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Standards in this Framework

Standard	Lessons
SKE1 Obtain, evaluate, and communicate observations about time patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky. a. Ask questions to classify objects according to those seen in the day sky, the night sky, and both. b. Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words.	Sun and Moon, Day and Night
SKE1.a Ask questions to classify objects according to those seen in the day sky, the night sky, and both.	Sun and Moon, Day and Night
SKE1.b Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words.	Sun and Moon, Day and Night
SKE2 Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).
SKE2.a Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color).
SKE2.b Use tools to observe and record physical attributes of soil such as texture and color.
SKP1 Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.	Properties of Matter
SKP1.a Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)	Properties of Matter
SKP1.b Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).
SKP1.c Plan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float.
SKP2 Obtain, evaluate, and communicate information to compare and describe different types of motion.	Types of Motion
SKP2.a Plan and carry out an investigation to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)	Balanced and Unbalanced Forces Push and Pull with Bee-Bot® Push and Pull with Code & Go® Robot Mouse
SKP2.b Construct an argument as to the best way to move an object based on its physical attributes.
SKL1 Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.	Living and Nonliving
SKL1.a Construct an explanation based on observations to recognize the differences between organisms and nonliving objects.
SKL1.b Develop a model to represent how a set of organisms and nonliving objects are sorted into groups based on their attributes.	Living and Nonliving
SKL2 Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.	Comparing Organisms
SKL2.a Construct an argument supported by evidence for how animals can be grouped according to their features.	Comparing Organisms
SKL2.b Construct an argument supported by evidence for how plants can be grouped according to their features.
SKL2.c Ask questions and make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.
S1.E1 Obtain, evaluate, and communicate weather data to identify weather patterns.	Seasons with Bee-Bot® Seasons with Code & Go® Robot Mouse
S1.E1.a Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type.	Weather with Bee-Bot® Weather with Code & Go® Robot Mouse
S1.E1.b Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
S1.E1.c Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically. d. Analyze data to identify seasonal patterns of change.	Seasons with Bee-Bot® Seasons with Code & Go® Robot Mouse
S1P1 Obtain, evaluate, and communicate information to investigate light and sound.	Sound Frequency & Amplitude Light and Shadows Sound and Pitch
S1P1.a Ask questions to identify and compare sources of light.	Light and Shadows
S1P1.b Plan and carry out an investigation of shadows by placing objects at various points from a source of light.
S1P1.c Construct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate.	Sound Frequency & Amplitude Sound and Pitch
S1P1.d Design a signal that can serve as an emergency alert using light and/or sound to communicate over a distance.	Kibo®: Communicating Across Distances (Light and Sound)
S1P2 Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects.
S1P2.a Construct an explanation of how magnets are used in everyday life. (Clarification statement: Everyday life uses could include refrigerator magnets, toys, magnetic latches, and name tags.)
S1P2.b Plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects
S1L1 Obtain, evaluate, and communicate information about the basic needs of plants and animals.	Needs of Plants Needs of Living Things with Bee-Bot® Needs of Living Things with Code & Go® Robot Mouse Changing Environments with Bee-Bot® Changing Environments with Code & Go® Robot Mouse
S1L1.a Develop models to identify the parts of a plant—root, stem, leaf, and flower.
S1L1.b Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).
S1L1.c Design a solution to ensure that a plant or animal has all of its needs met.
S2E1 Obtain, evaluate, and communicate information about stars having different sizes and brightness.	Star Brightness and Distance
S2E1.a Ask questions to describe the physical attributes (size and brightness) of stars.	Star Brightness and Distance
S2E1.b Construct an argument to support the claim that although the sun appears to be the brightest and largest star, it is actually medium in size and brightness.
S2E2 Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth.	Phases of the Moon
S2E2.a Plan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day.
S2E2.b Design and build a structure that demonstrates how shadows change throughout the day.
S2E2.c Represent data in tables and/or graphs of the length of the day and night to recognize the change in seasons.
S2E2.d Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern.	Phases of the Moon
S2E3 Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment.	Changes in the Environment
S2E3.a Ask questions to obtain information about major changes to the environment in your community.
S2E3.b Construct an explanation of the causes and effects of a change to the environment in your community.
S2P1 Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.
S2P1.a Ask questions to describe and classify different objects according to their physical properties.	Properties of Matter
S2P1.b Construct an explanation for how structures made from small pieces (linking cubes, building blocks) can be disassembled and then rearranged to make new and different structures.
S2P1.c Provide evidence from observations to construct an explanation that some changes in matter caused by heating or cooling can be reversed and some changes are irreversible.
S2P2 Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).	Balanced and Unbalanced Forces
S2P2.a Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
S2P2.b Design a device to change the speed or direction of an object.	Makey Makey®: Introduction Makey Makey®: Graphing Points on a Coordinate Plane micro:bit®: Graphing Points on a Coordinate Plane
S2P2.c Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).
S2L1 Obtain, evaluate, and communicate information about the life cycles of different living organisms.	Animal Life Cycles Ozobot® Cycle
S2L1.a Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
S2L1.b Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
S2L1.c Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants.	Seed Dispersal
S2L1d Develop models to illustrate the unique and diverse life cycles of organisms other than humans.	Animal Life Cycles Modeling Life Cycles Ozobot® Cycle
S3E1 Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.	Classifying Rocks
S3E1.a Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests.	Classifying Rocks Inquiry Project: Data Bar Graph
S3E1.b Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).	Inquiry Project: Data Bar Graph
S3E1.c Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time.	Changes in the Environment Preventing Erosion
S3E2 Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms.
S3E2.a Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived.
S3E2.b Develop a model to describe the sequence and conditions required for an organism to become fossilized.
S3P1 Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.	Exploring Heat
S3P1.a Ask questions to identify sources of heat energy.	Exploring Heat
S3P1.b Plan and carry out an investigation to gather data using thermometers to produce tables and charts that illustrate the effect of sunlight on various objects. (Clarification statement: The use of both Fahrenheit and Celsius temperature scales is expected.)	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
S3P1.c Use tools and every day materials to design and construct a device/structure that will increase/decrease the warming effects of sunlight on various materials.
S3L1 Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.	Exploring Adaptations
S3L1.a Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
S3L1.b Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.	Designing Solutions from Nature Exploring Adaptations VEX 123®: Patterns of Living Things micro:bit® Butterfly Migration Simulator
S3L1.c Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.	Exploring Adaptations
S3L2 Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.	Effects of Pollution
S3L2.a Ask questions to collect information and create records of sources and effects of pollution on the plants and animals
S3L2.b Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.
S4E1 Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.	Scale of Planets in the Solar System
S4E1.a Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky.
S4E1.b Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others.	Star Brightness and Distance
S4E1.c Construct an explanation of the differences between stars and planets.
S4E1.d Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun.
S4E2 Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth.	Phases of the Moon Inquiry Project: Line Graph
S4E2.a Develop a model to support an explanation of why the length of day and night change throughout the year.	Day and Night
S4E2.b Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full).	Phases of the Moon
S4E2.c Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes.
S4E3 Obtain, evaluate, and communicate information to demonstrate the water cycle.	Exploring the Water Cycle Ozobot® Cycle
S4E3.a Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.	Exploring the Water Cycle Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
S4E3.b Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).	Exploring the Water Cycle Ozobot® Cycle
S4E4. Obtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather charts/maps and collected weather data.	Weather and Seasons
S4E4.a Construct an explanation of how weather instruments (thermometer, rain gauge, barometer, wind vane, and anemometer) are used in gathering weather data and making forecasts.
S4E4.b Interpret data from weather maps, including fronts (warm, cold, and stationary), temperature, pressure, and precipitation to make an informed prediction about tomorrow’s weather.
S4E4.c Ask questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to predict weather events.
S4E4.d Construct an explanation based on research to communicate the difference between weather and climate.
S4P1 Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects.	How We See: Light Reflection
S4P1.a Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.	Inquiry Project: Data Bar Graph
S4P1.b Plan and carry out investigations to describe the path light travels from a light source to a mirror and how it is reflected by the mirror using different angles.
S4P1.c Plan and carry out an investigation utilizing everyday materials to explore examples of when light is refracted.	Inquiry Project: Data Bar Graph
S4P2 Obtain, evaluate, and communicate information about how sound is produced and changed and how sound and/or light can be used to communicate.	Sound Frequency & Amplitude
S4P2.a Plan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
S4P2.b Design and construct a device to communicate across a distance using light and/or sound.
S4P3 Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.	Balanced and Unbalanced Forces
S4P3.a Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.	Balanced and Unbalanced Forces Inquiry Project: Data Bar Graph
S4P3.b Construct an argument to support the claim that gravitational force affects the motion of an object.
S4P3.c Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks.
S4L1 Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
S4L1.a Develop a model to describe the roles of producers, consumers, and decomposers in a community	Cycle of Matter
S4L1.b Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.	Exploring Ecosystems Cycle of Matter
S4L1.c Design a scenario to demonstrate the effect of a change on an ecosystem.	Balanced Ecosystems
S4L1.d Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.	Balanced Ecosystems
S5E1 Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.	Constructive and Destructive Processes
S5E1.a Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).	Constructive and Destructive Processes
S5E1.b Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.
S5E1.c Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes
S5P1 Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.	Physical Changes
S5P1.a Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
S5P1.b Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
S5P1.c Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
S5P2 Obtain, evaluate, and communicate information to investigate electricity.
S5P2.a Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.
S5P2.b Design a complete, simple electric circuit, and explain all necessary components.	Makey Makey®: Introduction Makey Makey®: Graphing Points on a Coordinate Plane micro:bit®: Graphing Points on a Coordinate Plane
S5P2.c Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.	Inquiry Project: Data Bar Graph
S5P3 Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.
S5P3.a Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet.
S5P3.b Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
S5L1 Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.	Animal Classification
S5L1.a Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.
S5L1.b Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.
S5L2 Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
S5L2.a Ask questions to compare and contrast instincts and learned behaviors.
S5L2.b Ask questions to compare and contrast inherited and acquired physical traits.
S5L3 Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.	Plant and Animal Cells
S5L3.a Gather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification.
S5L3.b Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).	Plant and Animal Cells
S5L3.c Construct an explanation that differentiates between the structure of plant and animal cells.	Plant and Animal Cells
S5L4 Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.
S5L4.a Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.
S5L4.b Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.