State Curriculum - Science

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Grade 2 Grade 3 Grade 4
Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
A. Mechanics A. Mechanics A. Mechanics
1. Cite evidence from observations to describe the motion of an object using position and speed.
  a. Describe the position of an object by locating it relative to another object or to its background.
  
  b. Using information from multiple trials, compare the speeds (faster or slower) of objects that travel the same distance in different amounts of time.
  
  c. Using information from multiple trials, compare the distances that objects moving at different speeds travel in the same amount of time.
  
2. Explain that changes in the ways objects move are caused by forces.
  a. Observe and describe the way an object's motion changes in a variety of situations (rolling a ball, bouncing a ball, dropping a yo-yo, winding up a toy, etc.) and identify what may have caused the change.
  
  b. Describe changes in the motion of objects as they move across different textured surfaces and suggest possible causes for the change.
  
  c. Observe and describe that objects fall to the ground unless something holds them up (gravity).
  
B. Thermodynamics B. Thermodynamics B. Thermodynamics
1. Identify and describe ways in which heat can be produced.
 		1. Recognize and describe that heat is transferred between objects that are at different temperatures.
 		1. Provide evidence that heat can be transferred in different ways.
a. Recognize that things that give off light also give off heat.
 a. Recognize and describe that the temperature of an object increases when heat is added and decreases when heat is removed.
 a. Recognize and explain that heat can be transferred either by direct contact between objects at different temperatures or without direct contact.
  • A spoon in hot water
  • Heat from a flame
b. Describe methods of producing heat.
 b. Recognize and describe that heat will flow between object at different temperatures until they reach the same temperature.
 b. Observe, describe, and compare materials that readily conduct heat and those that do not conduct heat very well.
c. Identify fuels that are used to produce light and heat in homes and schools.
   c. Classify materials as conductors or insulators based on how easily heat flows through them.
C. Electricity and Magnetism C. Electricity and Magnetism C. Electricity and Magnetism
1. Identify and describe the sources and uses of electricity in daily life.
 		1. Recognize and describe the effects of static electric charges.
a. Identify sources of electricity.
  • Electrical outlets
  • Batteries
   a. Observe and describe how to produce static charges by friction between two surfaces.
b. Identify the devices that use electricity to produce light, heat, and sound. (Students should be cautioned not to experiment with sources of electricity without adult supervision.)
   b. Observe the phenomena produced by the static charges.
  • Light
  • Sound
  • Feeling a shock
  • Attracting lightweight materials over a distance without making contact
2. Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects.
    a. Identify the source of electricity needed to produce various effects:
  • Light - flashlight (battery)
  • Heat - hot plate, hairdryer (outlet, battery)
  • Sound - Ipod (battery) , doorbell(electrical wiring)
  • Movement - mechanical toys (battery, outlet)
    b. Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer.
    c. Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer.
    d. Observe, describe and compare materials that readily conduct electricity and those that do not conduct electricity.
    e. Provide evidence from observations and investigations that electrical circuits require a complete loop through which electricity can pass.
3. Cite evidence supporting that forces can act on objects without touching them.
    a. Investigate and describe the effect that two magnets have on each other.
  • Like poles repel
  • Opposite poles attract
    b. Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or made with other metals; and on other magnets.
    c. Compare a compass to a magnet based on observations of the effect a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass.
    d. Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond.
    e. Investigate and describe how electricity in a wire affects the needle of a compass.
    f. Describe how to make a simple electromagnet with a battery, a nail, and wire.
    g. Cite examples showing that magnetic, electrical, and gravitational forces can act at a distance.
D. Wave Interactions D. Wave Interactions D. Wave Interactions
2. Identify and describe the relationship between a sound and the vibrations that produce it.
  a. Based on observations of objects that produce sound, relate vibration to the back and forth motion of parts of the object.
  
  b. Pose questions concerning the relationship between loudness or pitch and the vibration of an object.
  
 

Note: Highlighting identifies assessment limits. All highlighted Indicators will be tested on the Grades 5 and 8 MSA. The highlighted Objectives under each highlighted Indicator identify the limit to which MSA items can be written. Although all content standards are tested on MSA, not all Indicators and Objectives are tested. Objectives that are not highlighted will not be tested on MSA, however are an integral part of Instruction.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/science/vsc_toolkit.html.

 

January 2008