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Interactions among Organisms and their Environment (4)
1.A.a- Identify the ways a specific
organism may interact with other
organisms or with the environment
(e.g., pollination, shelter, seed
dispersal, camouflage, migration,
hibernation, defensive mechanism)
1.A.b-Identify and describe different
environments (i.e. pond, forest, prairie)
support the life of different types of
plants and animals
1.D.a-Identify examples in Missouri
where human activity has had a
beneficial or harmful effect on
other organisms (e.g., feeding
birds, littering vs. picking up trash,
hunting/conservation of species,
paving/restoring green space)
2.A.a-Classify populations of organisms
as producers and consumers by the
role they serve in the ecosystem
2.A.b-Differentiate between the
types of consumers (herbivore,
carnivore, omnivore, and detrivore/decomposer)-
2.A.c-Categorize organisms as predator
or prey in a given ecosystem
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Interactions among Organisms and their Environment (4)
3.A.a-Compare and contrast common
fossils found in Missouri (i.e.,
trilobites, ferns, crinoids,
gastropods, bivalves, fish,
mastodons) to organisms present
on Earth today
3.C.a-Identify specialized structures and
describe how they help plants
survive in their environment (e.g.,
root, cactus needles, thorns,
winged seed, waxy leaves)
3.C.b-Identify specialized structures and
senses and describe how they help
animals survive in their
environment (e.g., antennae, body
covering, teeth, beaks, whiskers,
appendages)
3.C.c-Identify internal cues (e.g.,
hunger) and external cues (e.g.,
changes in the environment) that
cause organisms to behave in
certain ways (e.g., hunting,
migration, hibernation)
3.C.d-Predict which plant or animal will
be able to survive in a specific
environment based on its special
structures or behaviors. |
Change’s in the Earth’s
Surface (5)
2.A.a-Observe and describe the
breakdown of plant and animal
material into soil through
decomposition processes (i.e.,
decay/rotting, composting, digestion)-\
2.A.b-Identify the major
landforms/bodies of water on
Earth (i.e., mountains, plains,
river valleys, coastlines, canyons)
2.A.c-Describe how weathering agents
(e.g., water, chemicals,
temperature, wind, plants) cause
surface changes that create
and/or change Earth’s surface
materials and/or landforms/
bodies of water
2.A.d-Describe how erosion processes
(i.e., action of gravity, waves,
wind, rivers, glaciers) cause
surface changes that create
and/or change Earth’s surface
materials and/or landforms/
bodies of water
2.A.e-
Relate the type of landform/water
body to the process by which it
was formed
3.A.a-Identify the ways humans affect
the erosion and deposition of
Earth’s materials (e.g., clearing of
land, planting vegetation, paving
land construction of new
buildings)
3.A.b-Propose ways to solve simple
environmental problems (e.g.,
recycling, composting, ways to
decrease soil erosion) that result
from human activity
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Change’s in the Earth’s Surface (5)
1.A.a-Identify the ways a specific
organism may interact with other
organisms or with the environment
(e.g., pollination, shelter, seed
dispersal, camouflage, migration,
hibernation, defensive mechanism)
1.A.b-Identify and describe different
environments (i.e. pond, forest, prairie)
support the life of different types of
plants and animals
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Mixtures and Solutions (1)
1.A.a- Describe and compare the masses
(the amount of matter in an
object) of objects to the nearest
gram using balances
1.A.b-Describe and compare the
volumes (the amount of space an
object occupies) of objects using
a graduated cylinder
1.A.c-Identify situations where no two
objects can occupy the same
space at the same time (e.g.
water level rises when an object
or substance such as a rock is
placed in a quantity of water)
1.A.d-Classify types of materials (e.g.,
water, salt, sugar, iron filings, salt
water) into “like” substances
(materials that have specific
physical properties) or mixtures of
substances by using their
characteristic properties
1.B.A-Identify water as a solvent that
dissolves materials (Do NOT
assess the term solvent)
1.B.B-Observe and describe how mixtures are made by combining solids or liquids, or combinations of these
1.B.C-Distinguish between the
components in a mixture/solution
(e.g., trail mix, conglomerate
rock, salad, soil, salt water)
1.B.D-
Describe ways to separate the components of a mixture/solution by their properties (i.e., sorting, filtration, magnets, screening)
1.I.A-Observe that the total mass of a
material remains constant
whether it is together, in parts, or
in a different state |
Electrical Circuits (1)
2.A.a-Construct and diagram a complete
electric circuit by using a source
(e.g., battery), means of transfer
(e.g., wires), and receiver (e.g.,
resistance bulbs, motors, fans)
2.A.b-Observe and describe the
evidence of energy transfer in a
closed series circuit (e.g., lit bulb,
moving motor, fan)
2.A.c-Classify materials as conductors
or insulators of electricity when
placed within a circuit (e.g.,
wood, pencil lead, plastic, glass,
aluminum foil, lemon juice, air,
water)
2.F.a-Identify the evidence of energy
transformations (temperature
change, light, sound, motion, and
magnetic effects) that occur in
electrical circuits |
Laws of Motion (2)
1.A.a- Classify different types of motion
[straight line, curved, vibrating
(back and forth)]-
1.A.b-Describe an object’s motion in
terms of distance and time
2.A.a-Identify the forces acting on the
motion of objects traveling in a
straight line (specify that forces
should be acting in the same line
as the motion, provide examples)
2.A.b-Describe and compare forces
(measured by a spring scale in
Newton’s) applied to objects in a
single line.
2.A.c-Observe and identify friction as a
force that slows down or stops a
moving object that is touching
another object or surface
2.B.a-Determine the gravitational pull of
the Earth on an object (weight)
using a spring scale
2.A.d-Compare the forces (measured by
a spring scale in Newton’s)
required to overcome friction
when an object moves over
different surfaces (i.e.,
rough/smooth) |
Laws of Motion (2)
2.D.a- Observe that balanced forces do
not affect an object’s motion
(need to clarify that balanced forces
means no change in forces acting on an
object)
2.D.b-Describe how unbalanced forces
acting on an object changes its
speed (faster/slower), direction of
motion, or both
(need to clarify that unbalanced forces
means any change in forces acting on
an object)
2.D.c-Predict how the change in speed
of an object (i.e.,
faster/slower/remains the same)
is affected by the amount of force
applied to an object and the mass
of the object
2.D.d-Predict the effects of an
electrostatic force (static electricity) on
the motion of objects (attract or repel)
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Impact of Science & Inventions (8)
1.A.a- Design and construct an electrical
device, using materials and/or
existing objects, that can be used
to perform a task (Assess Locally)
1.B.a- Describe how new technologies
have helped scientists make better
observations and measurements
for investigations (e.g., telescopes,
magnifiers, balances, microscopes,
computers, stethoscopes,
thermometers)
2.A.a-Research biographical information
about various scientists and
inventors from different gender
and ethnic backgrounds, and
describe how their work
contributed to science and
technology (Assess Locally)
1.C.a - Identify how the effects of
inventions or technological
advances (e.g., different types of
light bulbs,
semiconductors/integrated circuits
and electronics, satellite imagery,
robotics, communication,
transportation, generation of
energy, renewable materials) may
be helpful, harmful, or both
(Assess Locally) |