Know: a) Planets orbit the sun in our solar system. b) The daily rotation of planets on their axis produces day and night. c) The moon orbits earth.

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1 4.1a Patterns and Cycles PreK-12 EU: Students will understand that patterns, cycles and movement govern the universe. What are some observable patterns and cycles in the solar system and how does it affect life on earth? What evidence can be used to show the universe has changed over time? PK-2 EU: Students will understand that objects in the sky (sun, moon and stars) have patterns of movement and observable changes from day to day in time. 3-5 EU: SWUT The relationship of the planets and the sun in the solar system. Students will understand what causes the patterns of day and night ** 6-8 EU: Students will understand that gravity is the force that keeps all objects in the solar system in regular and predictable motion. (mass and distance.) 6-8 EU: Students will understand that the motion of objects in the universe can be used to explain phenomena of the day, seasons, years, phases of the moon, eclipses and tides. The sun, moon, and stars are objects seen in the sky. The sun is seen during the day. Compare day sky to night sky. The sun, moon and stars appear to move across the sky. The moon changes shape over time. The moon can be seen sometimes at night and sometimes during the day. The sun changes position in the sky through the day and over seasons. Observe and draw the moon cycle over time and describe the changes. a) Planets orbit the sun in our solar system. b) The daily rotation of planets on their axis produces day and night. c) The moon orbits earth. a) Model the solar system to scale. b) Model and explain the rotations of a planet in the solar system to show the day and night cycle. c) Model the orbit of the moon. Every object exerts gravitational force on every other object. The force depends on how much mass the objects have and on how far apart they are. Because of the tilt of the Earth s rotation axis relative to the plane of its yearly orbit around the sun, seasons result from annual variations in the intensity of sunlight and length of the day. i Compare the relationship between gravitational force, mass, and distance. (qualitatively) (SEE PHYSICAL SCIENCE LAWS OF MOTION) Investigate, model, and explain how the positions of the sun and earth cause the seasons. Investigate how shadows provide evidence for change in position of the sun in the sky over the course of the day.

2 4.1b Patterns and Cycles PreK-12 EU: Students will understand that the relationship between the earth and sun creates changes over time encompassing the water cycle, climate, weather and seasonal patterns. How does the sun create and affect the water cycle, climate and weather patterns on Earth? PK-2 EU: Students will understand that the sun warms the Earth's surface and provides light, and changes in weather. 3-5 EU: Student will understand that the sun s energy influences Earth s systems. 6-8 EU: Students will understand that the sun s energy influences Earth s systems. (weather patterns, atmosphere, wind, ocean currents and the water cycle, etc.) AT THE GLOBAL LEVEL There are 4 seasons in the year. Weather changes from day to day. Observe and record daily weather. Draw and label seasonal pictures. See physical science 2.2a (The sun provides light and heat necessary to maintain the temperature of the earth.) There are observable changes that occur throughout the seasons. (day length, temperature, precipitation) Be abe to Compare and contrast seasonal weather patterns based on collected data. a) The sun is the source of energy that drives the water cycle. b) Weather can be described by measurable quantities (temperature, wind direction and speed, precipitation) (a) Model the water cycle and understand the how it relates to cloud formation and precipitation. (b) Collect quantitative data and analyze patterns and trends ii that the sun is the primary source of energy driving changes on the Earth s surface which influence Earth systems that there is a relationship between the earth systems caused by convection in the atmosphere and oceans. Model or describe Earth systems and identify patterns of change Investigate the effects of convection in air and water. that there are interrelationships between the Earth systems. Global patterns of atmospheric and oceanic movement influence weather. iii iv (SEE PHYSICAL SCIENCE CONVECTION, CONDUCTION, RADIATION) Investigate the cause and effect relationship between two or more Earth systems including the effect of convection on weather patterns.

3 4.2b Structures and Properties PreK-12 EU: Students will understand that forces shape the Earth and the Earth is made up of basic materials. In what ways has Earth changed throughout its history AND what evidence can be shown to support it? How do natural forces shape and change the Earth? What are the basic materials that make up the Earth and how have they changed over time? PK-2 EU: Students will understand that earth s materials can be sorted and classified. PK-2 EU: Students will understand that there are forces (wind and rain) that change earth s materials (sand and soil). 3-5 EU: Student will understand that forces that shape the earth, happen at different rates (weathering, erosion, land slides, glaciers, etc.) 3-5 EU Students will understand that rocks have unique characteristics and are composed of a variety of minerals. 6-8 EU: Students will understand that the forces of tectonic plates influence the surface features of the earth. 6-8 EU: Students will understand that the rock cycle provides evidence of the forces within the earth and the connection between different types of rock. Rocks come in many sizes and shapes. : Sort a variety of rocks by similarities and differences The earth materials are solid rocks and soils. Soils have observable properties that sustain plant life. Investigate how different soil composition might support plant life. (connect to life science) The Earth is made up of materials, such as rock, sand and soil, that can undergo change from forces such as wind and rain. do Recognize materials that make up the earth s surface. Observe, describe, and investigate what happens to rock, sand and soil when acted on by wind or water a) The earth s land surface by shaped and reshaped by weathering and erosion. Weathering is the breakdown of rock. Erosion is the movement of rock/soil. b) Rocks, minerals and soil basic earth materials. c) Soil is made partly from weathered rocks, plant remains and also contains many living organisms. d) Rocks have distinct physical properties which allow us to classify them (color, texture, hardness.) a) Predict, and demonstrate the effects of weathering and erosion (e.g. sediment deposition using a stream table, mechanically rubbing rocks together, freezing of water ) that the earth s crust is made up of rigid plates that move slowly and create changes on the surface. Major geologic events, such as earthquakes, volcanic eruptions, and mountain building are continuous and result from plate motions. These changes in the Earth are continuous, some happen abruptly and some happen very slowly. Igneous, sedimentary and metamorphic rocks are made up of minerals. Rocks can change from one type to another through various processes. Be Able to: Cite examples of short and long term erosion on our planet and compare and contrast different sites. b) Identify earth materials. c) Make observations and draw conclusions about the composition of soils. d) Investigate the physical properties of a set of rocks and summarize your findings. Investigate /construct models of plate movement and changes to the Earth surface. Derive evidence for plate boundaries by researching occurrence of earthquakes and volcanoes around the globe. v Classify different rocks based on their formation, structure and mineralogy Describe / model the processes that change one rock type to another Explain how the properties of rocks help tell the story of their formation.

4 4.3 Sustainability PreK-12 EU: Students will understand that humans depend on the earth for different resources and human activities can affect the earth s systems. How has life changed the planet over time? How have humans influenced earth s changes? PK-2 EU: Students will understand that natural resources are materials that we obtain from the living and nonliving environment. PK-2 EU: Students will understand that reducing, reusing, and recycling of resources can extend their uses. 3-5 EU: Students will understand that soils, air, water, and rocks are useful to humans because of their inherent properties. 3-5 EU: Students will understand that human activity can cause pollution of the land, air and water, and small changes in behavior can reduce our impact on the environment. 6-8 EU: Students will understand that everyday life is made possible by the available resources of the earth. 6-8 EU: Students will understand that human action actions impact Earth s systems. The meaning of the words reduce, reuse, recycle. The resources that can be reduced, reused, and recycled in our classroom. : Recognize an item from home or school that could be reduced, reused or recycled. Natural resources are materials that are obtained from our environment (eg. Trees, animals, oil, rocks) Objects used everyday are made from natural resources. Match each consumable item with its natural resource ( paper wood, maple syrup- sap, milk- cow, wool- sheep, plastic oil, lumber-trees, statue marble, soda can- aluminum) The meaning of the words reduce, reuse, recycle. What resources can be reduced, reused, and recycled. The earth s natural resources are limited. *inte grat e thro ugho ut a) Earth provides living and non-living resources. b) Some of these resources are limited. c) Human behavior impacts earth s resources in many different ways (e. g. conserve, renew, recycle, reuse, reduce, pollute, deplete,...) a) Identify resources and their uses. b) Recognize which resources are limited and the reasons why. Investigate ways in which a resource can be conserved for the benefit of the environment (e.g. turning off water while brushing teeth, recycling paper, composting.). Renewable and non renewable resources that can be used, reused recycled and over used. There is only a finite amount of the nonrenewable resources. (SEE ECOSYSTEMS IN LIFE SCIENCE) Human actions can impact Earth systems Investigate life/human use of Earth s resources and its impact on our planet *integrate throughout *integrate throughout Make observations about where /if the three R s are being used. Explain why conserving is important to your family and community.

5 i Added know specifically for seasons ii Moved to 7 th grade to go with seasons stuff iii Inserted this from NAEP iv removed the structure of the atmosphere statement v check wording on this-want to get at evidence.