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Montana Instructional Alignment - Science
Grade Level: Kindergarten
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Content Standards
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Content Standard 1—Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and
reasonable conclusions of scientific investigations.
Content Standard 2—Students, through the inquiry process, demonstrate knowledge of properties, forms, changes and interactions of physical
and chemical systems.
Content Standard 3—Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the
process and diversity of life, and how living organisms interact with each other and their environment.
Content Standard 4—Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of
Earth’s systems and other objects in space.
Content Standard 5—Students, through the inquiry process, understand how scientific knowledge and technological developments impact
communities, cultures and societies.
Content Standard 6—Students understand historical developments in science and technology.
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Science Content Standard 1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
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Benchmark End of Grade 4 Essential Learning Expectation Essential Vocabulary Performance RubricsMaterials and Resources
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1. Develop the abilities necessary to safely conduct scientific inquiry, including (a step-by-step sequence is not implied): (a) asking questions about objects, events, and organisms in the environment, (b) planning and conducting simple investigations




A. Make observations using the five senses
B. Record observations by drawing or orally explaining
C. Ask a question based on their observations
D. Follow appropriate safety rules
E. Conduct teacher guided scientific inquiry
observe, scientist, same/different, color, size, sight, sound, touch, taste, smell, sort, record, question, experiment
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2. Select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigationsA. Identify measurement tools
B. Choose the appropriate tool to measure time, temperature, mass, length, and liquid volume
clock, thermometer, magnifying glass, ruler, scale, beaker
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3. Use data to describe and communicate the results of scientific investigationsA. Communicate observations made during inquiry process.
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4. Use models that illustrate simple concepts and compare those models to the actual phenomenonBenchmark is addressed
in grade 2
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5. Identify a valid test in an investigationBenchmark is addressed
in grade 3
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6. Identify how observations of nature form an essential base of knowledge among the Montana American IndiansA. Identify objects found in nature
B. Make observations of objects found in nature
C. Identify examples of Montana American Indians making use of nature
nature, environment
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Science Content Standard 2. Students, through the inquiry process, demonstrate the knowledge of properties, forms, changes and interactions of physical and chemical systems.
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Benchmark End of Grade 4 Essential Learning Expectation Essential Vocabulary Performance RubricsMaterials and Resources
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1. Create mixtures and separate them based on different physical properties (e.g., salt and sand, iron filings and soil, oil and water)





Benchmark is addressed
in grade 2
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2. Examine, measure, describe, compare and classify objects in terms of common physical propertiesA. Identify objects based on their color, shape and size.
B. Sort objects based on their color, shape, and size.
color, shape, size, group
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3. Identify the basic characteristics of light, heat, motion, magnetism, electricity, and soundA. Identify light vs. dark
B. Identify the different ways in which objects move (such as zig zag, round and round, back and forth, and fast and slow)
C. Identify objects that are attracted by a magnet.
D. Describe the basic characteristics of light, magnetism, and motion
light, dark, shadow, motion, magnet, magnetism
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4. Model and explain that matter exists as solids, liquids, and gases and can change from one form to anotherA. Identify liquids, solids, and gases.



liquid, solid, gas
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5. Identify that the position of an object can be described by its location relative to another object and its motions described, and measured by external forces action upon itBenchmark is addressed
in grade 3
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6. Identify, build, and describe mechanical systems and the forces acting within those systemsBenchmark is addressed
in grade 2 and 4
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7. Observe, measure and manipulate forms of energy: sound, light, heat, electrical, magnetic See Benchmark 3 Essential Learning Expectations
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Science Content Standard 3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.
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Benchmark End of Grade 4 Essential Learning Expectation Essential Vocabulary Performance RubricsMaterials and Resources
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1. Identify that plants and animals have structures and systems that serve different functions for growth, survival, and reproduction
A. List characteristics of living things
B. List characteristics of nonliving things
C. Compare living and nonliving things
plant, animal, living, nonliving, life cycle, food, energy, change, make new ones (reproduce), make waste (respire, excrete), respond
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2. Identify, measure, and describe basic requirements of energy and nutritional needs for an organismBenchmark is addressed
in grade 1
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3. Describe and use models that trace the life cycles of different plants and animals and discuss how they are differ from species to speciesBenchmark is addressed
in grade 2
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4. Explain cause and effect relationships between nonliving and living components with ecosystems; and explain individual response to the changes in the environment including identifying differences between inherited, instinctual, and learned behaviorsBenchmark is addressed
in grade 4
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5. Create and use a classification system to group a variety of plants and animals according to their similarities and differencesA. Identify similarities and differences among a group of objects
B. Group objects using a simple classification system
classify, similar, different
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Science Content Standard 4. Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth's systems and other objects in space.
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Benchmark End of Grade 4 Essential Learning Expectation Essential Vocabulary Performance RubricsMaterials and Resources
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1.Describe and give examples of earth's changing features





A. Define Earth as a planet
B. List earth's features
C. Identify local land and water features
D. Construct a model of a local earth feature
mountain, lake, hill, valley, volcano, ocean, land, water, planet
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2. Describe and measure the physical properties of earth's basic materials (including soil, rocks, water and gases) and the resources they provideBenchmark is addressed
in grade 2
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3. Investigate fossils and make inferences about life, the plants, animals, and the environment at that timeBenchmark is addressed
in grade 2
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4. Observe and describe the water cycle and the local weather and demonstrate how weather conditions are measuredBenchmark is addressed
in grade 1
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5. Identify seasons and explain the difference between weather and climateBenchmark is addressed
in grade 2
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6. Identify objects (e.g., moon, stars, meteors) in the sky and their patterns of movement and explain that light and heat comes from a star called the sunBenchmark is addressed
in grade 1
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7. Identify technology and methods used for space exploration (e.g., star patterns, space shuttles, telescopes) Benchmark is addressed
in grade 1
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Science Content Standard 5. Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies
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Benchmark End of Grade 4 Essential Learning Expectation Essential Vocabulary Performance RubricsMaterials and Resources
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1. Describe and discuss examples of how people use science and technology


A. Identify examples of technology (products and processes)
B. Demonstrate uses of technology
technology
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2. Describe a scientific or technological innovation that impacts communities, cultures, and societiesBenchmark is addressed
in grade 3
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3. Simulate scientific collaboration by sharing and communicating ideas to identify and describe problemsBenchmark is addressed
in grade 4
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4. Use scientific knowledge to make inferences and propose solutions for simple environmental problemsBenchmark is addressed
in grade 1
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5. Identify how the knowledge of science and technology influences the development of the Montana American Indian culturesA. Identify that tools are a form of technology
B. Identify examples of tools that have been developed or are being developed by Montana American Indians
tool
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Science Content Standard 6. Students understand historical developments in science and technology.
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Benchmark End of Grade 4 Essential Learning Expectation Essential Vocabulary Performance RubricsMaterials and Resources
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1. Give historical examples of scientific and technological contributions to communities, cultures and societies, including Montana American Indian examples

Benchmark is addressed
in grade 3
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2. Describe how scientific inquiry has produced much knowledge about the world and a variety of contributions toward understanding events and phenomenon within the universeA. Recognize that knowledge is gained through questioning and observations.question, observe, knowledge
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3. Describe science as a human endeavor and an ongoing processA. Recognize that humans use their senses to learn about the natural worldsenses, sight, touch, taste, smell, hearing, natural world
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6-8 CS1
6-8 CS2
6-8 CS3
6-8 CS4
6-8 CS5
6-8 CS6
9-12 CS1
9-12 CS2
9-12 CS3
9-12 CS4
9-12 CS5
9-12 CS6