Describe characteristics of living things that help to identify and classify them.

Describe the basic needs of living things and their dependence on light, food, air, water, and shelter.

Illustrate how plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death.

Identify the structures in plants that are responsible for food production, support, water transport, reproduction, growth, and protection.

Use scientific inquiry to investigate what animals and plants need to grow.

• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms, and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

Differentiate between properties of objects such as size, shape, and weight and properties of materials that make up the objects such as color, texture, and hardness.

Differentiate between the three states of matter, classifying a substance as a solid, liquid, or gas.

Recognize that all objects and materials in the world are made of matter.

Demonstrate how heating and cooling may cause changes in the properties of materials including phase changes.

Use basic reactions to demonstrate observable changes in properties of matter (e.g., burning, cooking).

CONSTANCY AND CHANGE Recognize that everything is made of matter.

• Distinguish between scientific fact and opinion.
• Ask questions about objects, organisms, and events.
• Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.
• Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.
• Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information.
• Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.
• Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

Explain how movement can be described in many ways.

Explore energy’s ability to cause motion or create change.

Explore how energy can be found in moving objects, light, sound, and heat.

Explore temperature changes that result from the addition or removal of heat.

Identify and classify objects and materials that are conductors or insulators of electricity.

Identify and classify objects and materials as magnetic or non-magnetic.

Recognize that light travels in a straight line until it strikes an object or travels from one material to another

ENERGY Recognize that light from the sun is an important source of energy for living and nonliving systems and some source of energy is needed for all organisms to stay alive and grow.

• Distinguish between scientific fact and opinion.
• Ask questions about objects, organisms, and events.
• Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known.
• Plan and conduct a simple investigation and understand that different questions require different kinds of investigations.
• Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information.
• Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge.
• Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.

Describe how using technology can be good or bad.

Explain how materials are re-used or recycled.

Identify and define products made to meet individual needs versus wants.

Illustrate how people have made tools to provide food, clothing, and shelter.

Identify people’s needs and wants and define some problems that can be solved through the design process.

Observe, analyze and document how simple systems work.

Collect information about everyday products and systems by asking questions.

Identify the technologies that support and improve quality of life.

Identify some processes used in agriculture that require different procedures, products, or systems.

Recognize that tools, machines, products, and systems use energy in order to do work.

Recognize that information and communication technology is the transfer of messages among people and/or machines over distances through the use of technology.

Understand that transportation has many parts that work together to help people travel.

Explain how manufacturing systems design and produce products in quantity.

Recognize that people live, work, and go to school in buildings which are different types of structures.

Processes, Procedures, and Tools of Scientific Investigations

Structure, Properties, and Interaction of Matter and Energy

Identify appropriate tools or instruments for specific tasks, and describe the information they provide (i.e., measuring [length—ruler; mass— balance scale] and making observations [hand lenses—very small objects]).

Describe matter in terms of its observable properties (e.g., weight, mass, shape, size, color, texture, state).

Classify matter using observable physical properties (e.g., weight, mass, shape, size, color, texture, state).

Classify a substance as a solid, liquid, or gas.

Recognize and identify how water goes through phase changes (i.e., evaporation, condensation, freezing, and melting).