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School City of Hobart |
| Research and Inquiry |
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The Nature of Science and Technology
The learner will be able to working collaboratively, carry out investigations. They observe and make accurate measurements, increase their use of tools and instruments, record data in journals, and communicate results through chart, graph, written, and verbal forms.
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4.1.1
The learner will be able to observe and describe that scientific investigations generally work the same way in different places.
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4.1.2
The learner will be able to recognize and describe that results of scientific investigations are seldom exactly the same. If differences occur, such as a large variation in the measurement of plant growth, propose reasons for why these differences exist, using recorded information about investigations.
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4.1.3
The learner will be able to explain that clear communication is an essential part of doing science since it enables scientists to inform others about their work, to expose their ideas to evaluation by other scientists, and to allow scientists to stay informed about scientific discoveries around the world.
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4.1.4
The learner will be able to describe how people all over the world have taken part in scientific investigation for many centuries.
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4.1.5
The learner will be able to demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that will work properly.
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4.1.6
The learner will be able to explain that even a good design may fail even though steps are taken ahead of time to reduce the likelihood of failure.
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4.1.7
The learner will be able to discuss and give examples of how technology, such as computers and medicines, has improved the lives of many people, although the benefits are not equally available to all.
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4.1.8
The learner will be able to recognize and explain that any invention may lead to other inventions.
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| Life Science |
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4.1.9
The learner will be able to explain how some products and materials are easier to recycle than others.
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| Research and Inquiry |
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Scientific Thinking
The learner will be able to use a variety of skills and techniques when attempting to answer questions and solve problems. They describe their observations* accurately and clearly, using numbers, words, and sketches, and are able to communicate their thinking to others. They compare, explain, and justify both information and numerical functions. *observation: gaining information through the use of one or more senses, such as sight, smell, etc.
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4.2.1
The learner will be able to judge whether measurements and computations of quantities, such as length, area*, volume*, weight, or time, are reasonable. *area: a measure of the size of a two-dimensional region *volume: a measure of the size of a three-dimensional object .
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4.2.2
The learner will be able to state the purpose, orally or in writing, of each step in a computation.
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4.2.3
The learner will be able to make simple and safe electrical connections with various plugs, sockets, and terminals.
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4.2.4
The learner will be able to use numerical data to describe and compare objects and events.
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4.2.5
The learner will be able to write descriptions of investigations, using observations and other evidence as support for explanations.
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4.2.6
The learner will be able to support statements with facts found in print and electronic media, identify the sources used, and expect others to do the same.
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4.2.7
The learner will be able to identify better reasons for believing something than "Everybody knows that ..." or "I just know," and discount such reasons when given by others.
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| Earth and Space Science |
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The Physical Setting
The learner will be able to continue to investigate changes of Earth and the sky and begin to understand the composition and size of the universe. They explore, describe, and classify materials, motion*, and energy* *motion: the change in position of an object in a certain amount of time *energy: what is needed do work .
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4.3.1
The learner will be able to observe and report that the moon can be seen sometimes at night and sometimes during the day.
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4.3.2
The learner will be able to begin to investigate and explain that air is a substance that surrounds us, takes up space, and whose movements we feel as wind.
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4.3.3
The learner will be able to identify salt as the major difference between fresh and ocean waters.
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4.3.4
The learner will be able to describe some of the effects of oceans on climate.
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4.3.5
The learner will be able to describe how waves, wind, water, and glacial ice shape and reshape Earth's land surface by the erosion* of rock and soil in some areas and depositing them in other areas. *erosion: the process by which the products of weathering* are moved from one place to another. *weathering: breaking down of rocks and other materials on Earth's surface by such processes as rain or wind .
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4.3.6
The learner will be able to recognize and describe that rock is composed of different combinations of minerals.
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4.3.7
The learner will be able to explain that smaller rocks come from the breakage and weathering of bedrock and larger rocks and that soil is made partly from weathered rock, partly from plant remains, and also contains many living organisms.
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4.3.8
The learner will be able to explain that the rotation of Earth on its axis every 24 hours produces the night-and-day cycle.
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4.3.9
The learner will be able to draw or correctly select drawings of shadows and their direction and length at different times of day.
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| Physical Science |
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4.3.10
The learner will be able to demonstrate that the mass* of a whole object is always the same as the sum of the masses of its parts. (Matter* and Energy) *matter: anything that has mass* and takes up space *mass: the amount of matter in an object .
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4.3.11
The learner will be able to investigate, observe, and explain that things that give off light often also give off heat* *heat: a form of energy.
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4.3.12
The learner will be able to investigate, observe, and explain that heat is produced when one object rubs against another, such as one's hands rubbing together.
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4.3.13
The learner will be able to observe and describe that things that give off heat, such as people, animals, and the sun.
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| Life Science |
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4.3.14
The learner will be able to explain that energy in fossil fuels* comes from plants that grew long ago. *fossil fuels: a fuel, such as natural gas or coal, that was formed a long time ago from decayed plants and animals.
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| Physical Science |
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4.3.15
The learner will be able to demonstrate that without touching them, a magnet pulls all things made of iron and either pushes or pulls other magnets.
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4.3.16
The learner will be able to investigate and describe that without touching them, material that has been electrically charged pulls all other materials and may either push or pull other charged material.
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| Life Science |
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The Living Environment
The learner will be able to learn about an increasing variety of organisms -- familiar, exotic, fossil, and microscopic. They use appropriate tools in identifying similarities and differences among them. They explore how organisms satisfy their needs in their environments.
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4.4.1
The learner will be able to investigate, such as by using microscopes, to see that living things are made mostly of cells.
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4.4.2
The learner will be able to investigate, observe, and describe that insects and various other organisms depend on dead plant and animal material for food.
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4.4.3
The learner will be able to observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.
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4.4.4
The learner will be able to observe and describe that some source of energy is needed for all organisms to stay alive and grow.
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4.4.5
The learner will be able to observe and explain that most plants produce far more seeds than those that actually grow into new plants.
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4.4.6
The learner will be able to explain how in all environments, organisms are growing, dying, and decaying, and new organisms are being produced by the old ones.
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4.4.7
The learner will be able to describe that human beings have made tools and machines, such as x-rays, microscopes, and computers, to sense and do things that they could not otherwise sense or do at all, or as quickly, or as well.
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4.4.8
The learner will be able to know and explain that artifacts and preserved remains provide some evidence of the physical characteristics and possible behavior of human beings who lived a very long time ago.
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4.4.9
The learner will be able to explain that food provides energy and materials for growth and repair of body parts. Recognize that vitamins and minerals, present in small amounts in foods, are essential to keep everything working well. Further understand that as people grow up, the amounts and kinds of food and exercise needed by the body may change.
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4.4.10
The learner will be able to explain that if germs are able to get inside the body, they may keep it from working properly. Understand that for defense against germs, the human body has tears, saliva, skin, some blood cells, and stomach secretions. Also note that a healthy body can fight most germs that invade it. Recognize, however, that there are some germs that interfere with the body's defenses.
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4.4.11
The learner will be able to explain that there are some diseases that human beings can only catch once. Explain that there are many diseases that can be prevented by vaccinations, so that people do not catch them even once.
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| Research and Inquiry |
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The Mathematical World
The learner will be able to apply mathematics in scientific contexts. Their geometric descriptions of objects are comprehensive. They realize that graphing demonstrates specific connections between data. They identify questions that can be answered by data distribution.
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4.5.1
The learner will be able to explain that the meaning of numerals in many-digit numbers depends on their positions.
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4.5.2
The learner will be able to explain that in some situations, "0" means none of something, but in others it may be just the label of some point on a scale.
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4.5.3
The learner will be able to illustrate how length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.
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4.5.4
The learner will be able to demonstrate how graphical displays of numbers may make it possible to spot patterns that are not otherwise obvious, such as comparative size and trends.
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4.5.5
The learner will be able to explain how reasoning can be distorted by strong feelings.
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Common Themes
The learner will be able to work with an increasing variety of systems and begin to modify parts in systems and models and notice the changes that result. They question why change occurs.
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4.6.1
The learner will be able to demonstrate that in an object consisting of many parts, the parts usually influence or interact with one another.
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4.6.2
The learner will be able to show that something may not work as well, or at all, if a part of it is missing, broken, worn out, mismatched, or incorrectly connected.
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4.6.3
The learner will be able to recognize that and describe how changes made to a model can help predict how the real thing can be altered.
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4.6.4
The learner will be able to observe and describe that some features of things may stay the same even when other features change.
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