solar System, Wetlands, NH Plants and Animals)

6.a.6 (4)--Suggest several possible uses for a simple object (a washer on a string, a balance beam) (Motion and Design)

 6b. Curriculum Standard: Students will demonstrate their understanding of the meaning of stability and change and will be able to identify and explain change in terms of cause and effect.

Students will be able to:

6.b.1 (3, 4)--Conduct an experiment that documents change that is steady, repetitive, or irregular using measurement and graphing (e.g., measure changes in growth of a corn plant stem over periods of days, weeks, and months; positions of the moon in the sky during a period of two months; monitor weather conditions; length of hair (Solar System, Weather)

6.b.2 (4)--Recognize that some changes are so fast that they are hard to see or measure (e.g., use commercial or student-created video images run in slow motion; a toy car rolling down a ramp; one swing of a pendulum) (Motion and Design)

6.b.3 (3, 4)--ldentify and explore conditions that cause things to change more quickly or more slowly (Matter, Motion and Design, NH Plants)

6.b.4 (3,4,__) --Give several examples of steps that one can take to speed up or slow down change (Matter, Motion and Design, NH Plants, Light)

 6c. Curriculum Standard: Students will understand the meaning of models, their appropriate use and limitations, and how models can help them in understanding the natural world.

Students will be able to:

6.c.1 (3)--Create a model for a physical object they can't see (e.g., the contents of a sealed box) (Bats, Earth Materials)

6.c.2 (3, 4)--Represent a familiar object, event, or process using different media and describe how accurate that representation is (e.g., represent a school bus ride using sound, drawing, painting, sculpting, miming) (Art, Music)

6.c.3 (3)--Discuss how to change a physical model to make it more realistic (Solar System)

 6d. Curriculum Standard: Students will increasingly quantify their interactions with phenomena in the natural world, use these results to understand differences of scale in objects and systems, and determine how changes in scale affect various properties of those objects and systems.

Students will be able to:

6.d.1 (4)--Compare speeds, sizes, and distances as fractions and multiples of one another (Motion and Design)

6.d.2 (3)--Discuss ways to measure size/mass of objects that are either very small or very large, very light or very heavy (Matter)

6.d.3 (3)--Map a small area (e.g., classroom, playground, home) (Social Studies-focus on Concord)

 SCIENCE CURRICULUM AND PROFICIENCY STANDARDS BY THE END OF GRADE SIX:

STRAND #1: SCIENCE AS INQUIRY

1a. Curriculum Standard: Students will demonstrate an increasing understanding of how the scientific enterprise operates.

Students will be able to:

1.a.1 (5)--Solve problems using a variety of strategies (Variables)

1.a.2 (5)--Pose questions for scientific investigations and make predictions about the outcomes (Variables)

1.a.3 (5)--Design and conduct a scientific investigation exploring the relationship between two variables (Variables)

1.a.4 (5)--Use appropriate tools and techniques to gather, organize, and interpret data (Variables)

1.a.5 (5)--Compare and estimate very large/very small numbers (Astronomy)

1.a.6 (5)--Use appropriate measurement units (Astronomy, Variables)

1.a.7 (5)--Read bar graphs, line graphs, circle graphs, and tables (Everyday Math)

1.a.8 (5)--Construct explanations, including the development of simple models, for observations made (Science Expo)

1.a.9 (5)--Work in small teams to investigate problems, but form own conclusions (Cooperative Learning)

1.a.10 (5)--Discuss the relationship between evidence and explanations (Variables)

1.a.11 (5)--Recognize and analyze alternative explanations and procedures (Variables)

1.a.12 (5)--Communicate scientific procedures and explanations (Science Expo)

1.a.13 (5)--Make hypotheses and design simple experiments to test hypotheses made (Science Expo)

1.a.14 (5)--Recognize the variables in a situation and the importance of controlling them when conducting a scientific investigation (Variables, Science Expo)

1.a.15 (5)--Seek information for comparing past and present scientific ideas and theories (Science Expo)

STRAND #2: SCIENCE, TECHNOLOGY, AND SOCIETY

2a. Curriculum Standard: Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.

Students will be able to:

2.a.1 (5)--Use an assortment of measuring instruments, with a variety of scales, such as rulers, thermometers, graduated cylinders, balances, and timers (Variables)

2.a.2 (5)--Describe and practice appropriate techniques for using simple measuring devices (Energy, Variables)

2.a.3 (5)--Use technology to explore events in nature (e.g., telescopes, microscopes, computer probes) (Astronomy, Oceans-Voyage of the Mimi)

 2b. Curriculum Standard: Students will demonstrate an increasing ability to use technology to observe nature.

Students will be able to:

2.b.1 (5)--Explore nature with simple scientific tools (e.g., magnifying glasses, levers, pulleys, batteries and bulbs) (Energy, Astronomy, Oceans)

2.b.2 (6)--Use technology to capture information on film, tape, etc.

 2c. Curriculum Standard: Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.

Students will be able to:

2.c.1 (5)--Record data using appropriate units (Astronomy, Variables)

2.c.2 (5)--Use a calculator to determine other important quantitative values from data, using proper units (e.g., speed, density, area, volume) (Everyday Math, Variables)

2.c.3 (5)--Compile and display classroom data on a computer (Astronomy, Oceans)

2.c.4 (5)--Use technology to share data with classmates or other groups of students

 2d. Curriculum Standard: Students will demonstrate an increasing ability to understand how technology is used to synthesize new products.

Students will be able to:

2.d.1 (5, 6)--Construct simple projects from readily available materials found at home (Human Body Systems)

2.d.2 (5)--Choose appropriate common materials for mechanical construction of simple models (Science Expo)

2.d.3 (5)--Make safe electrical connections with various electrical components (Energy)

2.d.4 (6)--Assemble and/or take apart a device to identify how it works (e.g., simple motor, door bell, telephone, ice cream maker)

2.d.5 (6)--Create and/or reassemble technological models and identify how they work

2.d.6 (6)--Compare and contrast old and new technology (e.g., antique and modern ice cream makers by making ice cream in each)

 2e. Curriculum Standard: Students will demonstrate an increasing ability to understand that science and technology can affect individuals, and that individuals in turn can affect science and technology.

Students will be able to:

2.e.1 (6)--Describe and defend decisions that they have made involving themselves and their environment (Energy)

2.e.2 (5)--ldentify and gather information needed to made a decision on a science- and/or technology- related issue (Science Expo)

2.e.3 (6)--Describe the possible consequences of various alternative decisions to a science- and/or technology-related issue

 2f. Curriculum Standard: Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.

Students will be able to:

2.f.1 (5)--Demonstrate that knowledge makes it possible to make informed decisions (Science Expo)

2.f.2 (6)--Cite examples which show how society can affect the directions taken by science and technology

2.f.3 (6)--Describe how science an technology affect career choices and the kinds of work people do

STRAND #3: LIFE SCIENCE

3a. Curriculum Standard: Students will demonstrate an increasing ability to recognize patterns and products of evolution, including genetic variation, specialization, adaptation, and natural selection.

Students will be able to:

3.a.1 (6)--Classify a variety of organisms based on their characteristics, and use this scheme as a tool to organize information about the diversity of life forms

3.a.2 (6)--Describe/identify random differences between individuals of the same species of plant or animal (e.g., students can examine parts of plants of the same species and recognize variations, and can construct graphs and charts showing the variations)

3.a.3 (6)--Describe/identify similarities and differences among multiple offspring of same parents, and between parents and offspring

3.a.4 (6)--Collect data on inherited characteristics and use the data to explain how traits are passed from generation to generation

3.a.5 (5, 6)--ldentify major body structures of some common organisms (e.g., when shown a picture of the human skeleton students can identify, by common name, the major bones in their body) (Human Body Systems)

3.a.6 (5, 6)--Relate the structure of body parts to function (e.g., when presented with teeth, or models of teeth from various animals, students can make inferences concerning what the animal eats) (Human Body Systems)

3.a.7 (5)--Create examples of food chains and webs in several types of ecosystems (e.g., deciduous forest, fresh water, desert, etc.) (Oceans)

 3b. Curriculum Standard: Students will demonstrate an increasing ability to understand how environmental factors affect all living systems (i.e., individuals, community, biome, the biosphere) as well as species to species interactions.

Students will be able to:

3.b.1 (6)--Demonstrate a basic knowledge of the process of photosynthesis and its importance for all life forms

3.b.2 (6)--ldentify and describe the basic requirements for sustaining life (e.g., plants and animals need food for energy and growth)

3.b.3 (6)--Conduct an investigation which illustrates how the environment affects the viability of plants or animals within that environment

3.b.4 (6)--Describe and give examples of the various types of interactions that occur among organisms (e.g., predator-prey, symbiotic, producer-consumer-decomposer, host-parasite) to demonstrate how organisms compete or cooperate with each other to gain food, resources or space

3.b.5 (6)--ldentify and describe examples of New Hampshire animals and plants that live together in one ecosystem (e.g., forest, seashore, lake, river, stream)

 3c. Curriculum Standard: Students will demonstrate an increasing ability to understand that organisms are linked to one another and to their physical setting by the transfer and transformation of matter and energy to maintain a dynamic equilibrium.

Students will be able to:

3.c.1 (6)--ldentify common materials that cycle through the environment (e.g., that green plants make their own food using sunlight, water, and air)

3.c.2 (5)--Explore through models, experiments, and observations how matter and energy interact in any ecosystem (Energy)

3.c.3 (5)--Describe how organisms can acquire energy directly or indirectly from the energy of the sun (Energy)

 3d. Curriculum Standard: Students will demonstrate an increasing ability to understand fundamental structures, functions, and mechanisms of inheritance found in microorganisms, fungi, protists, plants, and animals.

Students will be able to:

3.d.1 (6)--Describe similarities and differences between single celled and multicellular organisms, (e.g., cell structures)

3.d.2 (6)--ldentify the major anatomical features of plants and animals, and the major function of each

3.d.3 (6)--Observe and describe major characteristics of various life forms, (e.g., microorganisms, fungi, protists, plants, and animals)

3.d.4 (6)--Compare and contrast life processes in plants and animals, (e.g., growth and development, nutrition, reproduction, etc.)

3.d.5 (6)--Describe/identify major organ systems of the human body, state their major functions, and describe some of their interactions, (e.g., the heart and lungs working together in respiration)

3.d.6 (6)--Explain how the human body remains healthy and fights-off disease, i.e., the immune system, the influence of diet, food and exercise, the influence of microorganisms (bacteria, viruses, protista)

3.d.7 (6)--Explain the difference between acquired and inherited characteristics or traits of an organism

STRAND #4: EARTH/SPACE SCIENCE

4a. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a unique member of our solar system, located in a galaxy, within the universe.

Students will be able to:

 4.a.1 (5)--Compare and contrast important features of the Earth, Sun, and Moon (Astronomy)

4.a.2 (5)--Observe and describe the motion of the sun, moon, and stars from the perspective of the Earth (Astronomy)

4.a.3 (5)--Explain how the brightness of a star as seen from Earth is related to its size, color, and distance from the Earth (Astronomy)

4.a.4 (5)--Use a telescope to magnify the appearance of some distant objects in the sky (Astronomy)

4.a.5 (5)--Explain how the Earth's relationship to the Sun causes night, day, and the seasons(Astronomy)

4.a.6 (5)--State the type of information which can be gathered by the use of scientific instruments such as telescopes, satellites, etc. (Astronomy)

4.a.7 (5, 6)--Cite evidence that the Earth is very old

 4b. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth is a complex planet with five interacting systems, which consists of the solid Earth (lithosphere), air (atmosphere), water (hydrosphere), ice (cryosphere), and life (biosphere).

Students will be able to:

4.b.1 (5)--Analyze rocks to obtain evidence of weathering and erosion (Global Geological Processes)

4.b.2 (4)--Identify common geographic features of New Hampshire landscapes, (e.g., mountains, lakes) (NH Geological Processes)

4.b.3 (5)--Describe basic facts about major features of the Earth's surface and natural changes in the features, (e.g., volcanoes, earthquakes, glaciers) (Global Geological Processes)

4.b.4 (4)--ldentify/give examples of geological processes that have shaped New Hampshire's landscape over long periods of time, (e.g., volcanoes, glaciers, weathering) (NH Geological Processes)

4.b.5 (4)--Observe, describe, and record weather conditions such as clouds, temperature, air pressure, and precipitation (Weather)

4.b.6 (4)--ldentify events in nature that have repeating patterns or cycles, (e.g., weather patterns, water cycle, rock cycle) (Weather)

4.b.7 (6)--ldentify common rocks and minerals using their physical properties

4.b.8 (5)--Construct models that demonstrate the effects of water, ice, wind, and waves on the Earth's land surfaces, (e.g., stream tables, wave tanks) (Global Geological Processes)

4.b.9 (4)--Compare and contrast the various types of common clouds (Weather)

4.b.10 (4)--Relate observed weather conditions to different climates and seasonal changes (Weather)

 4c. Curriculum Standard: Students will demonstrate an increasing ability to understand that the Earth contains a variety of renewable and non-renewable resources.

Students will be able to:

4.c.1 (6)--ldentify Earth resources used in their life

4.c.2 (6)--Explain how some of the Earth's resources are processed to make them useful

4.c.3 (6)--List some ways that the Earth's water supply can be conserved

4.c.4 (6)--ldentify/explain some effects human activities have on the atmosphere, (e.g., smog, industrial wastes)

STRAND #5: PHYSICAL SCIENCE

5a. Curriculum Standard: Students will demonstrate an increasing ability to distinguish among materials by utilizing observable properties.

Students will be able to:

5.a.1 (5)--Distinguish between the general properties of a substance and the properties which are important for a specific use (Variables)

5.a.2 (5)--Classify substances according to observable properties and describe how certain properties determine the major uses of the substance (Variables)

5.a.3 (5)--Measure and compare properties, such as color, size, shape, texture, and hardness of a variety of substances (Variables)

 5b. Curriculum Standard: Students will demonstrate an increasing ability to understand that matter is composed of dynamic interactive units or particles, that all the properties and changes in matter can be explained in terms of the forces involved in the interactions of these units, and that mass is conserved in these changes and interactions.

Students will be able to:

5.b.1 (6)--Perform an experiment to demonstrate that matter exists in different states that are interchangeable, (e.g., melting ice cubes, boiling water)

5.b.2 (6)--Perform an experiment to demonstrate common properties of gases, liquids, and solids

5.b.3 (6)--Describe and record how treatments such as heating, wetting, bending, or combining with other materials affect substances

5.b.4 (6)--Perform or describe experiments which illustrate the difference between physical and chemical changes in substances

 5c. Curriculum Standard: Students will demonstrate an increasing ability to understand the relationships among different types and forms of energy.

Students will be able to:

 5.c.1 (5)--Recognize and give examples of the various forms of energy, (e.g., heat, light, sound, electrical, mechanical, magnetic, chemical, and nuclear) (Energy)

5.c.2 (5)--Show by examples how types of energy are used for specific purposes (Energy)

5.c.3 (5)--Observe and describe how one form of energy may be transformed into another (Energy)

5.c.4 (5)--Build or design a device to demonstrate energy transfer and apply the knowledge gained to explain how energy transfer is involved in the operation of devices found in the home (e.g., home heating systems, refrigerators--slightly revised from Frameworks) (Energy)

5.c.5 (5)--Design a simple experiment or demonstration to show the difference between potential and kinetic energy (Energy)

5.c.6 (6)--ldentify the relationship between the pitch of a sound and the frequency of the sound wave

 5d. Curriculum Standard: Students will demonstrate an increasing understanding of how electrical and magnetic systems interact with matter and energy.

Students will be able to:

5.d.1 (5)--Conduct an investigation to discover which materials are attracted to a magnet (Energy)

5.d.2 (5)--Plan, conduct, and explain an investigation which demonstrates a complete simple circuit with wires, bulbs, switches, and a power source (Energy)

5.d.3 (5)--Describe and practice appropriate safety precautions, particularly in regard to electricity (Energy)

 5e. Curriculum Standard: Students will demonstrate an increasing understanding of how an unbalanced force exerted on an object causes a change in the state of rest or motion of that object in the direction of the unbalanced force.

Students will be able to:

5.e.1 (6)--Observe and describe objects in motion, including vibrational motion

5.e.2 (6)--Define the force which causes an object to undergo a change in direction or speed

5.e.3 (6)--Design a simple experiment which demonstrates the effect of gravitational force on an object

5.e.4 (6)--Describe or conduct an investigation which illustrates that for every action there is an equal and opposite reaction

 5f. Curriculum Standard: Students will demonstrate an increasing understanding that energy can be transmitted by waves, using light and sound as examples.

Students will be able to:

5.f.1 (6)--Produce sounds by causing several types of objects to vibrate

5.f.2 (6)--Relate the pitch of a sound to the rapidity of an object's vibration

5.f.3 (__)--Use a prism to separate white light into the visible spectrum (Light)

5.f.4 (__)--Identify ways in which light can be generated, (e.g., heat, electricity, chemicals) (Light)

5.f.5 (__)--Distinguish among objects which are opaque, transparent, and translucent (Light)

 5g. Curriculum Standard: Students will demonstrate an increasing understanding that heat is the product of many natural processes.

Students will be able to:

5.g.1 (5)--Explore and identify sources of heat including chemical, mechanical, and absorption of radiation (Energy)

5.g.2 (5)--ldentify the effect of heat on common substances (Energy)

STRAND #6: UNIFYING THEMES AND CONCEPTS

6a. Curriculum Standard: Students will demonstrate an increasing ability to recognize parts of any object or system, and understand how the parts interrelate in the operation of that object or system.

Students will be able to:

6.a.1 (5, 6)--Explore and identify the essential parts of any object or system (Astronomy, Human Body Systems)

6.a.2 (5, 6)--Relate structure and function of parts of any object in a system to the system as a whole (Astronomy, Human Body Systems)

6.a.3 (6, 6)--Describe the interrelationships among the parts of an object or system (Astronomy, Human Body Systems)

 6b. Curriculum Standard: Students will demonstrate their understanding of the meaning of stability and change and will be able to identify and explain change in terms of cause and effect.

Students will be able to:

6.b.1 (5)--ldentify and describe several ways in which things may change (Variables)

6.b.2 (5)--ldentify and describe several types of change (Variables)

6.b.3 (5)--ldentify and describe how change can be prevented or enhanced (Variables)

6.b.4 (5)--Distinguish between important and unimportant changes in given situations (Variables)

 6c. Curriculum Standard: Students will understand the meaning of models, their appropriate use and limitations, and how models can help them in understanding the natural world.

Students will be able to:

6.c.1 (5, 6)--Define and describe various physical models and their uses, (e.g., cell model, model cars) (Astronomy, Human Body Systems)

6.c.2 (5, 6)--Use graphs, geometric figures, number and time lines, and other devices to represent events and processes in the natural world

6.c.3 (5)--Construct one or more physical models representative of the objects or processes in the natural world, and explain how the elements of the model are representative of the real object, (e.g., solar system, dinosaurs, telephone) (Astronomy)

6.c.4 (5)--Recognize that a model is a representation of an object or process and is not identical to the object or process (Astronomy)

 6d. Curriculum Standard: Students will increasingly quantify their interactions with phenomena in the natural world, use these results to understand differences of scale in objects and systems, and determine how changes in scale affect various properties of those objects and systems.

Students will be able to:

6.d.1 (5)--Measure properties of objects, to a reasonable degree of accuracy, using standard scientific instruments such as a ruler, balance, clock, and thermometer (Variables, Science Expo)

6.d.2 (6)--Calculate derived measurements of objects, such as area, volume, and density from direct measurements made in the laboratory

6.d.3 (6)--Estimate the smallest and largest limits, or the range in size, or certain objects in quantitative terms

6.d.4 (6)--Determine that increases in linear dimensions (length), have a large effect on area and volume