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Compiling My Curriculum - Science

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This is by FAR my easiest subject to teach, and it's my boys favorite! YAY.  We are doing a spectrum of grades, but I'll seperate it by 7th grade (my eldest) and 5th grade (my youngest.)


Each child will have a notebook they must maintain as their Science & Experiment notebook. THat way whenever they learn something new, or try a new experiment, they have one centralized location to keep it in.

Enjoy!

  Articles / Kicbuttmama's Crazy Lapbooks / Kickbuttmama's Home Education / KBM Creations  / Pintrest
Albert Einstein -- 
   "Everybody is a Genius. But if you judge a fish by its ability to climb a tree, it will spend its whole life believing it is stupid." 

by on Jul. 31, 2013 at 11:42 AM
Replies (11-20):
hwblyf
by Silver Member on Jul. 31, 2013 at 11:56 AM

Oh.My.Golly.  Can I send my kids to science at your house?  :)  THANK YOU for putting all this on here!!!!

KickButtMama
by Shannon on Jul. 31, 2013 at 11:56 AM

Life Sciences

2. Plants and animals have structures for respiration, digestion, waste disposal, and 

transport of materials. As a basis for understanding this concept: 

a. Students know many multicellular organisms have specialized structures to sup­

port the transport of materials. 

b. Students know how blood circulates through the heart chambers, lungs, and body 

and how carbon dioxide (CO2

) and oxygen (O2

) are exchanged in the lungs and 

tissues. 

c. Students know the sequential steps of digestion and the roles of teeth and the 

mouth, esophagus, stomach, small intestine, large intestine, and colon in the 

function of the digestive system. 

d. Students know the role of the kidney in removing cellular waste from blood and 

converting it into urine, which is stored in the bladder. 

e. Students know how sugar, water, and minerals are transported in a vascular plant. 

f. Students know plants use carbon dioxide (CO2

) and energy from sunlight to build 

molecules of sugar and release oxygen. 

g. Students know plant and animal cells break down sugar to obtain energy, a pro­

cess resulting in carbon dioxide (CO ) and water (respiration). 2

Earth Sciences 

3. Water on Earth moves between the oceans and land through the processes of evapo­

ration and condensation. As a basis for understanding this concept: 

a. Students know most of Earth’s water is present as salt water in the oceans, which 

cover most of Earth’s surface. 

b. Students know when liquid water evaporates, it turns into water vapor in the air 

and can reappear as a liquid when cooled or as a solid if cooled below the freez­

ing point of water. 

c. Students know water vapor in the air moves from one place to another and can 

form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth 

as rain, hail, sleet, or snow. 

KickButtMama
by Shannon on Jul. 31, 2013 at 11:57 AM

d. Students know that the amount of fresh water located in rivers, lakes, under­

ground sources, and glaciers is limited and that its availability can be extended 

by recycling and decreasing the use of water. 

e. Students know the origin of the water used by their local communities. 

4. Energy from the Sun heats Earth unevenly, causing air movements that result in 

changing weather patterns. As a basis for understanding this concept: 

a. Students know uneven heating of Earth causes air movements (convection cur­

rents). 

b. Students know the influence that the ocean has on the weather and the role that 

the water cycle plays in weather patterns. 

c. Students know the causes and effects of different types of severe weather. 

d. Students know how to use weather maps and data to predict local weather and 

know that weather forecasts depend on many variables.

e. Students know that the Earth’s atmosphere exerts a pressure that decreases with 

distance above Earth’s surface and that at any point it exerts this pressure 

equally in all directions. 

5. The solar system consists of planets and other bodies that orbit the Sun in predict­

able paths. As a basis for understanding this concept: 

a. Students know the Sun, an average star, is the central and largest body in the solar 

system and is composed primarily of hydrogen and helium. 

b. Students know the solar system includes the planet Earth, the Moon, the Sun, 

eight other planets and their satellites, and smaller objects, such as asteroids and 

comets. 

c. Students know the path of a planet around the Sun is due to the gravitational 

attraction between the Sun and the planet. 

Investigation and Experimentation 

6. Scientific progress is made by asking meaningful questions and conducting careful 

investigations. As a basis for understanding this concept and addressing the content 

in the other three strands, students should develop their own questions and perform 

investigations. Students will: 

a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate 

criteria. 

KickButtMama
by Shannon on Jul. 31, 2013 at 11:57 AM

b. Develop a testable question. 

c. Plan and conduct a simple investigation based on a student-developed question 

and write instructions others can follow to carry out the procedure. 

d. Identify the dependent and controlled variables in an investigation. 

e. Identify a single independent variable in a scientific investigation and explain 

how this variable can be used to collect information to answer a question about 

the results of the experiment. 

f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and gradu­

ated cylinders) and make quantitative observations. 

g. Record data by using appropriate graphic representations (including charts, 

graphs, and labeled diagrams) and make inferences based on those data. 

h. Draw conclusions from scientific evidence and indicate whether further informa­

tion is needed to support a specific conclusion. 

i. Write a report of an investigation that includes conducting tests, collecting data 

or examining evidence, and drawing conclusions. 

KickButtMama
by Shannon on Jul. 31, 2013 at 11:58 AM

Plate Tectonics and Earth’s Structure 

1. Plate tectonics accounts for important features of Earth’s surface and major geologic 

events. As a basis for understanding this concept: 

a. Students know evidence of plate tectonics is derived from the fit of the continents; 

the location of earthquakes, volcanoes, and midocean ridges; and the distribution 

of fossils, rock types, and ancient climatic zones. 

b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a 

hot, convecting mantle; and a dense, metallic core. 

c. Students know lithospheric plates the size of continents and oceans move at rates 

of centimeters per year in response to movements in the mantle. 

d. Students know that earthquakes are sudden motions along breaks in the crust 

called faults and that volcanoes and fissures are locations where magma reaches 

the surface. 

e. Students know major geologic events, such as earthquakes, volcanic eruptions, 

and mountain building, result from plate motions. 

f. Students know how to explain major features of California geology (including 

mountains, faults, volcanoes) in terms of plate tectonics. 

g. Students know how to determine the epicenter of an earthquake and know that 

the effects of an earthquake on any region vary, depending on the size of the 

earthquake, the distance of the region from the epicenter, the local geology, and 

the type of construction in the region. 

Shaping Earth’s Surface 

2. Topography is reshaped by the weathering of rock and soil and by the transporta­

tion and deposition of sediment. As a basis for understanding this concept: 

a. Students know water running downhill is the dominant process in shaping the 

landscape, including California’s landscape. 

b. Students know rivers and streams are dynamic systems that erode, transport 

sediment, change course, and flood their banks in natural and recurring patterns. 

c. Students know beaches are dynamic systems in which the sand is supplied by 

rivers and moved along the coast by the action of waves. 

d. Students know earthquakes, volcanic eruptions, landslides, and floods change 

human and wildlife habitats. 

KickButtMama
by Shannon on Jul. 31, 2013 at 11:59 AM

Heat (Thermal Energy) (Physical Sciences) 

3. Heat moves in a predictable flow from warmer objects to cooler objects until all the 

objects are at the same temperature. As a basis for understanding this concept: 

a. Students know energy can be carried from one place to another by heat flow or by 

waves, including water, light and sound waves, or by moving objects. 

b. Students know that when fuel is consumed, most of the energy released becomes 

heat energy. 

c. Students know heat flows in solids by conduction (which involves no flow of 

matter) and in fluids by conduction and by convection (which involves flow of 

matter). 

d. Students know heat energy is also transferred between objects by radiation (radia­

tion can travel through space). 

Energy in the Earth System 

4. Many phenomena on Earth’s surface are affected by the transfer of energy through 

radiation and convection currents. As a basis for understanding this concept: 

a. Students know the sun is the major source of energy for phenomena on Earth’s 

surface; it powers winds, ocean currents, and the water cycle. 

b. Students know solar energy reaches Earth through radiation, mostly in the form of 

visible light. 

c. Students know heat from Earth’s interior reaches the surface primarily through 

convection. 

d. Students know convection currents distribute heat in the atmosphere and oceans. 

e. Students know differences in pressure, heat, air movement, and humidity result in 

changes of weather. 

KickButtMama
by Shannon on Jul. 31, 2013 at 12:00 PM

Ecology (Life Sciences) 

5. Organisms in ecosystems exchange energy and nutrients among themselves and 

with the environment. As a basis for understanding this concept: 

a. Students know energy entering ecosystems as sunlight is transferred by producers 

into chemical energy through photosynthesis and then from organism to organ­

ism through food webs. 

b. Students know matter is transferred over time from one organism to others in the 

food web and between organisms and the physical environment. 

c. Students know populations of organisms can be categorized by the functions they 

serve in an ecosystem. 

d. Students know different kinds of organisms may play similar ecological roles in 

similar biomes. 

e. Students know the number and types of organisms an ecosystem can support 

depends on the resources available and on abiotic factors, such as quantities of 

light and water, a range of temperatures, and soil composition.

Resources 

6. Sources of energy and materials differ in amounts, distribution, usefulness, and the 

time required for their formation. As a basis for understanding this concept: 

a. Students know the utility of energy sources is determined by factors that are 

involved in converting these sources to useful forms and the consequences of the 

conversion process. 

b. Students know different natural energy and material resources, including air, soil, 

rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to 

classify them as renewable or nonrenewable. 

c. Students know the natural origin of the materials used to make common objects. 

KickButtMama
by Shannon on Jul. 31, 2013 at 12:00 PM
1 mom liked this

lol, you're very welcome! 

Quoting hwblyf:

Oh.My.Golly.  Can I send my kids to science at your house?  :)  THANK YOU for putting all this on here!!!!


  Articles / Kicbuttmama's Crazy Lapbooks / Kickbuttmama's Home Education / KBM Creations  / Pintrest
Albert Einstein -- 
   "Everybody is a Genius. But if you judge a fish by its ability to climb a tree, it will spend its whole life believing it is stupid." 

KickButtMama
by Shannon on Jul. 31, 2013 at 12:09 PM

Awesome new free resource - 

http://www.fossweb.com/

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