Delaware State Standards for Science:

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Generate questions and predictions using observations and exploration about the natural world. 14
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Generate and follow simple plans using systematic observations to explore questions and predictions. 13
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Collect data using observations, simple tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results. 9
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. 13
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. 13
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. 19
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Observe and describe the properties of a variety of non-living materials using the senses (i.e., sight, touch, smell, hearing). 24
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. 15
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). 15
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Use a hand lens (magnifier) to inspect a variety of non-living materials and demonstrate through discussion or drawings how the lens extends the sense of sight. 10
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Construct simple class graphs (e.g., pictographs, physical graphs) to organize information. 9
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Interpret and describe the simple graphs constructed by the class. 9
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Use non-standard units of measure (e.g., string, paper clips) to compare the size and weight of non-living materials. 30
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Observe and describe changes in the physical properties of objects that occur when they are exposed to a variety of treatments (i.e., temperature, sunlight, water). 9
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Demonstrate that the position of an object can be above or below, in front of or behind, or to the left or right of another object. 3
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Observe that objects move in different ways such as fast, slow, sideways, zigzag and swaying back and forth. 4
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Observe how the air makes the trees and other objects move. Describe how a fast moving wind can make objects move more than a gentle breeze (i.e., trees swaying). 3
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Name and identify objects that can be observed in the sky including the Sun, Moon, and stars and man-made objects such as airplanes. 17
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. 7
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. 7
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Use a hand lens (magnifier) to inspect a variety of earth materials and demonstrate through discussion or drawings how the lens extends the sense of sight. 10
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Observe and describe the properties of a variety of living and non-living things using the five senses. 24
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Use the physical properties of living and non-living things to describe their similarities and differences. 22
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). 22
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Use a hand lens (magnifier) to inspect a variety of living things and demonstrate through discussion and drawings how the lens extends the sense of sight to see structures in greater detail. 10
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Use non-standard units of measure to compare the size and mass of structures of living things (e.g., string around trees, paper clips to measure length of leaves). 30
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Identify structures on plants and animals and describe how the structure functions (e.g., trees have bark for protection and rabbits have fur to keep them warm). 18
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Observe how the living things in an environment change with the seasons (e.g., trees lose their leaves in the winter). 30
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Observe and describe similarities and differences between parents and offspring (e.g., roots on a mature tree vs. roots on a seedling). Use a hand lens (magnifier) as an appropriate instrument for observing in closer detail. 72
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Construct, through the use of pictorials, the life cycle of a tree. Describe the tree in different stages of its life cycle. 12
Suggested Titles for Delaware Science State Standard 1.1.30.

1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.

1.2.1. Use a hand lens (magnifier) to inspect a variety of non-living materials and demonstrate through discussion or drawings how the lens extends the sense of sight. 10
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Observe how materials can be modified for different uses (e.g., paper and wood can be modified to have new properties). 7
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Describe how binoculars help our sense of sight by allowing us to magnify objects in the sky. 6
Suggested Titles for Delaware Science State Standard 1.2.3.

1.2.4. Describe how the senses can be protected when conducting scientific investigations (e.g., goggles protect eyes, gloves protect hands). 13
Suggested Titles for Delaware Science State Standard 1.2.4.

1.3. Enduring Understandings: Understanding past processes and contributions is essential in building scientific knowledge.

DE.2. Materials and Their Properties

2.1. Enduring Understandings: The structures of materials determine their properties.

2.1.1. Observe and describe the properties of a variety of non-living materials using the senses (i.e., sight, touch, smell, hearing). 24
Suggested Titles for Delaware Science State Standard 2.1.1.

2.1.2. Use the physical properties of non-living materials (e.g., texture, size, shape, color) to describe similarities and differences. 14
Suggested Titles for Delaware Science State Standard 2.1.2.

2.1.3. Sort, group, and regroup a variety of familiar non-living materials based on their physical properties (e.g., shape, color, texture, size). 14
Suggested Titles for Delaware Science State Standard 2.1.3.

2.1.4. Use a hand lens (magnifier) to inspect a variety of non-living materials and demonstrate through discussion or drawings how the lens extends the sense of sight. 10
Suggested Titles for Delaware Science State Standard 2.1.4.

2.1.5. Construct simple class graphs (e.g., pictographs, physical graphs) to organize information. 9
Suggested Titles for Delaware Science State Standard 2.1.5.

2.1.6. Interpret and describe simple graphs constructed by the class. 9
Suggested Titles for Delaware Science State Standard 2.1.6.

2.1.7. Use non-standard units of measure (e.g., string, paper clips) to compare the size and weight of non-living materials. 30
Suggested Titles for Delaware Science State Standard 2.1.7.

2.1.8. Observe and describe changes in the physical properties of objects that occur when they are exposed to a variety of treatments (i.e., temperature, sunlight, water). 15
Suggested Titles for Delaware Science State Standard 2.1.8.

2.2. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.2.1. Observe how materials can be modified for different uses (e.g., paper and wood can be modified to have new properties). 7
Suggested Titles for Delaware Science State Standard 2.2.1.

DE.3. Energy and Its Effects

3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).

3.1.1. Recognize that the Sun warms and lights the Earth. 7
Suggested Titles for Delaware Science State Standard 3.1.1.

3.1.2. Recognize that air surrounds us and that moving air (wind) has energy that can make things move. 3
Suggested Titles for Delaware Science State Standard 3.1.2.

3.1.3. Recognize that heat energy can come from the burning of wood. 2
Suggested Titles for Delaware Science State Standard 3.1.3.

3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.

3.2.1. Demonstrate that the position of an object can be above or below, in front of or behind, or to the left or right of another object. 3
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Observe that objects move in different ways such as fast, slow, sideways, zigzag, and swaying back and forth. 4
Suggested Titles for Delaware Science State Standard 3.2.2.

3.2.3. Observe how the air makes the trees and other objects move. Describe how a fast moving wind can make objects move more than a gentle breeze (i.e., trees swaying). 3
Suggested Titles for Delaware Science State Standard 3.2.3.

3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Using the sense of touch, recognize that objects placed in direct sunlight feel warmer than objects in the shade. 5
Suggested Titles for Delaware Science State Standard 3.3.1.

3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Recognize that some people use energy from wood to heat their homes (fireplace) and that this energy is renewable as people replant and grow more trees. 3
Suggested Titles for Delaware Science State Standard 3.4.1.

DE.4. Earth in Space

4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day and night.

4.1.1. Describe the shape of the Earth as being like a sphere and describe how a globe models this shape. 4
Suggested Titles for Delaware Science State Standard 4.1.1.

4.1.2. Name and identify objects that can be observed in the sky including the Sun, Moon, and stars and man-made objects such as airplanes.

4.1.3. Describe the repeating cyclic pattern of day and night and include in this description that we can see the Sun only during the daytime. 5
Suggested Titles for Delaware Science State Standard 4.1.3.

4.1.4. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System. 18
Suggested Titles for Delaware Science State Standard 4.1.4.

4.1.5. Describe how binoculars help our sense of sight by allowing us to magnify objects in the sky. 6
Suggested Titles for Delaware Science State Standard 4.1.5.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water) using the senses. 1
Suggested Titles for Delaware Science State Standard 5.1.1.

5.1.2. Sort, group, and regroup a variety of earth materials based on their physical properties (e.g., shape, color, texture, size, etc.) to describe their similarities and differences. 7
Suggested Titles for Delaware Science State Standard 5.1.2.

5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Use a hand lens (magnifier) to inspect a variety of earth materials and demonstrate through discussion or drawings how the lens extends the sense of sight. 11
Suggested Titles for Delaware Science State Standard 5.3.1.

DE.6. Life Processes

6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.

6.1.1. Observe and describe the properties of a variety of living and non-living things using the five senses. 24
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Identify the five sense structures and tell which sense is associated with which structure. 24
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Use the physical properties of living and non-living things to describe their similarities and differences. 22
Suggested Titles for Delaware Science State Standard 6.1.3.

6.1.4. Sort, group, and regroup a variety of familiar living and non-living things based on their physical properties (e.g., shape, color, texture, taste, size, etc.). 22
Suggested Titles for Delaware Science State Standard 6.1.4.

6.1.5. Use a hand lens (magnifier) to inspect a variety of living things and demonstrate through discussion and drawings how the lens extends the sense of sight to see structures in greater detail. 10
Suggested Titles for Delaware Science State Standard 6.1.5.

6.1.6. Use non-standard units of measure to compare the size and mass of structures of living things (e.g., string around trees, paper clips to measure length of leaves). 30
Suggested Titles for Delaware Science State Standard 6.1.6.

6.1.7. Identify structures on plants and animals and describe how the structure functions (e.g., trees have bark for protection and rabbits have fur to keep them warm). 18
Suggested Titles for Delaware Science State Standard 6.1.7.

6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Identify the basic needs that plants and animals need to survive including light, air, water, and nutrients. 27
Suggested Titles for Delaware Science State Standard 6.2.1.

6.3. Enduring Understandings: Organisms respond to and internal external cues, which allow them to survive.

6.3.1. Describe how the five senses help humans react to their environment, (e.g., hear a whistle and line up, feel cold air and put on a jacket). 24
Suggested Titles for Delaware Science State Standard 6.3.1.

6.3.2. Observe how the living things in an environment change with the seasons (e.g., trees lose their leaves in the winter). 30
Suggested Titles for Delaware Science State Standard 6.3.2.

6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Describe how the senses can be protected when conducting scientific investigations, e.g. goggles protect eyes, gloves protect hands. 13
Suggested Titles for Delaware Science State Standard 6.4.1.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Observe and describe similarities and differences between parents and offspring (e.g., roots on a mature tree vs. roots on a seedling). Use a hand lens (magnifier) as an appropriate instrument for observing in closer detail. 72
Suggested Titles for Delaware Science State Standard 7.1.1.

7.1.2. Realize that organisms reproduce organisms of the same kind (e.g., dogs have puppies). 60
Suggested Titles for Delaware Science State Standard 7.1.2.

7.1.3. Construct, through the use of pictorials, the life cycle of a tree. Describe the tree in different stages of its life cycle. 12
Suggested Titles for Delaware Science State Standard 7.1.3.

7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize that there are many different kinds of trees in the world. While there are many similarities and differences among the trees, they are all trees. 4
Suggested Titles for Delaware Science State Standard 7.2.1.

7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

7.3.1. Identify and list the many different ways in which trees are used by people to meet human wants and needs (i.e., food, shelter, shade, paper products, wood for fuel, furniture, etc.). 3
Suggested Titles for Delaware Science State Standard 7.3.1.

DE.8. Ecology

8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. Recognize that humans interact with the environment through the use of their five senses. 24
Suggested Titles for Delaware Science State Standard 8.1.1.

8.1.2. Identify ways in which living organisms interact with each other and their environment (e.g., birds nest in trees, birds eat worms). 6
Suggested Titles for Delaware Science State Standard 8.1.2.

8.1.3. Recognize that animals use plants in a variety of ways (e.g., shelter, food and protection). 6
Suggested Titles for Delaware Science State Standard 8.1.3.

8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. Recognize that sunlight is needed by plants for energy. 11
Suggested Titles for Delaware Science State Standard 8.2.1.

8.2.2. Enduring Understandings: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. 22
Suggested Titles for Delaware Science State Standard 8.2.2.

8.2.3. Recognize that trees are replanted in an attempt to replace those that are cut down. 7
Suggested Titles for Delaware Science State Standard 8.2.3.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Generate questions and predictions using observations and exploration about the natural world. 14
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Generate and follow simple plans using systematic observations to explore questions and predictions. 14
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Collect data using observations, simple tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results. 14
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. 14
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. 14
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. 14
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Record the results on charts, diagrams, graphs, and/or drawings. 20
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water. 14
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Compare and describe similarities and differences in physical properties of various solid objects. 5
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. 7
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Compare and describe similarities and differences in physical properties of various liquids. 7
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids. 7
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water). 17
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Use writing, drawing, and discussion to communicate observations, descriptions, investigations, and experiences concerning solids and liquids. 17
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Observe that heat energy makes things warmer. 6
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Observe the evidence of the force of air pushing on objects and materials such as pinwheels and kites. Compare how the direction and speed (fast, slow) of the moving air affects the motion of the objects. 5
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Observe and measure the temperature of hot and cold water. Investigate what happens when hot and cold water are mixed. Record data on a graph and use the data to summarize the results. 11
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Investigate what happens to the temperature of an object when it is placed in direct sunlight. Record data and conclude that the energy in the sunlight was changed into heat energy in the object. 4
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Compare what happens when sunlight strikes dark and light colored objects. Draw conclusions that dark colored objects feel warmer and increase more in temperature in sunlight than do light colored objects. 3
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. List objects that can be observed in the sky in the daytime and objects that can be observed in the sky at nighttime. Discuss which objects are on which lists (e.g., the Moon can be observed sometimes in the day and sometimes at night). 20
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Safely observe the location of the Sun at the same time in the morning, noon, and afternoon over several days. Describe the Sun's movement across the sky over the course of the day. 10
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Observe the Moon in the day sky over several months. Draw a sequence of pictures that shows the repeating cyclic pattern of the Moon. 9
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Use simple models to demonstrate how Earth's rotation causes day and night. 4
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time. 11
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Demonstrate that there is air all around and that the wind is moving air. Use instruments to qualitatively measure wind speed and describe this by using a simplified Beaufort scale. 5
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Use a thermometer to measure temperature in degrees Fahrenheit. Describe how hot or cold an object or weather event feels by using a thermometer. 1
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky. 5
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts. 18
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Organize weather data on graphs and on long-term data collection charts and use this data to describe typical seasonal weather patterns. 13
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Describe different weather conditions and discuss how these conditions affect plants, animals, and human activity. 11
Suggested Titles for Delaware Science State Standard 1.1.30.

1.1.31. Select the hand lens as an appropriate instrument for observing the structure of aquatic and terrestrial organisms in greater detail. 11
Suggested Titles for Delaware Science State Standard 1.1.31.

1.1.32. Observe individuals of the same plant or animal group. Describe physical differences (e.g., size, color, shape, markings). 19
Suggested Titles for Delaware Science State Standard 1.1.32.

1.1.33. Identify and describe structures of plants and animals that help them survive in aquatic and terrestrial environments. 16
Suggested Titles for Delaware Science State Standard 1.1.33.

1.1.34. Sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land). 16
Suggested Titles for Delaware Science State Standard 1.1.34.

1.1.35. Compare and contrast the observable structures of humans to those of other animals and plants. Record and communicate the similarities and differences in their structures. 37
Suggested Titles for Delaware Science State Standard 1.1.35.

1.1.36. Observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light. 11
Suggested Titles for Delaware Science State Standard 1.1.36.

1.1.37. Using the senses to detect environmental conditions, respond by selecting the appropriate clothing for certain weather conditions based on temperature, wind speed, cloud cover and/or precipitation. Justify the selection of clothing and activity. 6
Suggested Titles for Delaware Science State Standard 1.1.37.

1.1.38. Design terrestrial and aquatic habitats that provide healthy environments for the plant and animal inhabitants. 37
Suggested Titles for Delaware Science State Standard 1.1.38.

1.1.39. Recognize that organisms change over time. Record and communicate changes observed in living things over time. 85
Suggested Titles for Delaware Science State Standard 1.1.39.

1.1.40. Construct, through the use of pictorials, the life cycle of guppies. Describe the guppy in different stages of its life cycle. 4
Suggested Titles for Delaware Science State Standard 1.1.40.

1.1.41. Describe similarities and differences between parents and offspring, such as size and color. 63
Suggested Titles for Delaware Science State Standard 1.1.41.

1.1.42. Recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Identify the characteristics used to separate the terrestrial from aquatic animals. 12
Suggested Titles for Delaware Science State Standard 1.1.42.

1.1.43. Describe the impact weather conditions (e.g., sun, fog, rain, snow) have on plant and animal activities. 5
Suggested Titles for Delaware Science State Standard 1.1.43.

1.1.44. Identify the number of different kinds of living things in an aquatic or terrestrial environment. Recognize that living things coexist in these environments. 42
Suggested Titles for Delaware Science State Standard 1.1.44.

1.1.45. Describe how aquatic plants and animals interact with each other and their environment (e.g., fish use plants for food and shelter). 7
Suggested Titles for Delaware Science State Standard 1.1.45.

1.1.46. Describe how terrestrial plants and animals interact with each other and their environment (e.g., millipedes eat decaying bark). 57
Suggested Titles for Delaware Science State Standard 1.1.46.

1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.

1.2.1. Observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows. 3
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Select and use appropriate instruments such as wind scales, thermometers, cloud charts, and rain gauges to measure weather conditions. 5
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Identify a meteorologist as a scientist who uses technology to study, observe, and record information about the weather and who uses this information to forecast the weather. Use weather forecasts to make decisions such as choice of clothing or outdoor activities. 2
Suggested Titles for Delaware Science State Standard 1.2.3.

DE.2. Materials and Their Properties

2.1. Enduring Understandings: The structures of materials determine their properties.

2.1.1. Conduct simple investigations to identify the physical properties (e.g., ability to sink or float, dissolve in water, roll or stack) of solids and liquids. Record the results on charts, diagrams, graphs, and/or drawings. 15
Suggested Titles for Delaware Science State Standard 2.1.1.

2.1.2. Sort and group solids based on physical properties such as color, shape, ability to roll or stack, hardness, magnetic attraction, or whether they sink or float in water. 5
Suggested Titles for Delaware Science State Standard 2.1.2.

2.1.3. Compare and describe similarities and differences in physical properties of various solid objects. 5
Suggested Titles for Delaware Science State Standard 2.1.3.

2.1.4. Sort and group liquids based on physical properties such as color, odor, tendency to flow, and whether they sink, or float. 7
Suggested Titles for Delaware Science State Standard 2.1.4.

2.1.5. Compare and describe similarities and differences in physical properties of various liquids. 7
Suggested Titles for Delaware Science State Standard 2.1.5.

2.1.6. Construct individual and class diagrams (e.g., Venn, pictographs) to compare the similarities and differences between the properties of solids and liquids. 7
Suggested Titles for Delaware Science State Standard 2.1.6.

2.1.7. Observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water). 7
Suggested Titles for Delaware Science State Standard 2.1.7.

2.1.8. Use writing, drawing, and discussion to communicate observations, descriptions, investigations, and experiences concerning solids and liquids. 11
Suggested Titles for Delaware Science State Standard 2.1.8.

2.2. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

DE.3. Energy and Its Effects

3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).

3.1.1. Identify the Sun as the source of energy that warms and lights the Earth. 2
Suggested Titles for Delaware Science State Standard 3.1.1.

3.1.2. Identify air and water as moving objects that have energy. 9
Suggested Titles for Delaware Science State Standard 3.1.2.

3.1.3. Observe that heat energy makes things warmer. 4
Suggested Titles for Delaware Science State Standard 3.1.3.

3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.

3.2.1. Observe the evidence of the force of air pushing on objects and materials such as pinwheels and kites. Compare how the direction and speed (fast, slow) of the moving air affects the motion of the objects. 5
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Observe and measure the temperature of hot and cold water. Investigate what happens when hot and cold water are mixed. Record data on a graph and use the data to summarize the results. 11
Suggested Titles for Delaware Science State Standard 3.2.2.

3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Investigate what happens to the temperature of an object when it is placed in direct sunlight. Record data and conclude that the energy in the sunlight was changed into heat energy in the object. 8
Suggested Titles for Delaware Science State Standard 3.3.1.

3.3.2. Compare what happens when sunlight strikes dark and light colored objects. 8
Suggested Titles for Delaware Science State Standard 3.3.2.

3.3.3. Draw conclusions that dark colored objects feel warmer and increase more in temperature in sunlight than do light colored objects. 8
Suggested Titles for Delaware Science State Standard 3.3.3.

3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Observe that sunlight can be used to heat the inside of homes and other buildings by allowing the sunlight to pass through windows. 8
Suggested Titles for Delaware Science State Standard 3.4.1.

DE.4. Earth in Space

4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day and night.

4.1.1. List objects that can be observed in the sky in the daytime and objects that can be observed in the sky at nighttime. Discuss which objects are on which lists (e.g., the Moon can be observed sometimes in the day and sometimes at night). 20
Suggested Titles for Delaware Science State Standard 4.1.1.

4.1.2. Safely observe the location of the Sun at the same time in the morning, noon, and afternoon over several days. Describe the Sun's movement across the sky over the course of the day. 7
Suggested Titles for Delaware Science State Standard 4.1.2.

4.1.3. Observe the Moon in the day sky over several months. Draw a sequence of pictures that shows the repeating cyclic pattern of the Moon. 9
Suggested Titles for Delaware Science State Standard 4.1.3.

4.1.4. Use simple models to demonstrate how Earth's rotation causes day and night. 6
Suggested Titles for Delaware Science State Standard 4.1.4.

4.2. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and terrestrial environments. 9
Suggested Titles for Delaware Science State Standard 5.1.1.

5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. Keep daily records of weather conditions (wind speed, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify patterns over short and long periods of time. 13
Suggested Titles for Delaware Science State Standard 5.2.1.

5.2.2. Demonstrate that there is air all around and that the wind is moving air. Use instruments to qualitatively measure wind speed and describe this by using a simplified Beaufort scale. 5
Suggested Titles for Delaware Science State Standard 5.2.2.

5.2.3. Use a thermometer to measure temperature in degrees Fahrenheit. Describe how hot or cold an object or weather event feels by using a thermometer. 1
Suggested Titles for Delaware Science State Standard 5.2.3.

5.2.4. Identify three basic cloud types (cirrus, cumulus, stratus) all of which are made of water and/or ice. Conclude that wind moves clouds in the sky. 5
Suggested Titles for Delaware Science State Standard 5.2.4.

5.2.5. Use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts. 18
Suggested Titles for Delaware Science State Standard 5.2.5.

5.2.6. Organize weather data on graphs and on long-term data collection charts and use this data to describe typical seasonal weather patterns. 36
Suggested Titles for Delaware Science State Standard 5.2.6.

5.2.7. Describe different weather conditions and discuss how these conditions affect plants, animals, and human activity. 31
Suggested Titles for Delaware Science State Standard 5.2.7.

5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Select and use appropriate instruments such as wind scales, thermometers, cloud charts, and rain gauges to measure weather conditions. 9
Suggested Titles for Delaware Science State Standard 5.3.1.

5.3.2. Identify a meteorologist as a scientist who uses technology to study, observe, and record information about the weather and who uses this information to forecast the weather. Use weather forecasts to make decisions such as choice of clothing or outdoor activities. 3
Suggested Titles for Delaware Science State Standard 5.3.2.

DE.6. Life Processes

6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.

6.1.1. Select the hand lens as an appropriate instrument for observing the structure of aquatic and terrestrial organisms in greater detail. 10
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Observe individuals of the same plant or animal group. Describe physical differences (e.g., size, color, shape, markings). 23
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Identify and describe structures of plants and animals that help them survive in aquatic and terrestrial environments. 16
Suggested Titles for Delaware Science State Standard 6.1.3.

6.1.4. Sort and group plants and animals based on the structures that enable them to function in their environment (e.g., animals that have fins for swimming versus animals that have legs for movement on land). 15
Suggested Titles for Delaware Science State Standard 6.1.4.

6.1.5. Compare and contrast the observable structures of humans to those of other animals and plants. Record and communicate the similarities and differences in their structures. 24
Suggested Titles for Delaware Science State Standard 6.1.5.

6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Observe a variety of plants and animals and identify basic needs that are common to plants or animals of the same group, such as food, water, air, shelter, space and light. 40
Suggested Titles for Delaware Science State Standard 6.2.1.

6.3. Enduring Understandings: Organisms respond to internal and external cues, which allow them to survive.

6.3.1. Using the senses to detect environmental conditions, respond by selecting the appropriate clothing for certain weather conditions based on temperature, wind speed, cloud cover and/or precipitation. Justify the selection of clothing and activity. 4
Suggested Titles for Delaware Science State Standard 6.3.1.

6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Design terrestrial and aquatic habitats that provide healthy environments for the plant and animal inhabitants. 37
Suggested Titles for Delaware Science State Standard 6.4.1.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Recognize that organisms change over time. Record and communicate changes observed in living things over time. 100
Suggested Titles for Delaware Science State Standard 7.1.1.

7.1.2. Construct, through the use of pictorials, the life cycle of guppies. Describe the guppy in different stages of its life cycle. 5
Suggested Titles for Delaware Science State Standard 7.1.2.

7.1.3. Describe similarities and differences between parents and offspring, such as size and color. 63
Suggested Titles for Delaware Science State Standard 7.1.3.

7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize that there are many different kinds of plants and animals in the world. Sort terrestrial animals from aquatic animals. Identify the characteristics used to separate the terrestrial from aquatic animals. 18
Suggested Titles for Delaware Science State Standard 7.2.1.

7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

7.3.1. Recognize that some plants and animals are maintained in artificial environments to meet human wants and needs (i.e., scientific study, education, food). 8
Suggested Titles for Delaware Science State Standard 7.3.1.

DE.8. Ecology

8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. Describe the impact of weather conditions (e.g., sun, fog, rain, snow) on plant and animal activities. 17
Suggested Titles for Delaware Science State Standard 8.1.1.

8.1.2. Identify and describe the different kinds of living things in an aquatic or terrestrial environment. Recognize that living things coexist in these environments. 11
Suggested Titles for Delaware Science State Standard 8.1.2.

8.1.3. Describe how aquatic plants and animals interact with each other and their environment (e.g., fish use plants for food and shelter). 11
Suggested Titles for Delaware Science State Standard 8.1.3.

8.1.4. Describe how terrestrial plants and animals interact with each other and their environment (e.g., millipedes eat decaying bark). 11
Suggested Titles for Delaware Science State Standard 8.1.4.

8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. Recognize that energy needed by all living things originates from the Sun. 10
Suggested Titles for Delaware Science State Standard 8.2.1.

8.2.2. Identify and give examples showing that animals eat plants or other animals for energy, and that plants get energy from the Sun. 11
Suggested Titles for Delaware Science State Standard 8.2.2.

8.3. Enduring Understandings: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Generate questions and predictions using observations and exploration about the natural world. 14
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Generate and follow simple plans using systematic observations to explore questions and predictions. 14
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Collect data using observations, simple tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results. 23
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. 14
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. 13
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. 13
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Use an equal arm balance to weigh and compare a variety of objects and recognize that weighing is the process of balancing an object against a certain number of standard units. 2
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Predict the serial order for the weights of a variety of objects and test these predictions by weighing the objects. 6
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Identify that objects that move have energy because of their motion. Demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air. 10
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Investigate how to change an object's movement by giving it a push or pull. Demonstrate that the greater the force, the greater the change in motion of the object. Summarize this understanding through the use of visuals or writing. 7
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Demonstrate that when the pushes and pulls acting on an object are balanced, the object will not move. Investigate the conditions necessary for objects to balance. Describe how the object was made to balance. 11
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Observe and identify basic components of soil. Use the senses to observe and then describe the physical properties of soil components. 1
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. 2
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components. 1
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Record and organize the results of soil tests and explain these results through writing, drawing, and discussion. 1
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Reflect on the test results and predict how plants will grow in different soil components. 1
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants. 1
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Identify and describe the structures of insects and various other organisms that enable them to function in their environment. 11
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Compare and contrast the structures on different kinds of insects at different stages of development. 5
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Given several pictures of adult organisms, identify and explain which organisms are insects and which are not. 6
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Observe common structures of different insects (e.g., mouth parts or legs). Describe the similarities and differences among the structures. Recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar). 6
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Observe a variety of plants and animals. Compare specific needs that are common to plants or animals of the same group (i.e., all fish need water but some fish need cold water to live and some need warm water to live, all plants need water but some need a humid environment and some need a dry environment). 2
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Conduct simple investigations to determine and describe how insects and various other organisms respond to different kinds of stimuli, (e.g., light versus dark environment). 9
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Investigate and evaluate how plant growth is affected by varying amounts of different soil components. 9
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Conduct simple investigations using artificial habitats to describe how the survival of insects is affected by the environment. 5
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Observe the life cycle of a selected organism (e.g., plant, butterfly, frog, etc.) and recognize that the stages of the life cycle are predictable and describable. 137
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Identify the stages in a life cycle of an organism that goes through complete metamorphosis (e.g., butterfly, mealworm). 9
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Describe the similarities and differences in the structures and behaviors of the egg, larvae, pupae, and adult insect. 5
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Identify the stages in the life cycle of an organism that goes through simple (incomplete) metamorphosis (e.g., grasshopper, cricket). Describe the similarities and differences in the structures and behaviors of the egg, nymph, and adult insect. 5
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Recognize that there are many different kinds of animals in the world, of which insects are one grouping. Sort insects from animals that are not insects. Identify the characteristics used to sort the insects (i.e., three body parts, six legs). 6
Suggested Titles for Delaware Science State Standard 1.1.30.

1.1.31. Describe the effects that result from plants, insects and other animals changing the environment in which they live (e.g., worms make tunnels in the earth, crickets eat the grass). 46
Suggested Titles for Delaware Science State Standard 1.1.31.

1.1.32. Observe the plants and animals living in an environment. Identify ways in which plants and animals benefit from each other (e.g., animals use plants for food and shelter, and plants need insects to spread pollen). 63
Suggested Titles for Delaware Science State Standard 1.1.32.

1.1.33. Observe and describe the effects of plant and animal overcrowding in a given space (i.e., many guppies in an aquarium, many beetles in a habitat). Recognize that this overcrowding results in an increased need for basic resources. 63
Suggested Titles for Delaware Science State Standard 1.1.33.

1.1.34. Investigate how natural composting recycles plants and other discarded organic matter. Recognize the importance of this process to the environment. 17
Suggested Titles for Delaware Science State Standard 1.1.34.

1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.

1.2.1. Select and use appropriate instruments (e.g., hand lens/magnifier, droppers, funnels, filter paper, sieves) to analyze soil samples. 13
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.). 12
Suggested Titles for Delaware Science State Standard 1.2.2.

1.3. Enduring Understandings: Understanding past processes and contributions is essential in building scientific knowledge.

DE.2. Materials and Their Properties

2.1. Enduring Understandings: The structures of materials determine their properties.

2.1.1. Use an equal arm balance to weigh and compare a variety of objects and recognize that weighing is the process of balancing an object against a certain number of standard units. 2
Suggested Titles for Delaware Science State Standard 2.1.1.

2.1.2. Predict the serial order for the weights of a variety of objects and test these predictions by weighing the objects. 6
Suggested Titles for Delaware Science State Standard 2.1.2.

2.1.3. Recognize that equal volumes of different materials may have different weights. 19
Suggested Titles for Delaware Science State Standard 2.1.3.

2.2. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

DE.3. Energy and Its Effects

3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).

3.1.1. Identify that objects that move have energy because of their motion. Demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air. 7
Suggested Titles for Delaware Science State Standard 3.1.1.

3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.

3.2.1. Investigate how to change an object's movement by giving it a push or pull. Demonstrate that the greater the force, the greater the change in motion of the object. Summarize this understanding through the use of visuals or writing. 7
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Demonstrate that when the pushes and pulls acting on an object are balanced, the object will not move. Investigate the conditions necessary for objects to balance. Describe how the object was made to balance. 7
Suggested Titles for Delaware Science State Standard 3.2.2.

3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

DE.4. Earth in Space

4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day and night.

4.2. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Observe and identify basic components of soil. Use the senses to observe and then describe the physical properties of soil components. 1
Suggested Titles for Delaware Science State Standard 5.1.1.

5.1.2. Conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components. 2
Suggested Titles for Delaware Science State Standard 5.1.2.

5.1.3. Interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components. 1
Suggested Titles for Delaware Science State Standard 5.1.3.

5.1.4. Record and organize the results of soil tests and explain these results through writing, drawing, and discussion. 1
Suggested Titles for Delaware Science State Standard 5.1.4.

5.1.5. Reflect on the test results and predict how plants will grow in different soil components. Apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants. 1
Suggested Titles for Delaware Science State Standard 5.1.5.

5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. Use worms to enhance decomposition of plant material in composting. Explain how composting is an effective method to recycle plants and other discarded organic matter. 5
Suggested Titles for Delaware Science State Standard 5.2.1.

5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Select and use appropriate instruments (e.g., hand lens/magnifier, droppers, funnels, filter paper, sieves) to analyze soil samples. 13
Suggested Titles for Delaware Science State Standard 5.3.1.

DE.6. Life Processes

6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.

6.1.1. Identify and describe the structures of insects and various other organisms that enable them to function in their environment. 11
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Compare and contrast the structures on different kinds of insects at different stages of development. 12
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Given several pictures of adult organisms, identify and explain which organisms are insects and which are not. 12
Suggested Titles for Delaware Science State Standard 6.1.3.

6.1.4. Observe common structures of different insects (e.g., mouth parts or legs). Describe the similarities and differences among the structures. Recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar). 12
Suggested Titles for Delaware Science State Standard 6.1.4.

6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Identify the basic needs of all insects for survival. These include food, water, air, space, light, and shelter. Recognize that insects also have specific needs according to their kind, (i.e., specific food such as nectar or mulberry leaves). 12
Suggested Titles for Delaware Science State Standard 6.2.1.

6.2.2. Propose changes to an aquatic or terrestrial habitat that increase the health of organisms (i.e., moisten the soil in a terrarium, add water to an aquarium). 46
Suggested Titles for Delaware Science State Standard 6.2.2.

6.3. Enduring Understandings: Organisms respond to external cues, which allow them to survive.

6.3.1. Conduct simple investigations to determine and describe how insects and various other organisms respond to different kinds of stimuli, (e.g., light versus dark environment). 9
Suggested Titles for Delaware Science State Standard 6.3.1.

6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Investigate and evaluate how plant growth is affected by varying amounts of different soil components. 2
Suggested Titles for Delaware Science State Standard 6.4.1.

6.4.2. Conduct simple investigations using artificial habitats to describe how the survival of insects is affected by the environment. 56
Suggested Titles for Delaware Science State Standard 6.4.2.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Observe the life cycle of a selected organism (e.g., plant, butterfly, frog, etc.) and recognize that the stages of the life cycle are predictable and describable. 137
Suggested Titles for Delaware Science State Standard 7.1.1.

7.1.2. Identify the stages in a life cycle of an organism that goes through complete metamorphosis (e.g., butterfly, mealworm). Describe the similarities and differences in the structures and behaviors of the egg, larvae, pupae, and adult insect. 8
Suggested Titles for Delaware Science State Standard 7.1.2.

7.1.3. Identify the stages in the life cycle of an organism that goes through simple (incomplete) metamorphosis (e.g., grasshopper, cricket). Describe the similarities and differences in the structures and behaviors of the egg, nymph, and adult insect. 5
Suggested Titles for Delaware Science State Standard 7.1.3.

7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize that there are many different kinds of animals in the world, of which insects are one grouping. Sort insects from animals that are not insects. Identify the characteristics used to sort the insects (i.e., three body parts, six legs). 6
Suggested Titles for Delaware Science State Standard 7.2.1.

7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

7.3.1. Recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.). 12
Suggested Titles for Delaware Science State Standard 7.3.1.

DE.8. Ecology

8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. Describe the effects that result from plants, insects, and other animals changing the environment in which they live (e.g., worms make tunnels in the earth, crickets eat the grass). 46
Suggested Titles for Delaware Science State Standard 8.1.1.

8.1.2. Observe the plants and animals living in an environment. Identify ways in which plants and animals benefit from each other (e.g., animals use plants for food and shelter, and plants need insects to spread pollen). 63
Suggested Titles for Delaware Science State Standard 8.1.2.

8.1.3. Observe and describe the effects of plant and animal overcrowding in a given space (i.e., many guppies in an aquarium, many beetles in a habitat). Recognize that this overcrowding results in an increased need for basic resources. 63
Suggested Titles for Delaware Science State Standard 8.1.3.

8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. Investigate how natural composting recycles plants and other discarded organic matter. Recognize the importance of this process to the environment. 14
Suggested Titles for Delaware Science State Standard 8.2.1.

8.3. Enduring Understandings: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Generate questions and predictions using observations and exploration about the natural world. 18
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Generate and follow simple plans using systematic observations to explore questions and predictions. 21
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Collect data using observations, simple tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results. 20
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation. 18
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation. 18
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results. 18
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Observe and describe changes in the properties of water as it changes from solid to liquid to gas. 6
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Determine the effect of adding heat energy (warming) or removing heat energy (cooling) on the properties of water as it changes state (gas to liquid to solid, and vice versa). 5
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Investigate and describe what happens when an object at a higher temperature is placed in direct contact with an object at a lower temperature. Record data and use the data to describe which way the heat energy is moving between the objects. 3
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Demonstrate that energy of motion can be transferred from one object to another (e.g., moving air transfers energy to make a pinwheel spin). Give examples of energy transfer from one object to another. 20
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Simulate how bones, muscles and joints in the human body work to transfer energy to objects, making them move. 7
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Examine rocks in order to observe their composition and describe the many components found in rocks. 13
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Sort and group an assortment of minerals based on similarities and differences in their physical properties. 9
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Sort and group minerals based on the physical properties of hardness, color, luster, and reaction to vinegar (weak acid). Use these properties to identify common minerals (quartz, fluorite, calcite, and gypsum). 9
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Describe water in terms of its observable properties (transparency, shapelessness, flow). 5
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Examine an assortment of rocks and use appropriate measuring tools (balances, meter tapes, syringes) to gather data about the rocks' physical properties (length, circumference, weight). 3
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Describe how bones, muscles, and joints function together in humans to enable movement, protection and support. 7
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Identify the structures of different types of joints (gliding, hinged, ball and socket) and describe the movement enabled by each. Recognize the importance of each type of joint to human movement. 7
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Compare and contrast the structure and function of the human skeleton to that of other vertebrate animals. 30
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Conduct simple investigations to determine and describe how different body parts respond to visual, auditory, and tactile stimuli. 24
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Research and report on common diseases or problems of the muscular and skeletal systems. Explain how these systems can be affected by external factors (i.e., bones can be broken and healed, good nutrition leads to strong bones). 12
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Observe and describe similarities and differences in the skeleton of an infant to that of an adult human. Recognize that as a human grows and develops the number of bones does not change but the sizes of the bones do change. 7
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Recognize that there are many different kinds of vertebrates in the world. One way to sort or group vertebrates is according to the structure and function of their skeletons (i.e., bird wings and human arms). 79
Suggested Titles for Delaware Science State Standard 1.1.23.

1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.

1.2.1. Investigate and describe how moving water and air can be used to make objects and machines, such as a waterwheel and windmill, move. 3
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Identify rocks and minerals as natural resources and list ways that humans use these resources to meet needs and wants (i.e., fluorite for toothpaste, marble for statues). 4
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Recognize that technology extends the sense of sight for observing bones, muscles and joints in greater detail (i.e., X-Rays). 1
Suggested Titles for Delaware Science State Standard 1.2.3.

1.2.4. Describe the changes to the environment that result from humans obtaining rock and mineral resources (e.g., strip mining). 1
Suggested Titles for Delaware Science State Standard 1.2.4.

1.3. Enduring Understandings: Understanding past processes and contributions is essential in building scientific knowledge.

DE.2. Materials and Their Properties

2.1. Enduring Understandings: The structures of materials determine their properties.

2.1.1. Explore evaporation and condensation. Identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. 4
Suggested Titles for Delaware Science State Standard 2.1.1.

2.1.2. Observe and describe changes in the properties of water as it changes from solid to liquid to gas. 4
Suggested Titles for Delaware Science State Standard 2.1.2.

2.2. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

DE.3. Energy and Its Effects

3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).

3.1.1. Identify heat energy as the energy that makes things warmer. 3
Suggested Titles for Delaware Science State Standard 3.1.1.

3.1.2. Identify electrical energy as a form of energy that is used to operate many of our machines and tools. 8
Suggested Titles for Delaware Science State Standard 3.1.2.

3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.

3.2.1. Determine the effect of adding heat energy (warming) or removing heat energy (cooling) on the properties of water as it changes state (gas to liquid to solid, and vice versa). 5
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Investigate and describe what happens when an object at a higher temperature is placed in direct contact with an object at a lower temperature. Record data and use the data to describe which way the heat energy is moving between the objects. 3
Suggested Titles for Delaware Science State Standard 3.2.2.

3.2.3. Demonstrate that energy of motion can be transferred from one object to another (e.g., moving air transfers energy to make a pinwheel spin). Give examples of energy transfer from one object to another. 20
Suggested Titles for Delaware Science State Standard 3.2.3.

3.2.4. Simulate how bones, muscles, and joints in the human body work to transfer energy to objects, making them move. 7
Suggested Titles for Delaware Science State Standard 3.2.4.

3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Investigate and describe how moving water and air can be used to make objects and machines, such as a waterwheel and windmill, move. 2
Suggested Titles for Delaware Science State Standard 3.4.1.

DE.4. Earth in Space

4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day and night.

4.2. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Examine rocks in order to observe their composition and describe the many components found in rocks. 14
Suggested Titles for Delaware Science State Standard 5.1.1.

5.1.2. Identify minerals as materials that cannot be physically broken apart any further and may be a rock component. 9
Suggested Titles for Delaware Science State Standard 5.1.2.

5.1.3. Sort and group an assortment of minerals based on similarities and differences in their physical properties. 9
Suggested Titles for Delaware Science State Standard 5.1.3.

5.1.4. Sort and group minerals based on the physical properties of hardness, color, luster, and reaction to vinegar (weak acid). Use these properties to identify common minerals (quartz, fluorite, calcite, and gypsum). 9
Suggested Titles for Delaware Science State Standard 5.1.4.

5.1.5. Describe water in terms of its observable properties (transparency, shapelessness, flow). 5
Suggested Titles for Delaware Science State Standard 5.1.5.

5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Examine an assortment of rocks and use appropriate measuring tools (balances, meter tapes, syringes) to gather data about the rocks' physical properties (length, circumference, weight). 3
Suggested Titles for Delaware Science State Standard 5.3.1.

5.3.2. Identify rocks and minerals as natural resources and list ways that humans use these resources to meet needs and wants (i.e., fluorite for toothpaste, marble for statues). 12
Suggested Titles for Delaware Science State Standard 5.3.2.

DE.6. Life Processes

6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.

6.1.1. Describe how bones, muscles, and joints function together in humans to enable movement, protection and support. 7
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Identify the structures of different types of joints (gliding, hinged, ball and socket) and describe the movement enabled by each. Recognize the importance of each type of joint to human movement. 7
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Compare and contrast the structure and function of the human skeleton to that of other vertebrate animals. 30
Suggested Titles for Delaware Science State Standard 6.1.3.

6.1.4. Observe a variety of plants and animals. Compare specific needs that are common to plants or animals of the same group (i.e., all fish need water but some fish need cold water to live and some need warm water to live, all plants need water but some need a humid environment and some need a dry environment). 59
Suggested Titles for Delaware Science State Standard 6.1.4.

6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Explain that humans have basic needs for survival as do other animals. Recognize that, like other animals, these basic needs may be specific, such as range of temperature and nutrients. 64
Suggested Titles for Delaware Science State Standard 6.2.1.

6.3. Enduring Understandings: Organisms respond to internal and external cues, which allow them to survive.

6.3.1. Recognize that muscles move bones in response to signals from the brain. 16
Suggested Titles for Delaware Science State Standard 6.3.1.

6.3.2. Conduct simple investigations to determine and describe how different body parts respond to of visual, auditory, and tactile stimuli. 24
Suggested Titles for Delaware Science State Standard 6.3.2.

6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Research and report on common diseases or problems of the muscular and skeletal systems. Explain how these systems can be affected by external factors (i.e., bones can be broken and healed, good nutrition leads to strong bones). 13
Suggested Titles for Delaware Science State Standard 6.4.1.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Observe and describe similarities and differences in the skeleton of an infant to that of an adult human. Recognize that as a human grows and develops the number of bones does not change but the sizes of the bones do change. 7
Suggested Titles for Delaware Science State Standard 7.1.1.

7.1.2. Recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.). 11
Suggested Titles for Delaware Science State Standard 7.1.2.

7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize that there are many different kinds of vertebrates in the world. One way to sort or group vertebrates is according to the structure and function of their skeletons (i.e., bird wings and human arms). 79
Suggested Titles for Delaware Science State Standard 7.2.1.

7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

7.3.1. Recognize that technology extends the sense of sight for observing bones, muscles and joints in greater detail (i.e., X-Rays). 1
Suggested Titles for Delaware Science State Standard 7.3.1.

DE.8. Ecology

8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.3. Enduring Understandings: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. Describe the changes to the environment that result from humans obtaining rock and mineral resources (e.g., strip mining). 1
Suggested Titles for Delaware Science State Standard 8.3.1.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Generate focused questions and informed predictions about the natural world. 3
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. 34
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Compare and question results with and from others. 44
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. 34
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. 34
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology when conducting scientific inquiries. 34
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Test objects for their conductivity and classify the objects based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). 6
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Test objects for their magnetism and classify objects based on whether they are attracted to a magnet or not attracted to a magnet. 1
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Investigate evaporation and condensation. Recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. 8
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Identify the basic components (i.e., battery, wires, bulbs, switch) of an electric circuit and understand their function. Draw an example circuit and label the important parts. Relate that circuits must take the form of complete (closed) loops before electrical energy can pass. 6
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Use diagrams to illustrate ways that two light bulbs can be attached in simple series and in parallel to a battery to make a complete circuit. Explain any differences that will result in the brightness of the bulbs, depending upon the way they are connected to the battery. 6
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices. 6
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Demonstrate, through writing and drawing, a variety of ways to construct open, closed, simple parallel and series circuits. List the advantages and/or disadvantages of series and parallel circuits. 6
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Observe diagrams or pictures of a variety of circuits and demonstrate how the switch can be used to open or close the circuit. 6
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Observe that electricity can be transformed into heat, light, and sound as well as the energy of motion. Explain that electrical circuits provide a means of transferring electrical energy from sources such as batteries to devices where it is transformed into heat, light, sound, and the energy of motion. 11
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Observe and describe the path of the Sun at it appears to move across the sky from east to west during the course of a day. 10
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Use models to describe how the Earth's rotation on its axis causes one half of the Earth to always be illuminated by the Sun (day) and one half to not be illuminated by the Sun (night). Apply this model of the rotating Earth to explain why the Sun appears to move across the sky each day from east to west. 5
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance relationship between the Sun and Moon. Explain why the Sun and Moon appear to be similar in size when observed in the sky. 37
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Research and develop a short report on one of the planets in the Solar System. Compare the information learned in the reports. 32
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Describe how certain soil properties affect the way in which soil is eroded and deposited by water. 32
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. 12
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Use stream tables to observe the creation of landforms as water flows over and through the land. Describe changes that result from the flowing of water, using correct geographic terminology (i.e., canyon, delta, tributary). Describe changes to the water as it flows over land (i.e., color, transparency). 41
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Describe how fast-moving water and slow-moving water over the land affect erosion and deposition. 12
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Use stream tables to model and describe the effects of slope. 41
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Describe how the flow of water (fast or slow) is affected by the slope of the land, the amount and type of vegetation, and the landforms. 50
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Use stream tables to model the effect of human activity on erosion and deposition. Describe how human activity (i.e., building a dam, clear cutting a forest, bulldozing a roadway) affects the amount of erosion and deposition and changes the environment. 65
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Keep daily records of weather conditions (wind speed and direction, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify short term and seasonal patterns in Delaware. 45
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Identify and describe different types of storm systems that occur in Delaware (i.e., tornadoes, hurricanes, thunderstorms, blizzards). From observed and gathered historical data, identify times of the year when these storms are most likely to occur. 54
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Select and use a variety of appropriate instruments (i.e., graduated cylinders, stream tables, hand lens, ruler, balances) for collecting, recording, and analyzing data obtained from stream table investigations. Communicate the results of stream table investigations through record sheets, oral and written observations, and drawings. 50
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Compare and contrast structures that have similar functions in various organisms (e.g. eyes, ears, mouths). Explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish).

1.1.31. Observe and identify structures of plants and describe the function of each structure. Explain that most plants produce many seeds, most of which do not germinate and grow into new plants. 42
Suggested Titles for Delaware Science State Standard 1.1.31.

1.1.32. Sort and group plants and animals according to similarities in structures or functions of structures. Explain why the plants and animals have been grouped in this manner. 31
Suggested Titles for Delaware Science State Standard 1.1.32.

1.1.33. Select a living organism and develop descriptions of how the organism responds to a variety of stimuli (i.e., light/dark, warm temperature/cold temperature) based on multiple observations and data collection (e.g., crayfish and Bess Beatles). 20
Suggested Titles for Delaware Science State Standard 1.1.33.

1.1.34. Observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment. 7
Suggested Titles for Delaware Science State Standard 1.1.34.

1.1.35. Compare the similarities and differences of offspring to their parents (e.g., crayfish, bean sprouts). Know that offspring receive characteristics from both parents. 97
Suggested Titles for Delaware Science State Standard 1.1.35.

1.1.36. Construct the life cycle of a bean plant through the use of diagrams. Describe the plant in different stages of its life cycle from seed, to seedling, to mature plant, to death, and explain how the structures of the plant change over time. Recognize that these stages of the life cycle are predictable and describable. 7
Suggested Titles for Delaware Science State Standard 1.1.36.

1.1.37. Research the life cycle of an organism. Diagram the life cycle of the organism and describe how the organism changes over time. Compare the life cycle of this organism to the life cycle of various other organisms. Recognize that all organisms go through a life cycle. 90
Suggested Titles for Delaware Science State Standard 1.1.37.

1.1.38. Describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans). 188
Suggested Titles for Delaware Science State Standard 1.1.38.

1.1.39. Recognize that there are variations among organisms of the same kind. Observe organisms of the same kind and describe how their physical appearances differ. 25
Suggested Titles for Delaware Science State Standard 1.1.39.

1.1.40. Predict, investigate and describe how plants can affect water flow, run off and erosion. Relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion). 45
Suggested Titles for Delaware Science State Standard 1.1.40.

1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.

1.2.1. Using books, computers, and other resources, search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. 62
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Using newspapers, the internet, and actual sky observations when possible, chart the appearance of the Moon in the night sky over the course of at least two months. Identify the basic pattern of the Moon's appearance. Classify the Moon's appearance by using the terms new, first quarter, full, last (third) quarter. 16
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Use photos gathered from robot probes, the Hubble telescope, and manned exploration of the Moon, to examine pictures of the planets and Moon. 52
Suggested Titles for Delaware Science State Standard 1.2.3.

1.2.4. Using newspapers, computer internet sites, and other information resources, identify weather conditions in different parts of the world. Compare this with the local weather in Delaware and discuss how weather conditions for a specific day may vary around the USA and world. 45
Suggested Titles for Delaware Science State Standard 1.2.4.

1.2.5. Observe satellite photos showing change over time of landforms (i.e., Chesapeake Bay, Cape Henlopen, Delaware coastline) and predict future changes that may occur. Describe how these predictions may affect human activities (i.e., locations for building). 75
Suggested Titles for Delaware Science State Standard 1.2.5.

1.2.6. Explore how plants are grown using hydroponics. Identify the benefits of hydroponic agriculture in meeting human wants and needs. 56
Suggested Titles for Delaware Science State Standard 1.2.6.

1.2.7. Observe seeded and seedless varieties of fruits (i.e., watermelon). Provide reasoning for why seedless fruits have been developed by scientists. 56
Suggested Titles for Delaware Science State Standard 1.2.7.

1.3. Enduring Understandings: Understanding past processes and contributions is essential in building scientific knowledge.

DE.2. Materials and Their Properties

2.1. Enduring Understandings: The structures of materials determine their properties.

2.1.1. Test objects for their conductivity and classify the objects based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). 8
Suggested Titles for Delaware Science State Standard 2.1.1.

2.1.2. Test objects for their magnetism and classify objects based on whether they are attracted to a magnet or not attracted to a magnet. 3
Suggested Titles for Delaware Science State Standard 2.1.2.

2.1.3. Investigate evaporation and condensation. Recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. 8
Suggested Titles for Delaware Science State Standard 2.1.3.

2.2. Enduring Understandings: The properties of the mixture are based on the properties of its components.

2.3. Enduring Understandings: When materials interact within a closed system, the total mass of the system remains the same.

2.4. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

DE.3. Energy and Its Effects

3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).

3.1.1. Identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion. 31
Suggested Titles for Delaware Science State Standard 3.1.1.

3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.

3.2.1. Identify the basic components (i.e., battery, wires, bulbs, switch) of an electric circuit and understand their function. Draw an example circuit and label the important parts. Relate that circuits must take the form of complete (closed) loops before electrical energy can pass. 8
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices. 8
Suggested Titles for Delaware Science State Standard 3.2.2.

3.2.3. Demonstrate, through writing and drawing, a variety of ways to construct open, closed, simple parallel and series circuits. List the advantages and/or disadvantages of series and parallel circuits. 8
Suggested Titles for Delaware Science State Standard 3.2.3.

3.2.4. Use knowledge of electric circuits to explain how a wall switch can be used to 'turn on' and 'turn off' a ceiling lamp. 8
Suggested Titles for Delaware Science State Standard 3.2.4.

3.2.5. Observe diagrams or pictures of a variety of circuits and demonstrate how the switch can be used to open or close the circuit. 8
Suggested Titles for Delaware Science State Standard 3.2.5.

3.2.6. Recognize magnetism as a force that attracts or repels a variety of common materials and identify the physical property of materials that makes them attracted to magnets. 3
Suggested Titles for Delaware Science State Standard 3.2.6.

3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Observe that electricity can be transformed into heat, light, and sound as well as the energy of motion. Explain that electrical circuits provide a means of transferring electrical energy from sources such as batteries to devices where it is transformed into heat, light, sound, and the energy of motion. 31
Suggested Titles for Delaware Science State Standard 3.3.1.

3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Explain where the electrical energy available at an electric outlet in your home or school comes from. 8
Suggested Titles for Delaware Science State Standard 3.4.1.

3.4.2. Using books, computers, and other resources, search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation. 26
Suggested Titles for Delaware Science State Standard 3.4.2.

DE.4. Earth in Space

4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Sun, Earth, and Moon system that account for day and night.

4.1.1. Observe and describe the path of the Sun at it appears to move across the sky from east to west during the course of a day. 6
Suggested Titles for Delaware Science State Standard 4.1.1.

4.1.2. Use models to describe how the Earth's rotation on its axis causes one half of the Earth to always be illuminated by the Sun (day) and one half to not be illuminated by the Sun (night). Apply this model of the rotating Earth to explain why the Sun appears to move across the sky each day from east to west. 10
Suggested Titles for Delaware Science State Standard 4.1.2.

4.1.3. Using newspapers, the internet, and actual sky observations when possible, charts the appearance of the Moon in the night sky over the course of at least two months. Identify the basic pattern of the Moon's appearance. Classify the Moon's appearance by using the terms new, first quarter, full, last (third) quarter. 16
Suggested Titles for Delaware Science State Standard 4.1.3.

4.1.4. Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance relationship between the Sun and Moon. Explain why the Sun and Moon appear to be similar in size when observed in the sky. 11
Suggested Titles for Delaware Science State Standard 4.1.4.

4.2. Enduring Understandings: Most objects in the Solar System orbit the Sun.

4.2.1. Identify and order the major planets and describe how they all revolve around the Sun. 43
Suggested Titles for Delaware Science State Standard 4.2.1.

4.2.2. Research and develop a short report on one of the planets in the Solar System. Compare the information learned in the reports. 40
Suggested Titles for Delaware Science State Standard 4.2.2.

4.2.3. Describe our Sun as a star that is similar to other stars that are seen in the night sky. Explain why our Sun appears to be larger in size than other stars. 6
Suggested Titles for Delaware Science State Standard 4.2.3.

4.3. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.

4.3.1. Use photos gathered from terrestrial telescopes, robot probes, the Hubble telescope, and manned exploration of the Moon to examine pictures of the planets and Moon. 52
Suggested Titles for Delaware Science State Standard 4.3.1.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Describe how certain soil properties affect the way in which soil is eroded and deposited by water. 3
Suggested Titles for Delaware Science State Standard 5.1.1.

5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. Create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation. 11
Suggested Titles for Delaware Science State Standard 5.2.1.

5.2.2. Use stream tables to observe the creation of landforms as water flows over and through the land. Describe changes that result from the flowing of water, using correct geographic terminology (i.e., canyon, delta, tributary). Describe changes to the water as it flows over land (i.e., color, transparency). 50
Suggested Titles for Delaware Science State Standard 5.2.2.

5.2.3. Describe how fast-moving water and slow-moving water over the land affect erosion and deposition. 50
Suggested Titles for Delaware Science State Standard 5.2.3.

5.2.4. Use stream tables to model and describe the effects of slope. Describe how the flow of water (fast or slow) is affected by the slope of the land, the amount and type of vegetation, and the landforms. 50
Suggested Titles for Delaware Science State Standard 5.2.4.

5.2.5. Use stream tables to model the effect of human activity on erosion and deposition. Describe how human activity (i.e., building a dam, clear cutting a forest, bulldozing a roadway) affects the amount of erosion and deposition and changes the environment. 50
Suggested Titles for Delaware Science State Standard 5.2.5.

5.2.6. Research and report on a specific landform created by the interaction of land and water (i.e., Cape Henlopen, Delaware Bay, Mississippi Delta, Appalachian Mountains). 52
Suggested Titles for Delaware Science State Standard 5.2.6.

5.2.7. Keep daily records of weather conditions (wind speed and direction, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify short term and seasonal patterns in Delaware. 48
Suggested Titles for Delaware Science State Standard 5.2.7.

5.2.8. Identify and describe different types of storm systems that occur in Delaware (i.e., tornadoes, hurricanes, thunderstorms, blizzards). From observed and gathered historical data, identify times of the year when these storms are most likely to occur. 54
Suggested Titles for Delaware Science State Standard 5.2.8.

5.2.9. Using newspapers, computer internet sites, and other information resources, identify weather conditions in different parts of the world. Compare this with the local weather in Delaware and discuss how weather conditions for a specific day may vary around the USA and world. 45
Suggested Titles for Delaware Science State Standard 5.2.9.

5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Observe satellite photos showing change over time of landforms (i.e., Chesapeake Bay, Cape Henlopen, Delaware coastline) and predict future changes that may occur. Describe how these predictions may affect human activities (i.e., locations for building). 32
Suggested Titles for Delaware Science State Standard 5.3.1.

5.3.2. Select and use a variety of appropriate instruments (i.e., graduated cylinders, stream tables, hand lens, ruler, balances) for collecting, recording, and analyzing data obtained from stream table investigations. Communicate the results of stream table investigations through record sheets, oral and written observations, and drawings. 84
Suggested Titles for Delaware Science State Standard 5.3.2.

DE.6. Life Processes

6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.

6.1.1. Compare and contrast structures that have similar functions in various organisms (e.g., eyes, ears, mouths). Explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish). 186
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Observe and identify structures of plants and describe the function of each structure. Explain that most plants produce many seeds, most of which do not germinate and grow into new plants. 42
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Sort and group plants and animals according to similarities in structures or functions of structures. Explain why the plants and animals have been grouped in this manner. 255
Suggested Titles for Delaware Science State Standard 6.1.3.

6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Recognize that plants need light energy from the sun to make food, while animals need to eat plants and/or other animals as their food. 16
Suggested Titles for Delaware Science State Standard 6.2.1.

6.3. Enduring Understandings: Organisms respond to internal and external cues, which allow them to survive.

6.3.1. Select a living organism and develop descriptions of how the organism responds to a variety of stimuli (i.e., light/dark, warm temperature/cold temperature) based on multiple observations and data collection (e.g., crayfish and Bess Beatles). 4
Suggested Titles for Delaware Science State Standard 6.3.1.

6.3.2. Explain how individual organisms behave and use their structures to respond to internal and external cues such as hunger, drought, or temperature to improve their chances of survival. 6
Suggested Titles for Delaware Science State Standard 6.3.2.

6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment. 25
Suggested Titles for Delaware Science State Standard 6.4.1.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Compare the similarities and differences of offspring to their parents (e.g. crayfish, bean sprouts). Know that offspring receive characteristics from both parents. 97
Suggested Titles for Delaware Science State Standard 7.1.1.

7.1.2. Recognize that some characteristics acquired by the parents are not inherited by the offspring (i.e., a lost claw does not mean offspring are born with only one claw).

7.1.3. Construct the life cycle of a bean plant through the use of diagrams. Describe the plant in different stages of its life cycle from seed, to seedling, to mature plant, to death, and explain how the structures of the plant change over time. Recognize that these stages of the life cycle are predictable and describable. 7
Suggested Titles for Delaware Science State Standard 7.1.3.

7.1.4. Research the life cycle of an organism. Diagram the life cycle of the organism and describe how the organism changes over time. Compare the life cycle of this organism to the life cycle of various other organisms. Recognize that all organisms go through a life cycle. 90
Suggested Titles for Delaware Science State Standard 7.1.4.

7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring.

7.2.1. Describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans). 188
Suggested Titles for Delaware Science State Standard 7.2.1.

7.2.2. Recognize that there are variations among organisms of the same kind. Observe organisms of the same kind and describe how their physical appearances differ. 25
Suggested Titles for Delaware Science State Standard 7.2.2.

7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

7.3.1. Explore how plants are grown using hydroponics. Identify the benefits of hydroponic agriculture in meeting human wants and needs. 56
Suggested Titles for Delaware Science State Standard 7.3.1.

7.3.2. Observe seeded and seedless varieties of fruits (i.e., watermelon). Provide reasoning for why seedless fruits have been developed by scientists. 56
Suggested Titles for Delaware Science State Standard 7.3.2.

DE.8. Ecology

8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. Predict, investigate and describe how plants can affect water flow, run off and erosion. Relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion). 45
Suggested Titles for Delaware Science State Standard 8.1.1.

8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.3. Enduring Understandings: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Generate focused questions and informed predictions about the natural world. 4
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested. 26
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Compare and question results with and from others. 37
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation. 26
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument. 26
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology when conducting scientific inquiries. 26
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Separate the components of a mixture by using the physical properties of the components and choosing the appropriate processes (e.g., evaporation, filtering). 2
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Make and implement a plan to separate mixtures. Revise the plan based on evidence collected. Record and communicate the results. 29
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Combine different amounts of solid material and water. Compare the properties of these solutions (i.e., color, viscosity, clarity). 25
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Compare the mass of mixtures and solutions to the mass of their component parts. 23
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Determine the quantities of two different materials (e.g., salt and sugar) required to saturate equal volumes of water and compare the results. Recognize that some materials are more soluble in water than other materials. 15
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Explain why the total amount of a material remains the same even when exposed to a variety of physical treatments (e.g., flattening or balling up clay, breaking apart a candy bar, pouring liquid into a tall, slender glass vs. a short, fat glass). 10
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Design and implement an investigation to show that white light coming from the sun consists of a variety of component waves that appear to have different colors to our eyes. Record observations of the investigation and use evidence to communicate results. 7
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Observe that sound is produced by vibrating objects and give examples of vibrating objects that produce sound. 4
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Observe that volume is a property of sound that determines how loud the sound is and be able to describe what part of the vibrating object's motion determines the sound it produces. 4
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Describe the relationship between the pitch of a sound and the physical properties of the sound source (i.e., length of vibrating object, frequency of vibrations, and tension of vibrating string). Describe how the pitch of sound is different from the volume. 4
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Identify that sound energy needs a medium through which to travel. Compare how effectively sound travels through solids, liquids, and air. Demonstrate that vibrations in materials set up wavelike disturbances that spread away from the source. Construct a method to direct sound from the source to the receiver. 6
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Describe how energy can be stored in an elastic object or material by stretching it. Use diagrams to describe ways that the energy stored in a stretched object can be used to make objects move. 27
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Use rulers, meter sticks, tapes, and watches to measure the distance objects travel in a given period of time and how much time it takes for an object to travel a certain distance. Organize the measurements in tables, and construct graphs based on the measurements. Reach qualitative conclusions about the speeds of the objects (faster versus slower). 20
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Demonstrate and explain how forces of different sizes and directions can produce different kinds of changes in the motion of an object. 6
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Observe that light travels in a straight line away from its source until it strikes an object. Observe that when light strikes an object, it can reflect off the object, transmit through the object, be absorbed within the object, or a combination of these phenomena. Give examples of light being reflected, transmitted, and/or absorbed by objects. 3
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Using the physical properties of objects, make predictions about how light will behave when it strikes the object. Categorize materials as transparent, translucent, absorbent or reflective based on how they interact with light. 3
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Describe how to promote healthy digestion and recognize some symptoms that indicate disturbances associated with the normal functioning of the digestive system (i.e., stomach ache, flatulence). 28
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Identify, label the parts, and describe the basic functions of the human digestive tract including the mouth, esophagus, stomach, small intestine, large intestine (colon), rectum, and anus. 6
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Compare and contrast the human body digestive system with that of other animals e.g., earthworm, chicken, fish, crayfish, snail, cow. 6
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Identify external structures (i.e., legs) and behaviors (i.e., walking) of organisms that enable them to survive in their particular ecosystem and describe how these structures enable the organisms to respond to internal (i.e., hunger) and external (i.e., temperature, danger) cues. 11
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Research the ways that a variety of organisms respond to internal (i.e., need for food and shelter) and external (i.e., presence of predators) cues. Describe the similarities and differences among the organisms. 42
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Identify plants and animals in an ecosystem (i.e., beach, woodland, marsh, meadow). Examine the life cycles of the plants and animals and identify factors in the ecosystem that are beneficial or harmful to the organisms at various stages in its life cycle (i.e., young fish are small which makes them able to hide in plants but this characteristic also makes them more vulnerable to predators). 47
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Examine a variety of ecosystems such as marsh, pond, field, forest. Compare how the organisms, the habitat, and the food chains are similar and different in these ecosystems. 58
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Differentiate between an organism's 'habitat' (where an animal lives) and its 'territory' (an area claimed as its own space). Select an organism and describe its habitat and territory. 29
Suggested Titles for Delaware Science State Standard 1.1.30.

1.1.31. Predict and describe how a dramatic increase or decrease in the population size of a single species within an ecosystem affects the entire ecosystem. 35
Suggested Titles for Delaware Science State Standard 1.1.31.

1.1.32. Identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). 29
Suggested Titles for Delaware Science State Standard 1.1.32.

1.1.33. Conduct investigations to simulate terrestrial and aquatic ecosystems and their interdependence. Demonstrate and describe how alteration of one part of the ecosystem (i.e., change in pH, over fertilization, addition of salt) may cause changes throughout the entire ecosystem. 29
Suggested Titles for Delaware Science State Standard 1.1.33.

1.1.34. Categorize the organisms within an ecosystem according to the function they serve as producers, consumers, or decomposers. Explain why the organism was categorized this way. 35
Suggested Titles for Delaware Science State Standard 1.1.34.

1.1.35. Identify the Sun as a source of energy that drives an ecosystem. Describe the path of energy from the Sun to the producers then to the consumer in the food chain. Recognize that an organism has dependent and independent relationships in an ecosystem. 14
Suggested Titles for Delaware Science State Standard 1.1.35.

1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.

1.2.1. Research and report on recycling of household materials (e.g., glass, newspaper, plastics) and how these materials are reused. 18
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. 14
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Identify safety equipment (e.g., goggles, gloves) and procedures (e.g., washing hands, wafting, not eating) used in classroom science investigations. Explain how these promote healthy living and prevent injuries. 26
Suggested Titles for Delaware Science State Standard 1.2.3.

1.2.4. Identify natural (i.e., wildfire, flood, drought) and man-made changes (forest clear cutting, input of pollutants, filling in of marshland) to an ecosystem. Discuss how these changes affect the balance of an ecosystem. 103
Suggested Titles for Delaware Science State Standard 1.2.4.

1.3. Enduring Understandings: Understanding past processes and contributions is essential in building scientific knowledge.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. Separate the components of a mixture by using the physical properties of the components and choosing the appropriate processes (e.g., evaporation, filtering). 23
Suggested Titles for Delaware Science State Standard 2.2.1.

2.2.2. Make and implement a plan to separate mixtures. Revise the plan based on evidence collected. Record and communicate the results. 23
Suggested Titles for Delaware Science State Standard 2.2.2.

2.2.3. Combine different amounts of solid material and water. Compare the properties of these solutions, (i.e., color, viscosity, clarity). 23
Suggested Titles for Delaware Science State Standard 2.2.3.

2.2.4. Compare the mass of mixtures and solutions to the mass of their component parts. 23
Suggested Titles for Delaware Science State Standard 2.2.4.

2.2.5. Determine the quantities of two different materials (e.g., salt and sugar) required to saturate equal volumes of water and compare the results. Recognize that some materials are more soluble in water than other materials. 23
Suggested Titles for Delaware Science State Standard 2.2.5.

2.3. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.3.1. Research and report on recycling of household materials (e.g., glass, newspaper, plastics) and how these materials are reused. 18
Suggested Titles for Delaware Science State Standard 2.3.1.

DE.3. Energy and Its Effects

3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).

3.1.1. Identify sunlight as the source of energy needed for plants to make their own food. Observe that sunlight can also warm objects such as the surface of the Earth. 17
Suggested Titles for Delaware Science State Standard 3.1.1.

3.1.2. Identify that sunlight has three major components; visible, infrared, and ultraviolet, and that the infrared and ultraviolet components cannot be detected by human eyes. 7
Suggested Titles for Delaware Science State Standard 3.1.2.

3.1.3. Design and implement an investigation to show that white light coming from the sun consists of a variety of component waves that appear to have different colors to our eyes. Record observations of the investigation and use evidence to communicate results. 32
Suggested Titles for Delaware Science State Standard 3.1.3.

3.1.4. Distinguish ultraviolet from infrared light energy. Although each is invisible to the human eye without the use of technology, describe how the presence of each is detected (i.e., night vision goggles to see infrared energy, sunburn indicates ultraviolet). 28
Suggested Titles for Delaware Science State Standard 3.1.4.

3.1.5. Observe that sound is produced by vibrating objects and give examples of vibrating objects that produce sound. 4
Suggested Titles for Delaware Science State Standard 3.1.5.

3.1.6. Observe that volume is a property of sound that determines how loud the sound is, and be able to describe what part of the vibrating object's motion determines the sound it produces. 4
Suggested Titles for Delaware Science State Standard 3.1.6.

3.1.7. Describe the relationship between the pitch of a sound and the physical properties of the sound source (i.e., length of vibrating object, frequency of vibrations, and tension of vibrating string). Describe how the pitch of sound is different from the volume. 4
Suggested Titles for Delaware Science State Standard 3.1.7.

3.1.8. Identify that sound energy needs a medium through which to travel. Compare how effectively sound travels through solids, liquids, and air. Demonstrate that vibrations in materials set up wavelike disturbances that spread away from the source. Construct a method to direct sound from the source to the receiver. 6
Suggested Titles for Delaware Science State Standard 3.1.8.

3.1.9. Identify that the energy of a moving object depends upon its speed. Give examples of how an object's energy of motion increases when the object's speed increases. 33
Suggested Titles for Delaware Science State Standard 3.1.9.

3.1.10. Describe how energy can be stored in an elastic object or material by stretching it. Use diagrams to describe ways that the energy stored in a stretched object can be used to make objects move. 33
Suggested Titles for Delaware Science State Standard 3.1.10.

3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.

3.2.1. Use rulers, meter sticks, tapes, and watches to measure the distance objects travel in a given period of time, and how much time it takes for an object to travel a certain distance. Organize the measurements in tables, and construct graphs based on the measurements. Reach qualitative conclusions about the speeds of the objects (faster versus slower). 20
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Demonstrate and explain how forces of different sizes and directions can produce different kinds of changes in the motion of an object. 6
Suggested Titles for Delaware Science State Standard 3.2.2.

3.2.3. Explain how the flow of heat energy contributes to the melting and freezing processes. Describe which way heat energy must flow for liquid water to boil. 5
Suggested Titles for Delaware Science State Standard 3.2.3.

3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Observe that light travels in a straight line away from its source until it strikes an object. Observe that when light strikes an object, it can reflect off the object, transmit through the object, be absorbed within the object, or a combination of these phenomena. Give examples of light being reflected, transmitted, and/or absorbed by objects. 3
Suggested Titles for Delaware Science State Standard 3.3.1.

3.3.2. Using the physical properties of objects, make predictions about how light will behave when it strikes the object. Categorize materials as transparent, translucent, absorbent or reflective based on how they interact with light. 3
Suggested Titles for Delaware Science State Standard 3.3.2.

3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1 Recognize that solar energy, an inexhaustible source, is an alternative energy source to fossil fuels, an exhaustible source. Using books, computers and other resources, search for ways that we can use sunlight to heat and light our homes, and generate electrical energy. Report your results by making a poster, a written report or an oral presentation. 41
Suggested Titles for Delaware Science State Standard 3.4.1

DE.4. Earth in Space

4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Sun, Earth, and Moon system that account for day and night.

4.2. Enduring Understandings: Most objects in the Solar System orbit the Sun.

4.3. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.

5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

DE.6. Life Processes

6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.

6.1.1. Recognize that the digestive system has many parts that work together to perform a function in humans and many other animals. 6
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Describe how to promote healthy digestion and recognize some symptoms that indicate disturbances associated with the normal functioning of the digestive system (i.e., stomach ache, flatulence). 28
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Identify, label the parts, and describe the basic functions of the human digestive tract including the mouth, esophagus, stomach, small intestine, large intestine (colon), rectum, and anus. 6
Suggested Titles for Delaware Science State Standard 6.1.3.

6.1.4. Compare and contrast the human body digestive system with that of other animals e.g., earthworm, chicken, fish, crayfish, snail, cow. 6
Suggested Titles for Delaware Science State Standard 6.1.4.

6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Explain that all organisms require a form of energy to survive and that humans and other animals obtain energy and materials from food. 10
Suggested Titles for Delaware Science State Standard 6.2.1.

6.3. Enduring Understandings: Organisms respond to internal and external cues, which allow them to survive.

6.3.1. Identify external structures (i.e., legs) and behaviors (i.e., walking) of organisms that enable them to survive in their particular ecosystem and describe how these structures enable the organisms to respond to internal (i.e., hunger) and external (i.e., temperature, danger) cues. 35
Suggested Titles for Delaware Science State Standard 6.3.1.

6.3.2. Research the ways that a variety of organisms respond to internal (i.e., need for food and shelter) and external (i.e., presence of predators) cues. Describe the similarities and differences among the organisms. 29
Suggested Titles for Delaware Science State Standard 6.3.2.

6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Identify safety equipment (e.g., goggles, gloves) and procedures (e.g., washing hands, wafting, not eating) used in classroom science investigations. Explain how these promote healthy living and prevent injuries. 26
Suggested Titles for Delaware Science State Standard 6.4.1.

6.4.2. Identify and discuss how short-term and long-term alterations in the environment affect the health of organisms found in that ecosystem. 18
Suggested Titles for Delaware Science State Standard 6.4.2.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Identify plants and animals in an ecosystem (i.e., beach, woodland, marsh, meadow). Examine the life cycles of the plants and animals and identify factors in the ecosystem that are beneficial or harmful to the organisms at various stages in its life cycle (i.e., young fish are small which makes them able to hide in plants, but this characteristic also makes them more vulnerable to predators). 37
Suggested Titles for Delaware Science State Standard 7.1.1.

7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize that there are many different kinds of vertebrates and invertebrates in the world's ecosystem with a diverse variety of organisms in each group. 31
Suggested Titles for Delaware Science State Standard 7.2.1.

7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

DE.8. Ecology

8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. Examine a variety of ecosystems such as marsh, pond, field, forest. Compare how the organisms, the habitat, and the food chains are similar and different in these ecosystems. 58
Suggested Titles for Delaware Science State Standard 8.1.1.

8.1.2. Differentiate between an organism's 'habitat' (where an animal lives) and its 'territory' (an area claimed as its own space). Select an organism and describe its habitat and territory. 29
Suggested Titles for Delaware Science State Standard 8.1.2.

8.1.3. Predict and describe how a dramatic increase or decrease in the population size of a single species within an ecosystem affects the entire ecosystem. 35
Suggested Titles for Delaware Science State Standard 8.1.3.

8.1.4. Identify environmental factors that affect the growth and reproduction of organisms in an ecosystem (e.g., temperature can affect germination and soil moisture). 29
Suggested Titles for Delaware Science State Standard 8.1.4.

8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. Conduct investigations to simulate terrestrial and aquatic ecosystems and their interdependence. Demonstrate and describe how alteration of one part of the ecosystem (i.e., change in pH, over fertilization, addition of salt) may cause changes throughout the entire ecosystem. 56
Suggested Titles for Delaware Science State Standard 8.2.1.

8.2.2. Categorize the organisms within an ecosystem according to the function they serve as producers, consumers, or decomposers. Explain why the organism was categorized this way. 36
Suggested Titles for Delaware Science State Standard 8.2.2.

8.2.3. Identify the Sun as a source of energy that drives an ecosystem. Describe the path of energy from the Sun to the producers then to the consumer in the food chain. Recognize that an organism has dependent and independent relationships in an ecosystem. 14
Suggested Titles for Delaware Science State Standard 8.2.3.

8.3. Enduring Understandings: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. Identify natural (i.e., wildfire, flood, drought) and man-made changes (forest clear cutting, input of pollutants, filling in of marshland) to an ecosystem. Discuss how these changes affect the balance of an ecosystem. 103
Suggested Titles for Delaware Science State Standard 8.3.1.

8.3.2. Explain why moving organisms from their ecosystem to a new ecosystem may upset the balance of the new ecosystem, for example, by introduction of diseases or depletion of resources. 20
Suggested Titles for Delaware Science State Standard 8.3.2.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Frame and refine questions that can be investigated scientifically, and generate testable hypotheses. 18
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Design and conduct investigations with controlled variables to test hypotheses. 14
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students. 25
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. 14
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. 28
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology in conducting scientific inquiries. 25
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Trace the flow of energy from electrical energy to other forms of energy, such as light. Express whether energy was transferred, transformed or both. 7
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device and relate this to how much electrical energy is received. 7
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects. 12
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Graph and interpret time versus distance graphs for constant speed. Use the graphs to describe how the position of an object changes in a time interval. 12
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Describe how the speed of an object depends on the distance traveled and the travel time. Explain how the motion of an object can be described by its position, speed, and direction of motion. 12
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Give examples of objects at rest, and identify the forces that act on an object while it remains at rest (gravity, supportive forces, friction, other pushing or pulling forces). Explain that if the object is not moving, it must have at least two forces acting on it that are balanced. 5
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Give examples of moving objects and identify the forces that act on these objects. Select examples where only one force acts on the object and examples where two or more forces act on the object. Explain that unbalanced forces acting on an object will change its speed, direction of motion or both. 5
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Conduct investigations to describe how the relative directions of forces simultaneously acting on an object (reinforce or cancel each other) will determine how strongly the combination of these forces influences the motion of the object. 16
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves. 16
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Conduct investigations using simple machines to demonstrate how forces transfer energy. Explain that simple machine may change the direction of an applied force (directional advantage) or the size of the force that is applied (mechanical advantage) but that the amount of energy transferred by the simple machine is equal to the amount of energy transferred to the simple machine. 11
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Explain that the transfer of energy from one object to another is caused by the exertion of a force. Use the size of the force and the distance over which the force acts to compare how much energy is transferred into a simple machine to how much energy is transferred out of a simple machine. 5
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine. 19
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Show how electrical energy carried by currents in wires can be used to create magnetic fields. Demonstrate how these fields exert magnetic forces on permanent magnets. Explain how these magnetic forces in electric motors are used to change the electrical energy into the energy of motion. 7
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Use appropriate instruments and tools to identify the sedimentary rocks limestone, shale, and sandstone. Infer the environmental conditions in which these rocks formed. 26
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Examine sedimentary rock formations. Use relative dating and fossil evidence to correlate sedimentary rock sequences. Infer the succession of environmental events that occurred from one rock sequence to another (transgression or regression of the seas). 42
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Use the correlated sedimentary rock sequences to support Earth's geologic time scale. 26
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering. 26
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Investigate how weathered materials are transported (i.e., mass movement and wind, water, and ice processes) in the process of erosion. Explain how erosion shapes rock particles. 26
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Describe the process by which eroded materials can form horizontal layers of sedimentary rock. 26
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries. 4
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Label and describe the functions of the basic parts of the male and female reproductive systems. 7
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Label and describe the functions of the basic parts of the respiratory system including the trachea, bronchi and lungs. 2
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus. 2
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Conduct simple investigations (how the body reacts to exercise, changes in temperature, etc.) to determine how the systems in the human organism respond to various external stimuli to maintain stable internal conditions. 36
Suggested Titles for Delaware Science State Standard 1.1.30.

1.1.31. Recognize that fossils indicate that many organisms that lived long ago are extinct. Use index fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation. Recognize, through fossil evidence, that some species can be traced back in geologic time. 19
Suggested Titles for Delaware Science State Standard 1.1.31.

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. Compare the differences in power usage in different electrical devices/appliances. Discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. Select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings. 21
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health. 35
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Research and report on how body systems are affected by lifestyle choices such as diet or exercise (for example lack of exercise leads to cardiovascular disease). 16
Suggested Titles for Delaware Science State Standard 1.2.3.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.4. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. List, as basic forms of energy, light, heat, sound, electrical, and energy of motion. 31
Suggested Titles for Delaware Science State Standard 3.1.1.

3.1.2. Explain that electrical energy is a form of energy that is transferred through circuits to devices that are designed to make use of this form of energy (e.g., lamps, fans, computers, etc.). 7
Suggested Titles for Delaware Science State Standard 3.1.2.

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. Describe the role of electrical charge in circuits by using a model of electrical circuits. 7
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Relate that electrical energy carried by charges in a circuit is transferred to devices in the circuit and is usually changed into (transformed) different kinds of energy by these devices (e.g., light bulbs change electrical energy into light and heat energy, motors turn the electrical energy into energy of motion). Trace the flow of energy from electrical energy to other forms of energy, such as light. Express whether energy was transferred, transformed or both. 14
Suggested Titles for Delaware Science State Standard 3.2.2.

3.2.3. Construct both series and parallel circuits to investigate and describe how multiple devices in series or parallel (bulbs, motors) perform (dim versus bright, fast versus slow). Describe how the way the devices are connected affects the functioning (i.e., dim versus bright) of the device, and relate this to how much electrical energy is received. 12
Suggested Titles for Delaware Science State Standard 3.2.3.

3.2.4. Conduct investigations on a moving object and make measurements of time and distance traveled and determine the average speed of moving objects. 16
Suggested Titles for Delaware Science State Standard 3.2.4.

3.2.5. Graph and interpret distance versus time graphs for constant speed. Use the graphs to describe how the position of an object changes in a time interval. 16
Suggested Titles for Delaware Science State Standard 3.2.5.

3.2.6. Describe how the speed of an object depends on the distance traveled and the travel time. Explain how the motion of an object can be described by its position, speed, and direction of motion. 5
Suggested Titles for Delaware Science State Standard 3.2.6.

3.2.7. Explain that the earth will pull on all objects with a force called gravity that is directed inward toward the center of the Earth. 7
Suggested Titles for Delaware Science State Standard 3.2.7.

3.2.8. Give examples of objects at rest, and identify the forces that act on an object while it remains at rest (gravity, supportive forces, friction, other pushing or pulling forces). Explain that if the object is not moving, it must have at least two forces acting on it that are balanced. 5
Suggested Titles for Delaware Science State Standard 3.2.8.

3.2.9. Give examples of moving objects and identify the forces that act on these objects. Select examples where only one force acts on the object and examples where two or more forces act on the object. Explain that unbalanced forces acting on an object will change its speed, direction of motion, or both. 5
Suggested Titles for Delaware Science State Standard 3.2.9.

3.2.10. Conduct investigations to describe how the relative directions of forces simultaneously acting on an object (reinforce or cancel each other) will determine how strongly the combination of these forces influences the motion of the object. 16
Suggested Titles for Delaware Science State Standard 3.2.10.

3.2.11. Conduct investigations and describe how a force can be directed to increase the speed of an object, decrease the speed of the object or change the direction in which the object moves. 16
Suggested Titles for Delaware Science State Standard 3.2.11.

3.2.12. Explain that an object that feels the effects of balanced forces may be at rest or may be moving in a straight line with a speed that does not change. 5
Suggested Titles for Delaware Science State Standard 3.2.12.

3.2.13. Conduct investigations using simple machines to demonstrate how forces transfer energy. Explain that simple machine may change the direction of an applied force (directional advantage) or the size of the force that is applied (mechanical advantage) but that the amount of energy transferred by the simple machine is equal to the amount of energy transferred to the simple machine. 16
Suggested Titles for Delaware Science State Standard 3.2.13.

3.2.14. Explain that the transfer of energy from one object to another is caused by the exertion of a force. 25
Suggested Titles for Delaware Science State Standard 3.2.14.

3.2.15. Use the size of the force and the distance over which the force acts to compare how much energy is transferred into a simple machine to how much energy is transferred out of a simple machine. 20
Suggested Titles for Delaware Science State Standard 3.2.15.

3.2.16. Design a device that relies on the directional and/or mechanical advantage of a simple machine to perform a task (e.g., lift a weight, move a heavy object). Identify the forces and motions involved, the source of the energy used to complete the task, and how the energy is used by the simple machine. 34
Suggested Titles for Delaware Science State Standard 3.2.16.

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Show how electrical energy carried by currents in wires can be used to create magnetic fields. Demonstrate how these fields exert magnetic forces on permanent magnets 7
Suggested Titles for Delaware Science State Standard 3.3.1.

3.3.2. Explain how these magnetic forces in electric motors are used to change the electrical energy into the energy of motion. 7
Suggested Titles for Delaware Science State Standard 3.3.2.

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Compare the differences in power usage in different electrical devices/appliances. Discuss which devices/appliances (i.e., washer, dryer, refrigerator, electric furnace) are manufactured to require less energy. 7
Suggested Titles for Delaware Science State Standard 3.4.1.

3.4.2. Select one device/appliance, research different brands and their energy usage, determine which would be the better buy, and report on the findings. 85
Suggested Titles for Delaware Science State Standard 3.4.2.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun.

4.2. Enduring Understanding: All objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion.

4.3. Enduring Understanding: Technology expands our knowledge of the Solar System.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Use appropriate instruments and tools to identify the sedimentary rocks: limestone, shale, and sandstone. Infer the environmental conditions in which these rocks formed. 10
Suggested Titles for Delaware Science State Standard 5.1.1.

5.1.2. Examine sedimentary rock formations. Use relative dating and fossil evidence to correlate sedimentary rock sequences. Infer the succession of environmental events that occurred from one rock sequence to another (transgression or regression of the seas). Use the correlated sedimentary rock sequences to support Earth's geologic time scale. 42
Suggested Titles for Delaware Science State Standard 5.1.2.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. Investigate and describe how factors such as abrasion, frost/ice wedging, temperature changes, and plant growth cause physical weathering of rocks. Infer the environment in which the sedimentary particles were formed based on the results of weathering. 11
Suggested Titles for Delaware Science State Standard 5.2.1.

5.2.2. Investigate how weathered materials are transported (i.e., mass movement and wind, water, and ice processes) in the process of erosion. Explain how erosion shapes rock particles. 25
Suggested Titles for Delaware Science State Standard 5.2.2.

5.2.3. Describe the process by which eroded materials can form horizontal layers of sedimentary rock. 26
Suggested Titles for Delaware Science State Standard 5.2.3.

5.2.4. Explain how sedimentary rocks are formed through the processes of weathering, erosion, and deposition. 26
Suggested Titles for Delaware Science State Standard 5.2.4.

5.2.5. Cite three lines of evidence such as the fit of coastlines, the similarity of rock type and contiguousness of bedding areas, and similarity of fossilized remains that indicate that the continents were once a large land mass. 41
Suggested Titles for Delaware Science State Standard 5.2.5.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

DE.6. Life Processes

6.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

6.1.1. Explain that human body systems are comprised of organs (e.g., the heart, the stomach, and the lungs) that perform specific functions within one or more systems. 12
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Label and describe the functions of the basic parts of the circulatory system including the heart, arteries, veins and capillaries. 4
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Label and describe the functions of the basic parts of the male and female reproductive systems. 7
Suggested Titles for Delaware Science State Standard 6.1.3.

6.1.4. Label and describe the functions of the basic parts of the respiratory system including the trachea, bronchi and lungs. 2
Suggested Titles for Delaware Science State Standard 6.1.4.

6.1.5. Label and describe the functions of the basic parts of the digestive tract including the mouth, esophagus, stomach, small intestine, liver, large intestine (colon), rectum and anus. 2
Suggested Titles for Delaware Science State Standard 6.1.5.

6.1.6. Express how the human circulatory, respiratory, and digestive systems work together to carry out life processes. 6
Suggested Titles for Delaware Science State Standard 6.1.6.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Trace how the circulatory, respiratory, and digestive systems interact to transport the food and oxygen required to provide energy for life processes. 6
Suggested Titles for Delaware Science State Standard 6.2.1.

6.3. Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive.

6.3.1. Conduct simple investigations (how the body reacts to exercise, changes in temperature, etc.) to determine how the systems in the human organism respond to various external stimuli to maintain stable internal conditions. 36
Suggested Titles for Delaware Science State Standard 6.3.1.

6.4. Enduring Understanding: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Use knowledge of human body systems to synthesize research data and make informed decisions regarding personal and public health. 35
Suggested Titles for Delaware Science State Standard 6.4.1.

6.4.2. Research and report on how body systems are affected by lifestyle choices such as diet or exercise, for example lack of exercise leads to cardiovascular disease. 20
Suggested Titles for Delaware Science State Standard 6.4.2.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize that fossils indicate that many organisms that lived long ago are extinct. Use index fossils to determine the relative age of rock sequences, and environmental conditions at the time of formation. 19
Suggested Titles for Delaware Science State Standard 7.2.1.

7.2.2. Recognize, through fossil evidence, that some species can be traced back in geologic time. 16
Suggested Titles for Delaware Science State Standard 7.2.2.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Frame and refine questions that can be investigated scientifically, and generate testable hypotheses. 36
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Design and conduct investigations with controlled variables to test hypotheses. 6
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students. 17
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. 6
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. 46
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology in conducting scientific inquiries. 17
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Recognize that all matter consists of particles and how the particles are arranged determines the physical state. Use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles. 3
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change of phase graph using the particle model, identifying the states of matter. 17
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Relate the states of matter to the changes (increase, decrease) of energy in the system. 48
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Make a model or drawing of particles of the same material in solid, liquid, and gas state. Describe the arrangement, spacing and energy in each state. 48
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Calculate the density of various solid materials. Use density to predict whether an object will sink or float in water. Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density. 3
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Use physical properties to distinguish and separate one substance or material from another. 3
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture. Recognize that a homogeneous mixture is a solution. 50
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point) depend on the nature and concentration of the solute and solvent. 50
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Describe the rate of solubility using the particle model. 54
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Conduct investigations to determine the effect of temperature on saturation point. Construct a solubility curve based on data collected. Describe solubility and saturation point using the particle model. 56
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Conduct investigations to demonstrate the process of diffusion. Use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration. 56
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). 50
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Describe how heat energy when added to a substance, will increase its temperature or change its state. Explain that as more heat energy is added to a substance, the particles' vibrations increase and the spacing between the particles increases, but the size of the particles stays the same. 80
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Create models that simulate the amount of salt, frozen, fresh, and potable water available on Earth's surface. Compare total water supply on Earth to the amount of potable water available for human use. 23
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Calculate the ratio/percent of water generally found in solid, liquid and gaseous form on or within the Earth's surface and use this ratio to compare the amounts of water stored in different states. 27
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Use diagrams of the hydrologic cycle to show and describe the circulation of water through the Earth's crust, oceans, and atmosphere. 27
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Explain how heat energy drives the water cycle. 7
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Use models or diagrams to explain how water stored underground (groundwater and aquifers) and water stored above ground (lakes, rivers, air, etc...) interact to form a continuous cycle. 27
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Investigate, through the use of models, how water acts as a solvent and as it passes through the water cycle it dissolves minerals, gases, and pollutants and carries them to surface water and ground water supplies. 27
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Conduct investigations and use the data to describe the extent to which the permeability and porosity of a soil sample affect the rate of water percolation. 32
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Use topographic maps to locate Delaware watersheds and to identify the bodies of water into which they drain. Analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. 30
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Conduct tests including temperature, pH, salinity, dissolved oxygen, turbidity, nitrate, and phosphate to determine the potability of local water samples. 34
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Identify macro-invertebrates in a local stream and apply this identification in determining the stream's ecological health. 26
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Identify and apply criteria for determining whether specimens or samples are living, dead, dormant or nonliving. 12
Suggested Titles for Delaware Science State Standard 1.1.30.

1.1.31. Classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Give examples of organisms from each kingdom. 10
Suggested Titles for Delaware Science State Standard 1.1.31.

1.1.32. Observe and sketch cells using microscopes and other appropriate tools. Compare and contrast plant, animal, protist, and bacterial cells by noting the presence or absence of major organelles (i.e., cell membrane, cell wall, nucleus, chloroplasts, mitochondria and vacuoles) using the sketches and other resources. Research external conditions needed by a variety of organisms for survival such as temperature, turbidity, pH, salinity, and amount of dissolved oxygen, phosphates, and nitrates. Predict how organisms may respond to changes in these external conditions based on research findings. 27
Suggested Titles for Delaware Science State Standard 1.1.32.

1.1.33. Recognize that reproduction is a process that occurs in all living systems and is essential to the continuation of the species. Use models or diagrams to identify the structures of a flowering plant that produce eggs and sperm and explain that plants as well as animals can reproduce sexually. 1
Suggested Titles for Delaware Science State Standard 1.1.33.

1.1.34. Given varied scenarios (including one or two parent reproduction, and having traits identical to or different than the parents), classify offspring as either sexually or asexually produced and justify your response. 41
Suggested Titles for Delaware Science State Standard 1.1.34.

1.1.35. Compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Relate advantages and/or disadvantages of each strategy. 42
Suggested Titles for Delaware Science State Standard 1.1.35.

1.1.36. Make a simple labeled drawing of human reproductive cells. Indicate that the sex cells (sperm and egg) each have half of the chromosomal number (23) as a fertilized egg (46). The fertilized egg has the same number of chromosomes as each of the body cells of the new organism. Recognize that different organisms may have different numbers of chromosomes and that the number of chromosomes does not relate to the complexity of the organism. 53
Suggested Titles for Delaware Science State Standard 1.1.36.

1.1.37. Make a simple labeled drawing of asexual reproduction as it occurs in sexually produced organisms at the cellular level. Indicate that resulting cells contain an identical copy of genetic information from the parent cell. 53
Suggested Titles for Delaware Science State Standard 1.1.37.

1.1.38. Describe the relationship between genes, chromosomes, and DNA in terms of location and relative size. 40
Suggested Titles for Delaware Science State Standard 1.1.38.

1.1.39. Use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically. 40
Suggested Titles for Delaware Science State Standard 1.1.39.

1.1.40. Use pedigrees to illustrate the heritability of dominant and recessive alleles over several generations. 40
Suggested Titles for Delaware Science State Standard 1.1.40.

1.1.41. Research and report on the contributions of Gregor Mendel and other genetic researchers and how their contributions altered the body of scientific knowledge. 3
Suggested Titles for Delaware Science State Standard 1.1.41.

1.1.42. Identify 'kingdom' as the first main level of the standard classification system. Observe a variety of living organisms and determine into which kingdom they would be classified. 10
Suggested Titles for Delaware Science State Standard 1.1.42.

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. Select a manufactured item and identify its component materials. Explain how the physical properties of the materials contribute to the function of the item. 9
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and needs. 82
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Research and report on the processes used by municipalities to ensure water taken from local reservoirs is safe to return to the environment. 2
Suggested Titles for Delaware Science State Standard 1.2.3.

1.2.4. Investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. 33
Suggested Titles for Delaware Science State Standard 1.2.4.

1.2.5. List ways in which human intervention can help maintain an adequate supply of fresh water for human consumption. Apply knowledge and skills learned about water as a resource to study local sources of drinking water and devise a water quality stewardship plan. 81
Suggested Titles for Delaware Science State Standard 1.2.5.

1.2.6. Use various indicators (pH, turbidity, nitrates, phosphates, salinity, and macro-invertebrate surveys) to establish the health and potential potability of local bodies of water. 27
Suggested Titles for Delaware Science State Standard 1.2.6.

1.2.7. Research and report on selective breeding. Select an organism (e.g., race horses, pedigree dogs, drought resistant plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding. 23
Suggested Titles for Delaware Science State Standard 1.2.7.

1.2.8. Recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. 40
Suggested Titles for Delaware Science State Standard 1.2.8.

1.2.9. Explain how sanitation measures such as sewers, landfills, and water treatment are important in controlling the spread of organisms that contaminate water and cause disease. 138
Suggested Titles for Delaware Science State Standard 1.2.9.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. Research the sequence of events that led to the formation of the cell theory and correlate these events with technological advancements (e.g., hand lens, microscopes, and staining techniques). 34
Suggested Titles for Delaware Science State Standard 1.3.1.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. Recognize that all matter consists of particles and how the particles are arranged determines the physical state. Use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles. 50
Suggested Titles for Delaware Science State Standard 2.1.1.

2.1.2. Measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change of phase graph using the particle model, identifying the states of matter. 61
Suggested Titles for Delaware Science State Standard 2.1.2.

2.1.3. Analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Relate the states of matter to the changes (increase, decrease) of energy in the system. 48
Suggested Titles for Delaware Science State Standard 2.1.3.

2.1.4. Make a model or drawing of particles of the same material in solid, liquid, and gas state. Describe the arrangement, spacing and energy in each state. 14
Suggested Titles for Delaware Science State Standard 2.1.4.

2.1.5. Distinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed. 50
Suggested Titles for Delaware Science State Standard 2.1.5.

2.1.6. Calculate the density of various solid materials. Use density to predict whether an object will sink or float in water. Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density. 50
Suggested Titles for Delaware Science State Standard 2.1.6.

2.1.7. Use physical properties to distinguish and separate one substance or material from another. 50
Suggested Titles for Delaware Science State Standard 2.1.7.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. Distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture. Recognize that a homogeneous mixture is a solution. 50
Suggested Titles for Delaware Science State Standard 2.2.1.

2.2.2. Prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point) depend on the nature and concentration of the solute and solvent. 50
Suggested Titles for Delaware Science State Standard 2.2.2.

2.2.3. Conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Describe the rate of solubility using the particle model. 54
Suggested Titles for Delaware Science State Standard 2.2.3.

2.2.4. Conduct investigations to determine the effect of temperature on saturation point. 54
Suggested Titles for Delaware Science State Standard 2.2.4.

2.2.5. Construct a solubility curve based on data collected. Describe solubility and saturation point using the particle model. 65
Suggested Titles for Delaware Science State Standard 2.2.5.

2.2.6. Conduct investigations to demonstrate the process of diffusion. Use the particle model to describe the movement of materials from an area of higher concentration to an area of lower concentration. 4
Suggested Titles for Delaware Science State Standard 2.2.6.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.3.1. Show that mass is conserved when adding a solute to a solvent (mass of solvent + mass of solute = total mass of solution). 50
Suggested Titles for Delaware Science State Standard 2.3.1.

2.4. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.4.1. Select a manufactured item and identify its component materials. Explain how the physical properties of the materials contribute to the function of the item. 9
Suggested Titles for Delaware Science State Standard 2.4.1.

2.4.2. Discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and needs. 82
Suggested Titles for Delaware Science State Standard 2.4.2.

DE.3. Energy and Its Effects

3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. Describe how heat energy when added to a substance, will increase its temperature or change its state. Explain that as more heat energy is added to a substance, the particles' vibrations increase and the spacing between the particles increases, but the size of the particles stays the same. 5
Suggested Titles for Delaware Science State Standard 3.1.1.

3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun.

4.2. Enduring Understanding: All objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion.

4.3. Enduring Understanding: Technology expands our knowledge of the Solar System.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Create models that simulate the amount of salt, frozen, fresh, and potable water available on Earth's surface. Compare total water supply on Earth to the amount of potable water available for human use. 27
Suggested Titles for Delaware Science State Standard 5.1.1.

5.1.2. Calculate the ratio/percent of water generally found in solid, liquid and gaseous form on or within the Earth's surface and use this ratio to compare the amounts of water stored in different states. 30
Suggested Titles for Delaware Science State Standard 5.1.2.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. Use diagrams of the hydrologic cycle to show and describe the circulation of water through the Earth's crust, oceans, and atmosphere. 27
Suggested Titles for Delaware Science State Standard 5.2.1.

5.2.2. Use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Explain how heat energy drives the water cycle. 61
Suggested Titles for Delaware Science State Standard 5.2.2.

5.2.3. Use models or diagrams to explain how water stored underground (groundwater and aquifers) and water stored above ground (lakes, rivers, air, etc.) interact to form a continuous cycle. 27
Suggested Titles for Delaware Science State Standard 5.2.3.

5.2.4. Investigate, through the use of models, how water acts as a solvent and as it passes through the water cycle it dissolves minerals, gases, and pollutants and carries them to surface water and ground water supplies. 51
Suggested Titles for Delaware Science State Standard 5.2.4.

5.2.5. Conduct investigations and use the data to describe the extent to which the permeability and porosity of a soil sample affect the rate of water percolation. 34
Suggested Titles for Delaware Science State Standard 5.2.5.

5.2.6. Describe the role of wetlands and streamside forests (riparian) in filtering water as it runs off into local streams, rivers, and bays or seeps into ground water. 37
Suggested Titles for Delaware Science State Standard 5.2.6.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Use topographic maps to locate Delaware watersheds and to identify the bodies of water into which they drain. Analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. 30
Suggested Titles for Delaware Science State Standard 5.3.1.

5.3.2. Conduct tests including temperature, pH, salinity, dissolved oxygen, turbidity, nitrate, and phosphate to determine the potability of local water samples. 29
Suggested Titles for Delaware Science State Standard 5.3.2.

5.3.3. Identify macro-invertebrates in a local stream and apply this identification in determining the stream's ecological health. 26
Suggested Titles for Delaware Science State Standard 5.3.3.

5.3.4. Explain the impact of human activities (e.g., building roads, fertilizing golf courses, etc.) on the quality of Delaware's waters. 5
Suggested Titles for Delaware Science State Standard 5.3.4.

5.3.5. Research and report on the processes used by municipalities to ensure water taken from local reservoirs is safe to return to the environment. 49
Suggested Titles for Delaware Science State Standard 5.3.5.

5.3.6. Investigate and report on legislation such as the Clean Water Act and its impact on the quality of Delaware water. 33
Suggested Titles for Delaware Science State Standard 5.3.6.

5.3.7. List ways in which human intervention can help maintain an adequate supply of fresh water for human consumption. Apply knowledge and skills learned about water as a resource to study local sources of drinking water and devise a water quality stewardship plan. 29
Suggested Titles for Delaware Science State Standard 5.3.7.

DE.6. Life Processes

6.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

6.1.1. Identify and apply criteria for determining whether specimens or samples are living, dead, dormant or nonliving. 2
Suggested Titles for Delaware Science State Standard 6.1.1.

6.1.2. Classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Give examples of organisms from each kingdom. 10
Suggested Titles for Delaware Science State Standard 6.1.2.

6.1.3. Explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently. 34
Suggested Titles for Delaware Science State Standard 6.1.3.

6.1.4. Describe the hierarchical organization of multi-cellular organisms. Recognize that multi-celled organisms are organized as specialized cells within tissues that make up organs within organ systems, which work together to carry out life processes for the entire organism. 57
Suggested Titles for Delaware Science State Standard 6.1.4.

6.1.5. Observe and sketch cells using microscopes and other appropriate tools. Compare and contrast plant, animal, protist, and bacterial cells by noting the presence or absence of major organelles (i.e., cell membrane, cell wall, nucleus, chloroplasts, mitochondria and vacuoles) using the sketches and other resources. 27
Suggested Titles for Delaware Science State Standard 6.1.5.

6.1.6. Research the sequence of events that led to the formation of the cell theory and correlate these events with technological advancements (e.g., hand lens, microscopes, and staining techniques). 34
Suggested Titles for Delaware Science State Standard 6.1.6.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms. 12
Suggested Titles for Delaware Science State Standard 6.2.1.

6.2.2. Recognize that the process of cellular respiration in the mitochondria of both plants and animals releases energy from food. Indicate that this food provides the energy and materials for repair and growth of cells. Explain the complementary nature between photosynthesis and cellular respiration. 25
Suggested Titles for Delaware Science State Standard 6.2.2.

6.3. Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive.

6.3.1. Research external conditions needed by a variety of organisms for survival such as temperature, turbidity, pH, salinity, and amount of dissolved oxygen, phosphates, and nitrates. Predict how organisms may respond to changes in these external conditions based on research findings. 6
Suggested Titles for Delaware Science State Standard 6.3.1.

6.4. Enduring Understanding: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.4.1. Use various indicators (pH, turbidity, nitrates, phosphates, salinity, and macro-invertebrate surveys) to establish the health and potential potability of local bodies of water. 30
Suggested Titles for Delaware Science State Standard 6.4.1.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Recognize that reproduction is a process that occurs in all living systems and is essential to the continuation of the species. Use models or diagrams to identify the structures of a flowering plant that produce eggs and sperm and explain that plants, as well as, animals can reproduce sexually. 1
Suggested Titles for Delaware Science State Standard 7.1.1.

7.1.2. Given varied scenarios (including one or two parent reproduction, and having traits identical to or different than the parents), classify offspring as either sexually or asexually produced and justify your response. 41
Suggested Titles for Delaware Science State Standard 7.1.2.

7.1.3. Compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Relate advantages and/or disadvantages of each strategy. 42
Suggested Titles for Delaware Science State Standard 7.1.3.

7.1.4. Make a simple labeled drawing of human reproductive cells. Indicate that the sex cells (sperm and egg) each have half of the chromosomal number (23) as a fertilized egg (46). The fertilized egg has the same number of chromosomes as each of the body cells of the new organism. Recognize that different organisms may have different numbers of chromosomes and that the number of chromosomes does not relate to the complexity of the organism. 53
Suggested Titles for Delaware Science State Standard 7.1.4.

7.1.5. Make a simple labeled drawing of asexual reproduction as it occurs in sexually produced organisms at the cellular level. Indicate that resulting cells contain an identical copy of genetic information from the parent cell. 65
Suggested Titles for Delaware Science State Standard 7.1.5.

7.1.6. Describe the relationship between genes, chromosomes, and DNA in terms of location and relative size. 40
Suggested Titles for Delaware Science State Standard 7.1.6.

7.1.7. Explain how the sex chromosomes inherited from each parent determines the gender of the offspring. 40
Suggested Titles for Delaware Science State Standard 7.1.7.

7.1.8. Model a random process (e.g., coin toss) that illustrates which alleles can be passed from parent to offspring. 40
Suggested Titles for Delaware Science State Standard 7.1.8.

7.1.9. Use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically. 40
Suggested Titles for Delaware Science State Standard 7.1.9.

7.1.10. Use pedigrees to illustrate the heritability of dominant and recessive alleles over several generations. 40
Suggested Titles for Delaware Science State Standard 7.1.10.

7.1.11. Research and report on the contributions of Gregor Mendel and other genetic researchers and how their contributions altered the body of scientific knowledge. 41
Suggested Titles for Delaware Science State Standard 7.1.11.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring.

7.2.1. Explain through the use of models or diagrams, why sexually-produced offspring are not identical to their parents. 42
Suggested Titles for Delaware Science State Standard 7.2.1.

7.2.2. Identify 'kingdom' as the first main level of the standard classification system. Observe a variety of living organisms and determine into which kingdom they would be classified. 13
Suggested Titles for Delaware Science State Standard 7.2.2.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.

7.3.1. Research and report on selective breeding. Select an organism (e.g., race horses, pedigree dogs, drought resistant plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding. Recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. 65
Suggested Titles for Delaware Science State Standard 7.3.1.

7.3.2. Research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research. 157
Suggested Titles for Delaware Science State Standard 7.3.2.

DE.8. Ecology

8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. Explain how sanitation measures such as sewers, landfills, and water treatment are important in controlling the spread of organisms that contaminate water and cause disease. 138
Suggested Titles for Delaware Science State Standard 8.3.1.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Frame and refine questions that can be investigated scientifically, and generate testable hypotheses. 35
Suggested Titles for Delaware Science State Standard 1.1.1.

1.1.2. Design and conduct investigations with controlled variables to test hypotheses. 35
Suggested Titles for Delaware Science State Standard 1.1.2.

1.1.3. Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students. 52
Suggested Titles for Delaware Science State Standard 1.1.3.

1.1.4. Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. 35
Suggested Titles for Delaware Science State Standard 1.1.4.

1.1.5. Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results. 35
Suggested Titles for Delaware Science State Standard 1.1.5.

1.1.6. Use mathematics, reading, writing, and technology in conducting scientific inquiries. 52
Suggested Titles for Delaware Science State Standard 1.1.6.

1.1.7. Conduct simple investigations in which a variety of materials (sand, water, light colored materials, dark colored materials) are exposed to light and heat energy. Measure the change in temperature of the material and describe any changes that occur in terms of the physical properties of the material. 40
Suggested Titles for Delaware Science State Standard 1.1.7.

1.1.8. Conduct investigations, using a variety of materials, to show that some materials conduct heat more readily than others. Identify these materials as conductors or insulators. 35
Suggested Titles for Delaware Science State Standard 1.1.8.

1.1.9. Design and carry out investigations to determine how changing the mass of an object or changing its speed changes its kinetic energy. 32
Suggested Titles for Delaware Science State Standard 1.1.9.

1.1.10. Explain that gravitational potential energy (GPE) is the energy of position (above the Earth's surface) and that it depends on the object's mass and height above the ground. Relate that lifted objects have GPE and that the size of an object's GPE depends on its mass and the vertical distance it was lifted. Make a graph to demonstrate and describe how the GPE changes as the height of an object is increased or decreased. 20
Suggested Titles for Delaware Science State Standard 1.1.10.

1.1.11. Explain that the mechanical energy of an object is the sum of its kinetic energy and its potential energy at any point in time. Identify the mechanical energy of objects in different circumstances and identify whether the mechanical energy consists of KE, PE or both (i.e., a ball at rest at the top of an incline and in its motion part of the way down the incline or a model plane driven by a 'rubber band' motor, etc.). 18
Suggested Titles for Delaware Science State Standard 1.1.11.

1.1.12. Interpret graphical representations of energy to describe how changes in the potential energy of an object can influence changes in its kinetic energy. 35
Suggested Titles for Delaware Science State Standard 1.1.12.

1.1.13. Describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. 34
Suggested Titles for Delaware Science State Standard 1.1.13.

1.1.14. Explain that sound energy is mechanical energy that travels in the form of waves. Use the Particle Model to explain why sound waves must travel through matter, and that sound travels more effectively through solids and liquids than through gases. Model and describe how sound energy travels through solids, liquids, and gases. 15
Suggested Titles for Delaware Science State Standard 1.1.14.

1.1.15. Use the properties of sound waves and the Particle Model to describe how the pitch of two waves can be different and how the loudness of two waves can be different. 4
Suggested Titles for Delaware Science State Standard 1.1.15.

1.1.16. Explain that heat energy and sound energy both make the particles of a substance move. Use models to explain how the particles respond differently to these types of energy. Use models to explain why sound travels much faster through substances than heat energy does. 7
Suggested Titles for Delaware Science State Standard 1.1.16.

1.1.17. Explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. Explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Use diagrams to demonstrate the differences in different types of electromagnetic waves. 26
Suggested Titles for Delaware Science State Standard 1.1.17.

1.1.18. Plan and conduct an experiment to identify the presence of UV and IR waves in sunlight or other sources of electromagnetic waves. Use evidence to explain the presence of each. 27
Suggested Titles for Delaware Science State Standard 1.1.18.

1.1.19. Explain that the transfer of energy from one object to another is caused by the exertion of a force. Create an energy chain to show how forces can change the mechanical energy of an object. Describe how the distance over which the forces act will influence the amount of energy transferred (and when appropriate, the amount of energy transformed). 8
Suggested Titles for Delaware Science State Standard 1.1.19.

1.1.20. Give examples of how mechanical energy can be transferred to (or away from) an object and describe the changes that can take place in the motion of the object because of this energy transfer, (e.g., pulling on a trailer to start it moving or using friction to slow an object and bring it to rest). 26
Suggested Titles for Delaware Science State Standard 1.1.20.

1.1.21. Use diagrams to trace and describe the transfer of energy through a physical system (for example, the erosion effects of water flowing down an unprotected slope). 26
Suggested Titles for Delaware Science State Standard 1.1.21.

1.1.22. Use the Particle model to explain how mechanical waves can transport energy without transporting mass. Give examples that support the transfer of energy without any net transfer of matter. 18
Suggested Titles for Delaware Science State Standard 1.1.22.

1.1.23. Explain that the frequency and amplitude are two characteristics of waves that determine the mechanical energy carried and delivered by a sound wave per unit of time. Use diagrams to explain how each of these properties will influence the KE of the particles in the substance when a sound wave passes through the substance. Give an example of a high frequency sound wave that delivers small quantities of energy every second and explain how this is possible. Give an example of a low frequency sound wave that delivers large quantities of energy every second and explain how this is possible 4
Suggested Titles for Delaware Science State Standard 1.1.23.

1.1.24. Use the Particle Model to explain how heat energy is transferred through solid materials (conduction). Give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy and how both types of materials are used in typical homes. 19
Suggested Titles for Delaware Science State Standard 1.1.24.

1.1.25. Use the Particle Model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). 15
Suggested Titles for Delaware Science State Standard 1.1.25.

1.1.26. Conduct simple investigations to demonstrate that heat energy is transferred from one material to another in predictable ways (from materials at higher temperatures to materials at lower temperatures), until both materials reach the same temperature. 21
Suggested Titles for Delaware Science State Standard 1.1.26.

1.1.27. Explain how the addition or removal of heat energy can change an object's temperature or its physical state. Conduct simple investigations involving changes of physical state and temperature. Relate that there is no change in temperature when a substance is changing state. 13
Suggested Titles for Delaware Science State Standard 1.1.27.

1.1.28. Explain that energy transformation and energy transfer are different processes and that energy transformations can take place during an energy transfer. Give examples of energy transformations that take place during an energy transfer. Give examples of energy transfers that do not include energy transformations. Give examples of energy transformations that take place without any energy transfer. 12
Suggested Titles for Delaware Science State Standard 1.1.28.

1.1.29. Use energy chains to trace the flow of energy through physical systems. Indicate the energy transfers and the energy transformations that are involved in the processes (for example, the lighting of an electric lamp in a region serviced by a hydroelectric (or coal fueled) electric power plant, or the sediment that clouds a stream after a heavy rainfall). 18
Suggested Titles for Delaware Science State Standard 1.1.29.

1.1.30. Trace the flow of the energy carried by the light when the light strikes a material and is reflected from, transmitted through, and/or absorbed by the material. Describe the energy transfers and transformations that take place when light energy is absorbed by a material. 19
Suggested Titles for Delaware Science State Standard 1.1.30.

1.1.31. Conduct investigations to show that materials can absorb some frequencies of electromagnetic waves, but reflect others or allow them to transmit through the material. 32
Suggested Titles for Delaware Science State Standard 1.1.31.

1.1.32. Use this selective absorption process to explain how objects obtain their color, how materials like sunscreen can serve to protect us from harmful electromagnetic waves and how selective absorption contributes to the Greenhouse Effect. 12
Suggested Titles for Delaware Science State Standard 1.1.32.

1.1.33. Trace what happens to the energy from the Sun when it reaches Earth and encounters various materials, such as, atmosphere, oceans, soil, rocks, plants, and animals. Recognize that these materials absorb, reflect and transmit the electromagnetic waves coming from the sun differently. 26
Suggested Titles for Delaware Science State Standard 1.1.33.

1.1.34. Conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (for example, dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). 23
Suggested Titles for Delaware Science State Standard 1.1.34.

1.1.35. Use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Conduct an investigation that shows how water and soil are heated unequally by sunlight. 17
Suggested Titles for Delaware Science State Standard 1.1.35.

1.1.36. Describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. 17
Suggested Titles for Delaware Science State Standard 1.1.36.

1.1.37. Use models to describe how the relative positions of the Sun, Moon, and Earth account for Moon phases, eclipses, and tides. 14
Suggested Titles for Delaware Science State Standard 1.1.37.

1.1.38. Describe how the relative positions of the Earth, Moon and Sun can cause high and low tides, and unusually high or low tides. 14
Suggested Titles for Delaware Science State Standard 1.1.38.

1.1.39. Demonstrate an understanding of the components of our Solar System and their characteristics, including the Moon, the Sun, the planets and their moons, extra-solar planets, and smaller objects such as asteroids and comets. Construct scale models of the Solar System in order to describe the relative sizes of planets and their distances from the Sun. 39
Suggested Titles for Delaware Science State Standard 1.1.39.

1.1.40. Demonstrate an understanding of the motion of the bodies in our Solar System. Use models, charts, illustrations, and other suitable representations to predict and describe regular patterns of motion for most objects in the Solar System. 30
Suggested Titles for Delaware Science State Standard 1.1.40.

1.1.41. Explain how the Sun is the central and largest body in our Solar System and the source of the light energy that hits our planet. Use models to explain how variations in the amount of Sun's energy hitting the Earth's surface results in seasons. 12
Suggested Titles for Delaware Science State Standard 1.1.41.

1.1.42. Observe, measure, and predict changes in weather using atmospheric properties (wind speed and direction, cloud cover and type, temperature, dew point, air pressure, and relative humidity). Describe how air pressure and temperature change with increasing altitude and/or latitude. 49
Suggested Titles for Delaware Science State Standard 1.1.42.

1.1.43. Explain how uneven heating of Earth's components - water, land, air - produce local and global atmospheric and oceanic movement. Describe how these local and global patterns of movement influence weather and climate. 34
Suggested Titles for Delaware Science State Standard 1.1.43.

1.1.44. Investigate the rate at which different Earth materials absorb heat. Explain how these differences in heat absorption causes air pressure differences that result in convection currents (i.e., local land and sea breezes). 17
Suggested Titles for Delaware Science State Standard 1.1.44.

1.1.45. Use a variety of models, charts, diagrams, or simple investigations to explain how the Sun's energy drives the cycling of water through the Earth's crust, oceans, and atmosphere. 11
Suggested Titles for Delaware Science State Standard 1.1.45.

1.1.46. Examine maps of ocean currents and trace the origin and flow of such currents to explain the transfer of heat energy. Identify which currents have dominant influence on the Delaware coast. 7
Suggested Titles for Delaware Science State Standard 1.1.46.

1.1.47. Describe how origin affects an air mass's temperature and moisture content. 20
Suggested Titles for Delaware Science State Standard 1.1.47.

1.1.48. Describe how the interaction of air masses produces different fronts (warm, cold, and stationary) that influence our weather. 20
Suggested Titles for Delaware Science State Standard 1.1.48.

1.1.49. Describe how the formation of clouds is influenced by the dew point, environmental temperature and amount of particles in the air. Explain how various lifting mechanisms affect cloud formation. 20
Suggested Titles for Delaware Science State Standard 1.1.49.

1.1.50. Use cloud characteristics (altitude, composition, and form) to predict the weather. Discuss how different cloud types are indicators of weather and weather systems such as frontal systems and hurricanes. 25
Suggested Titles for Delaware Science State Standard 1.1.50.

1.1.51. Research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing parenting) that allow them to be successful. 18
Suggested Titles for Delaware Science State Standard 1.1.51.

1.1.52. Observe a variety of organisms and explain how a specific trait could increase an organism's chances of survival. 7
Suggested Titles for Delaware Science State Standard 1.1.52.

1.1.53. Conduct a natural selection simulation to demonstrate how physical adaptations (i.e., protective camouflage, long neck for food gathering, muscular legs for running, heavy beak for nut cracking, etc...) have selective advantages for an organism. Research and report on beneficial physical adaptations of a variety of organisms. 7
Suggested Titles for Delaware Science State Standard 1.1.53.

1.1.54. Investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed formation in plants) that occur in populations of organisms over generations. 7
Suggested Titles for Delaware Science State Standard 1.1.54.

1.1.55. Conduct simulations to investigate how organisms fulfill basic needs (i.e., food, shelter, air, space light/dark, and water) in a competitive environment. Relate how competition for resources can determine survival. 20
Suggested Titles for Delaware Science State Standard 1.1.55.

1.1.56. Examine an assortment of plants and animals and use simple classification keys, based on observable features, to sort and group the organisms. 55
Suggested Titles for Delaware Science State Standard 1.1.56.

1.1.57. Identify a variety of reasons for extinction of a species. Use research on a variety of extinct organisms to speculate causes of extinction (i.e., inability to adapt to environmental changes). 12
Suggested Titles for Delaware Science State Standard 1.1.57.

1.1.58. Survey the diversity of organisms in a local or model ecosystem. Recognizing that a population consists of all individuals of a species that occur together at a given place and time, describe how to estimate and then calculate the size of a large population of a variety of organisms. Chart the diversity of the organisms in the ecosystem. 7
Suggested Titles for Delaware Science State Standard 1.1.58.

1.1.59. Categorize populations of organisms according to the roles (producers, consumers, and decomposers) they play in an ecosystem. 11
Suggested Titles for Delaware Science State Standard 1.1.59.

1.1.60. Describe and explain how factors (i.e., space, food, water, disease) limit the number of organisms an ecosystem can support. 7
Suggested Titles for Delaware Science State Standard 1.1.60.

1.1.61. Construct a data table or line graph to show population changes of a selected species over time. Describe the population changes portrayed by the graph. 27
Suggested Titles for Delaware Science State Standard 1.1.61.

1.1.62. Observe graphs or data tables showing both the population growth of a species and the consequences of resource depletion on the population. Analyze the data and explain the effect that may occur from exponential growth of a population (given finite resources). 43
Suggested Titles for Delaware Science State Standard 1.1.62.

1.1.63. Investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed formation in plants) that occur in a group of organisms over generations. 19
Suggested Titles for Delaware Science State Standard 1.1.63.

1.1.64. Investigate local areas, disturbed and undisturbed, that are undergoing succession (i.e., abandoned gardens, ditch banks, and the edge of a forest). 18
Suggested Titles for Delaware Science State Standard 1.1.64.

1.1.65. Predict how plant communities that grow in the area may change over time and how their presence determines what kinds of animals may move into and out of the areas. 22
Suggested Titles for Delaware Science State Standard 1.1.65.

1.1.66. Construct food webs and identify the relationships among producers, consumers, and decomposers. 22
Suggested Titles for Delaware Science State Standard 1.1.66.

1.1.67. Design food webs and trace the flow of matter and energy (beginning with the Sun) through the food web. 23
Suggested Titles for Delaware Science State Standard 1.1.67.

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. Identify different forms of alternative energy (i.e., solar, wind, ocean waves, tidal and hydroelectric systems). Research and report on the use of this alternative form of energy. Discuss and compare findings to describe the advantages and disadvantages of different kinds of alternative energy. 37
Suggested Titles for Delaware Science State Standard 1.2.1.

1.2.2. Analyze data on sunrise and sunset times (in terms of length of daylight) and describe patterns. Explain the reason for the patterns by using models or computer simulations of the Earth and Sun. 12
Suggested Titles for Delaware Science State Standard 1.2.2.

1.2.3. Using internet, newspaper, and actual observations of the night sky for at least two months, collect data on the Moon's appearance, and moonrise and moonset times. Analyze the data to describe the observable patterns (phases). Explain why the Moon's appearance changes in a repeating cyclical pattern. 9
Suggested Titles for Delaware Science State Standard 1.2.3.

1.2.4. Use a variety of resources (e.g., NASA photographs, computer simulations) to compare and contrast the physical properties (i.e., temperature, size, composition, surface features) of planets. 22
Suggested Titles for Delaware Science State Standard 1.2.4.

1.2.5. Recognize that spin offs are products which have undergone a technology transfer process from research to public use. Research spin-offs from the space program that have affected our everyday lives (i.e., Velcro, smoke detectors, cordless tools). 17
Suggested Titles for Delaware Science State Standard 1.2.5.

1.2.6. Discuss the origin and identify characteristics (i.e., air circulation pattern, wind speed, temperature and dew point, and air pressure) of storm systems including hurricanes, Nor' easters, tornadoes, thunderstorms, and mid-latitude cyclones. Explain how these weather events can transfer heat. Describe the environmental, economic, and human impact of these storms. 33
Suggested Titles for Delaware Science State Standard 1.2.6.

1.2.7. Examine isobars on weather maps to describe how wind (moving air) travels from a region of high pressure to a region of low pressure. Apply this knowledge to explain the cause of wind. 24
Suggested Titles for Delaware Science State Standard 1.2.7.

1.2.8. Record and interpret daily weather measurements over an extended period of time using a variety of instruments (i.e., barometer, anemometer, sling psychrometer, rain gauge, and thermometer) in order to predict and to identify weather patterns. 14
Suggested Titles for Delaware Science State Standard 1.2.8.

1.2.9. Construct and use surface station models to represent local atmospheric data and interpret weather patterns on meteorological maps. 14
Suggested Titles for Delaware Science State Standard 1.2.9.

1.2.10. Examine satellite imagery pictures and use these images to identify cloud patterns and storm systems. 29
Suggested Titles for Delaware Science State Standard 1.2.10.

1.2.11. Use weather maps to describe the movement of fronts and storms and to predict their influence on local weather. 9
Suggested Titles for Delaware Science State Standard 1.2.11.

1.2.12. Research and analyze data on human population changes that have occurred in a specific Delaware ecosystem. Discuss reasons for changes in human population and explain how these changes have affected the biodiversity of local organisms and availability of natural resources in the given ecosystem (e.g., habitat loss, water quality, preservation/concentration efforts). 81
Suggested Titles for Delaware Science State Standard 1.2.12.

1.2.13. Identify ways in which invasive species can disrupt the balance of Delaware as well as other ecosystems (i.e., competition for resources including habitat and/or food). Research and report on an invasive species, indicating how this species has altered the ecosystem. 8
Suggested Titles for Delaware Science State Standard 1.2.13.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. Describe how scientists have historically confirmed that the Earth is round, not flat. 28
Suggested Titles for Delaware Science State Standard 1.3.1.

1.3.2. Describe how scientists have acquired knowledge about components of our Solar System. Recognize the importance of people and technologies that have led to our current understanding of space. 36
Suggested Titles for Delaware Science State Standard 1.3.2.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. Conduct simple investigations in which a variety of materials (sand, water, light colored materials, dark colored materials) are exposed to light and heat energy. Measure the change in temperature of the material and describe any changes that occur in terms of the physical properties of the material. 6
Suggested Titles for Delaware Science State Standard 2.1.1.

2.1.2. Conduct investigations, using a variety of materials, to show that some materials conduct heat more readily than others. Identify these materials as conductors or insulators. 3
Suggested Titles for Delaware Science State Standard 2.1.2.

2.1.3. Explain why insulators may be used to slow the change of temperature of hot or cold materials. 3
Suggested Titles for Delaware Science State Standard 2.1.3.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.4. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. Explain that kinetic energy is the energy an object has because of its motion and identify that kinetic energy depends upon the object's speed and mass. 7
Suggested Titles for Delaware Science State Standard 3.1.1.

3.1.2. Design and carry out investigations to determine how changing the mass of an object or changing its speed changes its kinetic energy. 7
Suggested Titles for Delaware Science State Standard 3.1.2.

3.1.3. Explain that gravitational potential energy (GPE) is the energy of position (above the Earth's surface) and that it depends on the object's mass and height above the ground. Relate that lifted objects have GPE and that the size of an object's GPE depends on its mass and the vertical distance it was lifted. Make a graph to demonstrate and describe how the GPE changes as the height of an object is increased or decreased. 7
Suggested Titles for Delaware Science State Standard 3.1.3.

3.1.4. Explain that the mechanical energy of an object is the sum of its kinetic energy and its potential energy at any point in time. Identify the mechanical energy of objects in different circumstances and identify whether the mechanical energy consists of KE, PE or both (i.e., a ball at rest at the top of an incline and in its motion part of the way down the incline, or a model plane driven by a 'rubber Band' motor, etc.). 7
Suggested Titles for Delaware Science State Standard 3.1.4.

3.1.5. Interpret graphical representations of energy to describe how changes in the potential energy of an object can influence changes in its kinetic energy. 24
Suggested Titles for Delaware Science State Standard 3.1.5.

3.1.6. Explain that the mechanical energy of an object is a measure of how much the object can change the motion of other objects or materials (e.g.,, a ball (or air) having a large kinetic energy can do more damage than a ball (or air) with less kinetic energy). 7
Suggested Titles for Delaware Science State Standard 3.1.6.

3.1.7. Use the particle model to explain heat energy as the combined random kinetic energy of particles that make up an object and while the heat energy and temperature of an object are related, they are different quantities. 10
Suggested Titles for Delaware Science State Standard 3.1.7.

3.1.8. Describe how the motion of water particles in a glass of cold water is different from the motion of water particles in a glass of hot water. 18
Suggested Titles for Delaware Science State Standard 3.1.8.

3.1.9. Explain that sound energy is mechanical energy that travels in the form of waves. Use the particle model to explain why sound waves must travel through matter, and that sound travels more effectively through solids and liquids than through gases. Model and describe how sound energy travels through solids, liquids, and gases. 10
Suggested Titles for Delaware Science State Standard 3.1.9.

3.1.10. Use the properties of sound waves and the particle model to describe how the pitch of two waves can be different and how the loudness of two waves can be different. 10
Suggested Titles for Delaware Science State Standard 3.1.10.

3.1.11. Explain that heat energy and sound energy both make the particles of a substance move. Use models to explain how the particles respond differently to these types of energy. Use models to explain why sound travels much faster through substances than heat energy does. 7
Suggested Titles for Delaware Science State Standard 3.1.11.

3.1.12. Relate that the sun is the source of almost all of the Earth's energy and that this energy travels to the Earth in the form of electromagnetic waves. Explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies. 11
Suggested Titles for Delaware Science State Standard 3.1.12.

3.1.13. Explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet waves. Use diagrams to demonstrate the differences in different types of electromagnetic waves. 24
Suggested Titles for Delaware Science State Standard 3.1.13.

3.1.14. Plan and conduct an experiment to identify the presence of UV and IR waves in sunlight or other sources of electromagnetic waves. Use evidence to explain the presence of each. 11
Suggested Titles for Delaware Science State Standard 3.1.14.

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. The force of gravity can act across very large distances of space. Through the force of gravity planets pull on their moons, and pull on each other. The sun pulls on all planets, moons and other celestial bodies in the solar system. Use an understanding of how forces change the motion of objects to explain how gravity is responsible for creating the orbital motion of planets and moons. 9
Suggested Titles for Delaware Science State Standard 3.2.1.

3.2.2. Explain that the transfer of energy from one object to another is caused by the exertion of a force. Create an energy chain to show how forces can change the mechanical energy of an object. Describe how the distance over which the forces act will influence the amount of energy transferred (and when appropriate, the amount of energy transformed). 9
Suggested Titles for Delaware Science State Standard 3.2.2.

3.2.3. Give examples of how mechanical energy can be transferred to (or away from) an object, and describe the changes that can take place in the motion of the object because of this energy transfer, (e.g., pulling on a trailer to start it moving or using friction to slow an object and bring it to rest). 25
Suggested Titles for Delaware Science State Standard 3.2.3.

3.2.4. Use diagrams to trace and describe the transfer of energy through a physical system (for example, the erosion effects of water flowing down an unprotected slope). 25
Suggested Titles for Delaware Science State Standard 3.2.4.

3.2.5. Use the particle model to explain how mechanical waves can transport energy without transporting mass. Give examples that support the transfer of energy without any net transfer of matter. 20
Suggested Titles for Delaware Science State Standard 3.2.5.

3.2.6. Explain that the frequency and amplitude are two characteristics of waves that determine the mechanical energy carried and delivered by a sound wave per unit of time. Use diagrams to explain how each of these properties will influence the KE of the particles in the substance when a sound wave passes through the substance. 20
Suggested Titles for Delaware Science State Standard 3.2.6.

3.2.7. The energy delivered by a wave depends on more than just the frequency. Give an example of a high frequency sound wave that delivers small quantities of energy every second and explain how this is possible. Give an example of a low frequency sound wave that delivers large quantities of energy every second and explain how this is possible. 20
Suggested Titles for Delaware Science State Standard 3.2.7.

3.2.8. Use the particle model to explain how heat energy is transferred through solid materials (conduction). Give examples of materials that are good 'conductors' of heat energy and examples of materials that are poor conductors of heat energy, and how both types of materials are used in typical homes. 20
Suggested Titles for Delaware Science State Standard 3.2.8.

3.2.9. Use the particle model to describe the difference between heat energy transfer in solids and heat energy transfer in liquids and gases (i.e., the differences between conduction and convection). 20
Suggested Titles for Delaware Science State Standard 3.2.9.

3.2.10. Use the particle model to explain why heat energy is always transferred from materials at higher temperatures to materials at lower temperatures. Explain why heat energy transfer ceases when the equilibrium temperature is reached. Explain that when this temperature is reached, the materials are in thermal equilibrium. 20
Suggested Titles for Delaware Science State Standard 3.2.10.

3.2.11. Conduct simple investigations to demonstrate that heat energy is transferred from one material to another in predictable ways (from materials at higher temperatures to materials at lower temperatures), until both materials reach the same temperature. 14
Suggested Titles for Delaware Science State Standard 3.2.11.

3.2.12. Explain how the addition or removal of heat energy can change an object's temperature or its physical state. Conduct simple investigations involving changes of physical state and temperature. Relate that there is no change in temperature when a substance is changing state. 24
Suggested Titles for Delaware Science State Standard 3.2.12.

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Identify that energy can exist in several forms, and when it changes from one form into another the process is called energy transformation. 14
Suggested Titles for Delaware Science State Standard 3.3.1.

3.3.2. Explain that energy transformation and energy transfer are different processes, and that energy transformations can take place during an energy transfer. Give examples of energy transformations that take place during an energy transfer. 14
Suggested Titles for Delaware Science State Standard 3.3.2.

3.3.3. Give examples of energy transfers that do not include energy transformations. Give examples of energy transformations that take place without any energy transfer. 14
Suggested Titles for Delaware Science State Standard 3.3.3.

3.3.4. Use energy chains to trace the flow of energy through physical systems. Indicate the energy transfers and the energy transformations that are involved in the processes (e.g., the lighting of an electric lamp in a region serviced by a hydroelectric (or coal fueled) electric power plant, or the sediment that clouds a stream after a heavy rainfall). 22
Suggested Titles for Delaware Science State Standard 3.3.4.

3.3.5. Recognize that when light enters an eye, the energy carried by the light waves carries information and allows living things to see. 5
Suggested Titles for Delaware Science State Standard 3.3.5.

3.3.6. Trace the flow of the energy carried by the light when the light strikes a material and is reflected from, transmitted through, and/or absorbed by the material. Describe the energy transfers and transformations that take place when light energy is absorbed by a material. 5
Suggested Titles for Delaware Science State Standard 3.3.6.

3.3.7. Conduct investigations to show that materials can absorb some frequencies of electromagnetic waves, but reflect others or allow them to transmit through the material. Use this selective absorption process to explain how objects obtain their color, how materials like sunscreen can serve to protect us from harmful electromagnetic waves, and how selective absorption contributes to the Greenhouse Effect. 5
Suggested Titles for Delaware Science State Standard 3.3.7.

3.3.8. Trace what happens to the energy from the Sun when it reaches Earth and encounters various materials, such as, atmosphere, oceans, soil, rocks, plants, and animals. Recognize that these materials absorb, reflect and transmit the electromagnetic waves coming from the sun differently. 21
Suggested Titles for Delaware Science State Standard 3.3.8.

3.3.9. Conduct investigations to determine how the physical properties of materials (e.g., size, shape, color, texture, hardness) can account for the effect the materials have on sunlight and the degree of change observed in the materials (e.g., dark cloth absorbs more heat than light cloth, clear water transmits more light than murky water, and polished materials reflect more light than dull materials). 23
Suggested Titles for Delaware Science State Standard 3.3.9.

3.3.10. Use the properties of water and soil to explain how uneven heating of Earth's surface can occur. Conduct an investigation that shows how water and soil are heated unequally by sunlight. Describe how this can be used to explain unequal heating of the Earth's surface, producing atmospheric movements that influence weather. 17
Suggested Titles for Delaware Science State Standard 3.3.10.

3.3.11. Use the particle model to explain why a material expands (takes up more space) as its temperature increases. Recognize that this expansion is due to the increase in the motion of the particles, and that the particles themselves remain the same size. 11
Suggested Titles for Delaware Science State Standard 3.3.11.

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Identify different forms of alternative energy (i.e., solar, wind, ocean waves, tidal and hydroelectric systems). Research and report on the use of this alternative form of energy. Discuss and compare findings to describe the advantages and disadvantages of different kinds of alternative energy. 74
Suggested Titles for Delaware Science State Standard 3.4.1.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun.

4.1.1. Describe how scientists have historically confirmed that the Earth is round, not flat. 6
Suggested Titles for Delaware Science State Standard 4.1.1.

4.1.2. Analyze data on sunrise and sunset times (in terms of length of daylight) and describe patterns. Explain the reason for the patterns by using models or computer simulations of the Earth and Sun. 6
Suggested Titles for Delaware Science State Standard 4.1.2.

4.1.3. Using internet, newspaper, and actual observations of the night sky for at least two months, collect data on the Moon's appearance, and moonrise and moonset times. Analyze the data to describe the observable patterns (phases). Explain why the Moon's appearance changes in a repeating cyclical pattern. 9
Suggested Titles for Delaware Science State Standard 4.1.3.

4.1.4. Use models to describe how the relative positions of the Sun, Moon, and Earth account for Moon phases, eclipses, and tides. 14
Suggested Titles for Delaware Science State Standard 4.1.4.

4.1.5. Describe how the relative positions of the Earth, Moon and Sun can cause high and low tides, and unusually high or low tides. 14
Suggested Titles for Delaware Science State Standard 4.1.5.

4.2. Enduring Understanding: All objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion.

4.2.1. Demonstrate an understanding of the components of our Solar System and their characteristics, including the Moon, the Sun, the planets and their moons, extra-solar planets, and smaller objects such as asteroids and comets. Construct scale models of the Solar System in order to describe the relative sizes of planets and their distances from the Sun. 15
Suggested Titles for Delaware Science State Standard 4.2.1.

4.2.2. Use a variety of resources (e.g., NASA photographs, computer simulations) to compare and contrast the physical properties (i.e., temperature, size, composition, surface features) of planets. 20
Suggested Titles for Delaware Science State Standard 4.2.2.

4.2.3. Demonstrate an understanding of the motion of the bodies in our Solar System. Use models, charts, illustrations, and other suitable representations to predict and describe regular patterns of motion for most objects in the Solar System. 15
Suggested Titles for Delaware Science State Standard 4.2.3.

4.2.4. Explain how the Sun is the central and largest body in our Solar System and the source of the light energy that hits our planet. Use models to explain how variations in the amount of Sun's energy hitting the Earth's surface results in seasons. 16
Suggested Titles for Delaware Science State Standard 4.2.4.

4.2.5. Recognize that the force of gravity keeps planets in orbit around the sun and influences objects on Earth and other planets (i.e., tides, ability of humans to move and function). Differentiate between an object's mass and weight. 12
Suggested Titles for Delaware Science State Standard 4.2.5.

4.3. Enduring Understanding: Technology expands our knowledge of the Solar System.

4.3.1. Describe how scientists have acquired knowledge about components of our Solar System. Recognize the importance of people and technologies that have led to our current understanding of space. 29
Suggested Titles for Delaware Science State Standard 4.3.1.

4.3.2. Recognize that spin-offs are products which have undergone a technology transfer process from research to public use. Research and report on spin-offs from the space program that have affected our everyday lives (i.e., Velcro, smoke detectors, cordless tools). 17
Suggested Titles for Delaware Science State Standard 4.3.2.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. Observe, measure, and predict changes in weather using atmospheric properties (wind speed and direction, cloud cover and type, temperature, dew point, air pressure, and relative humidity). Describe how air pressure and temperature change with increasing altitude and/or latitude. 11
Suggested Titles for Delaware Science State Standard 5.2.1.

5.2.2. Explain how uneven heating of Earth's components - water, land, air - produce local and global atmospheric and oceanic movement. Describe how these local and global patterns of movement influence weather and climate. 11
Suggested Titles for Delaware Science State Standard 5.2.2.

5.2.3. Investigate the rate at which different Earth materials absorb heat. Explain how these differences in heat absorption causes air pressure differences that result in convection currents (i.e., local land and sea breezes). 17
Suggested Titles for Delaware Science State Standard 5.2.3.

5.2.4. Use a variety of models, charts, diagrams, or simple investigations to explain how the Sun's energy drives the cycling of water through the Earth's crust, oceans, and atmosphere. 11
Suggested Titles for Delaware Science State Standard 5.2.4.

5.2.5. Examine maps of ocean currents and trace the origin and flow of such currents to explain the transfer of heat energy. Identify which currents have dominant influence on the Delaware coast. 7
Suggested Titles for Delaware Science State Standard 5.2.5.

5.2.6. Differentiate between weather, which is the condition of the atmosphere at a given time, and climate, which is the weather averaged over a long period of time. 1
Suggested Titles for Delaware Science State Standard 5.2.6.

5.2.7. Discuss the origin and identify characteristics (i.e., air circulation pattern, wind speed, temperature and dew point, and air pressure) of storm systems including hurricanes, Nor' easters, tornadoes, thunderstorms, and mid-latitude cyclones. Explain how these weather events can transfer heat. Describe the environmental, economic, and human impact of these storms. 21
Suggested Titles for Delaware Science State Standard 5.2.7.

5.2.8. Compare and contrast different storm systems in terms of size, formation, and associated weather. 27
Suggested Titles for Delaware Science State Standard 5.2.8.

5.2.9. Describe how origin affects the temperature and moisture content of an air mass. Describe how the interaction of air masses produces different fronts (warm, cold, and stationary) that influence our weather. 7
Suggested Titles for Delaware Science State Standard 5.2.9.

5.2.10. Describe how the formation of clouds is influenced by the dew point, environmental temperature and amount of particles in the air. Explain how various lifting mechanisms affect cloud formation. 7
Suggested Titles for Delaware Science State Standard 5.2.10.

5.2.11. Use cloud characteristics (altitude, composition, and form) to predict the weather. Discuss how different cloud types are indicators of weather and weather systems such as frontal systems and hurricanes 7
Suggested Titles for Delaware Science State Standard 5.2.11.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Examine isobars on weather maps to describe how wind (moving air) travels from a region of high pressure to a region of low pressure. Apply this knowledge to explain the cause of wind. 7
Suggested Titles for Delaware Science State Standard 5.3.1.

5.3.2. Record and interpret daily weather measurements over an extended period of time using a variety of instruments (i.e., barometer, anemometer, sling psychrometer, rain gauge, and thermometer) in order to predict and to identify weather patterns. 7
Suggested Titles for Delaware Science State Standard 5.3.2.

5.3.3. Construct and use surface station models to represent local atmospheric data and interpret weather patterns on meteorological maps. 7
Suggested Titles for Delaware Science State Standard 5.3.3.

5.3.4. Examine satellite imagery pictures and use these images to identify cloud patterns and storm systems. 7
Suggested Titles for Delaware Science State Standard 5.3.4.

5.3.5. Use weather maps to describe the movement of fronts and storms and to predict their influence on local weather. 7
Suggested Titles for Delaware Science State Standard 5.3.5.

DE.6. Life Processes

6.1. Enduring Understanding: Living systems demonstrate the complementary nature of structure and function.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.3. Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive.

6.3.1. Understand and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions. 25
Suggested Titles for Delaware Science State Standard 6.3.1.

6.4. Enduring Understanding: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Relate the advantages and disadvantages of different reproductive strategies in terms of energy expenditure per offspring and survival rates of that offspring. 6
Suggested Titles for Delaware Science State Standard 7.1.1.

7.1.2. Research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing parenting) that allow them to be successful. 6
Suggested Titles for Delaware Science State Standard 7.1.2.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize that species acquire many of their unique characteristics through biological adaptations, which involve the selection of naturally occurring variations in populations. 19
Suggested Titles for Delaware Science State Standard 7.2.1.

7.2.2. Observe a variety of organisms and explain how a specific trait could increase an organism's chances of survival. 19
Suggested Titles for Delaware Science State Standard 7.2.2.

7.2.3. Explain how the extinction of a species occurs when the environment changes and the adaptation of a species is insufficient to allow for its survival. 16
Suggested Titles for Delaware Science State Standard 7.2.3.

7.2.4. Conduct a natural selection simulation to demonstrate how physical adaptations (i.e., protective camouflage, long neck for food gathering, muscular legs for running, heavy beak for nut cracking, etc.) have selective advantages for an organism. Research and report on beneficial physical adaptations of a variety of organisms. 19
Suggested Titles for Delaware Science State Standard 7.2.4.

7.2.5. Investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed formation in plants) that occur in populations of organisms over generations. 19
Suggested Titles for Delaware Science State Standard 7.2.5.

7.2.6. Conduct simulations to investigate how organisms fulfill basic needs (i.e., food, shelter, air, space light/dark, and water) in a competitive environment. Relate how competition for resources can determine survival. 20
Suggested Titles for Delaware Science State Standard 7.2.6.

7.2.7. Examine an assortment of plants and animals and use simple classification keys, based on observable features, to sort and group the organisms. 55
Suggested Titles for Delaware Science State Standard 7.2.7.

7.2.8. Identify a variety of reasons for extinction of a species. Use research on a variety of extinct organisms to speculate causes of extinction (i.e., inability to adapt to environmental changes). 12
Suggested Titles for Delaware Science State Standard 7.2.8.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. Survey the diversity of organisms in a local or model ecosystem. Recognizing that a population consists of all individuals of a species that occur together at a given place and time, describe how to estimate and then calculate the size of a large population of a variety of organisms. Chart the diversity of the organisms in the ecosystem. 3
Suggested Titles for Delaware Science State Standard 8.1.1.

8.1.2. Categorize populations of organisms according to the roles (producers, consumers, and decomposers) they play in an ecosystem. 6
Suggested Titles for Delaware Science State Standard 8.1.2.

8.1.3. Describe and explain how factors (i.e., space, food, water, disease) limit the number of organisms an ecosystem can support. 3
Suggested Titles for Delaware Science State Standard 8.1.3.

8.1.4. Construct a data table or line graph to show population changes of a selected species over time. Describe the population changes portrayed by the graph. 5
Suggested Titles for Delaware Science State Standard 8.1.4.

8.1.5. Observe graphs or data tables showing both the population growth of a species and the consequences of resource depletion on the population. Analyze the data and explain the effect that may occur from exponential growth of a population (given finite resources). 17
Suggested Titles for Delaware Science State Standard 8.1.5.

8.1.6. Investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development, formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed formation in plants) that occur in a group of organisms over generations. 12
Suggested Titles for Delaware Science State Standard 8.1.6.

8.1.7. Investigate local areas, disturbed and undisturbed, that are undergoing succession (i.e., abandoned gardens, ditch banks, and the edge of a forest). Predict how plant communities that grow in the area may change over time and how their presence determines what kinds of animals may move into and out of the areas. 4
Suggested Titles for Delaware Science State Standard 8.1.7.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. Construct food webs and identify the relationships among producers, consumers, and decomposers. 7
Suggested Titles for Delaware Science State Standard 8.2.1.

8.2.2. Design food webs and trace the flow of matter and energy (beginning with the Sun) through the food web. 23
Suggested Titles for Delaware Science State Standard 8.2.2.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. Research and analyze data on human population changes that have occurred in a specific Delaware ecosystem. Discuss reasons for changes in human population and explain how these changes have affected the biodiversity of local organisms and availability of natural resources in the given ecosystem (e.g., habitat loss, water quality, preservation/conservation efforts). 45
Suggested Titles for Delaware Science State Standard 8.3.1.

8.3.2. Identify ways in which invasive species can disrupt the balance of Delaware as well as other ecosystems (i.e., competition for resources including habitat and/or food). Research and report on an invasive species, indicating how this species has altered the ecosystem. 3
Suggested Titles for Delaware Science State Standard 8.3.2.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation.

1.1.2. Design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis.

1.1.3. Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results.

1.1.4. Construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence.

1.1.5. Communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information.

1.1.6. Use mathematics, reading, writing and technology when conducting scientific inquiries.

1.1.7. Describe the relative charge, approximate mass, and location of protons, neutrons, and electrons in an atom.

1.1.8. Classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.)

1.1.9. Classify various common materials as an element, compound or mixture.

1.1.10. Describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number.

1.1.11. Use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid.

1.1.12. Investigate differences between the properties of various elements in order to predict the element's location on the Periodic Table.

1.1.13. Use the Periodic table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds.

1.1.14. Use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by 'sharing' electrons. Use models or drawings to illustrate how ionic compounds are formed when two or more atoms 'transfer' electrons and are held together in ionic bonds.

1.1.15. Explore the extent to which a variety of solid materials conduct electricity in order to rank the materials from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors versus the poor conductors.

1.1.16. Conduct investigations to determine the effect of heat energy on the change of state (change of phase) of water. Sketch and interpret graphs representing the melting, freezing, evaporation and condensation of water. Recognize that molecular and ionic compounds are electrically neutral.

1.1.17. Use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Cite specific examples of how water's properties are important (i.e., water as the 'universal').

1.1.18. Separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size.

1.1.19. Explain how the properties of the components of the mixture determine the physical separation techniques used.

1.1.20. Describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions.

1.1.21. Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Explain the characteristics that allow some solutions to have better electrical conductivity than others.

1.1.22. Measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Identify the physical properties of acids and bases.

1.1.23. Investigate factors that affect the materials' solubility in water and construct solubility curves to compare the extent to which the materials dissolve.

1.1.24. Conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes.

1.1.25. Balance simple chemical equations and explain how these balanced chemical equations represent the conservation of matter.

1.1.26. Use diagrams to illustrate the similarities shared by all electromagnetic waves and differences between them. Show how wavelength is used to distinguish the different groups of EM waves (radio waves, microwaves, IR, visible and UV waves, X-rays and gamma waves).

1.1.27. Conduct investigations involving moving objects to examine the influence that the mass and the speed have on the kinetic energy of the object. Collect and graph data that supports that the kinetic energy depends linearly upon the mass, but nonlinearly upon the speed.

1.1.28. Recognize that the kinetic energy of an object depends on the square of its speed, and that KE =1/2 mv2.

1.1.29. Collect and graph data that shows that the potential energy of an object increases linearly with the weight of an object (mg) and with its height above a pre-defined reference level, h. (GPE = mgh)

1.1.30. Conduct investigations and graph data that indicates that the energy stored in a stretched elastic material increases nonlinearly with the extent to which the material was stretched.

1.1.31. Describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus.

1.1.32. Recognize that electromagnetic waves transfer energy from one charged particle to another. Use graphics or computer animations to illustrate this transfer process. Give everyday examples of how society uses these transfer processes (for example, communication devices such as radios and cell phones).

1.1.33. Use diagrams to illustrate how the motion of molecules when a mechanical wave passes through the substance is different from the motion associated with their random kinetic energies.

1.1.34. Use diagrams or models to explain how mechanical waves can transport energy without transporting matter.

1.1.35. Use examples to illustrate that near the surface of a planet or moon, the gravitational force acting on an object remains nearly constant. Recognize that on Earth, the object would have to be moved several hundred miles above the surface before the decrease in the force of gravity would become detectable.

1.1.36. Conduct investigations to determine the behavior of elastic materials. Graph the data and identify the relationship between the extent of the stretch and the size of the elastic force (i.e., F elastic = kx where x = stretch).

1.1.37. Describe the role that forces play when energy is transferred between interacting objects and explain how the amount of energy transferred can be calculated from measurable quantities.

1.1.38. Identify that 'work' is the process by which a force transfers energy to an object, and use measured quantities to make calculations of the work done by forces (W = energy transferred = F x D).

1.1.39. Conduct investigations to determine what factors influence whether a force transfers energy to an object or away from the object, and how the direction of the force (relative to the direction of motion) influences the quantity of energy transferred by the force.

1.1.40. Use models and diagrams to illustrate the structure of the atom. Include information regarding the distribution of electric charge and mass in the atom. Identify the forces that are responsible for the stability of the atom, and which parts of the atom exert and feel these forces.

1.1.41. Describe why it is significant that energy cannot be created (made) or destroyed (consumed) and identify that that this property of energy is referred to as the Law of the Conservation of Energy.

1.1.42. Use energy chains to trace the flow of energy through physical systems. Indicate the source of the energy in each example and trace the energy until it leaves the system or adopts a form in the system that neither changes nor is transferred. Make qualitative estimates all the forms of the energy involved and reflect on the consequences of the energy transfers and transformations that take place.

1.1.43. For example, trace the flow of the radiant energy carried by sunlight that strikes the roof of a home. Reflect on how the color of the roof (light vs. dark) will have an impact on the ability to heat and cool the house and possibly the functional lifetime of the roofing materials themselves.

1.1.44. Use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle).

1.1.45. Investigate how radio waves, microwaves, infrared waves, visible waves and ultraviolet waves behave when they strike different substances. Record how effectively different materials reflect, absorb and transmit different kinds of EM waves. Draw conclusions based on this data and the physical properties of the substances (for example some substances absorb visible waves, but not radio waves). Other materials absorb UV waves, but not visible waves).

1.1.46. Use energy chains to trace the flow of energy in a selective absorption process (for example sunburn, Greenhouse Effect, microwave cooking).

1.1.47. Use energy chains to trace the flow of energy through systems involving sliding friction and air resistance (for example, the braking action in vehicles or bicycles or a vehicle rolling to rest).

1.1.48. Research the factors that contribute to the energy efficiency of cars and trucks.

1.1.49. Examine the role that the power of the engine, and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed.

1.1.50. Describe how the Earth formed (using the Solar Nebular Theory) into a solid core, molten mantle, crust of solid rock composed of plates, and early atmosphere as a result of the densities of the elements.

1.1.51. Identify mineral specimens according to their chemical and physical properties. Mineral specimens include calcite, quartz, mica, feldspar, and hornblende. Properties include hardness (Moh's scale), streak, specific gravity, luster, cleavage, crystal shape, and color, and other properties that are useful for identification of specific minerals such as reaction with hydrochloric acid.

1.1.52. Identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table (example: Si, O, C, N, H, Al). Compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Trace carbon as it cycles through the crust, ocean, and atmosphere.

1.1.53. Classify and describe features that are used to distinguish between igneous, sedimentary, and metamorphic rocks.

1.1.54. Describe energy sources, processes, and transformations of Earth materials as they progress through the rock cycle to form new sedimentary, metamorphic, and igneous rocks. Discuss how the cycling of rock is continuous.

1.1.55. Describe how igneous rocks are formed. Classify igneous rocks according to crystal size and mineral assemblage.

1.1.56. Identify sandstone, shale and limestone by their composition and texture. Explain how sandstone, shale, and limestone can be changed into the metamorphic rocks quartzite, slate, and marble.

1.1.57. Investigate the densities, composition, and relative age of continental (felsic) and oceanic (mafic) rocks. Explain why the continental crust, although thicker in most places, overlies oceanic crust. Use this information to explain why oceanic crust subducts below continental crust in convergent plate boundaries and explain the configuration of land masses and ocean basins.

1.1.58. Identify volcanic products (lava, mudflow, pyroclastic projectiles, ash, gases) associated with various types of volcanoes and their eruptions. Describe the effect of these products on life and property. Explain how the products of volcanic activity influence both long-term and short-term changes in the Earth system.

1.1.59. Describe how energy within the Earth's interior is released in the form of earthquake waves, and explain how these waves affect Earth's surface.

1.1.60. Describe how earthquake energy is represented on seismograms and describe how these waves can be used to determine the origin and intensity of earthquakes.

1.1.61. Describe the effects on life and property from consequences of earthquake such as landslides, liquification, surface faulting and tsunamis. Cite ways these hazards can be minimized.

1.1.62. Use models or computer simulations to demonstrate the processes and origin of landforms at diverging, converging and transform plate boundaries. Show on a map how plate tectonics, earthquakes, and volcanoes are spatially related.

1.1.63. Investigate how thermal convection relates to movement of materials. Apply this knowledge in explaining the cause of movement of the Earth's plates.

1.1.64. Research and describe evidence that supports the Theory of Plate Tectonics to include rock magnetism and the age of the sea floor.

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. Research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities.

1.2.2. Describe ways in which people use historical data, geologic maps, and technologies to minimize earthquake damage.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. There are no grade level expectations for this understanding.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. Explain that matter is composed of tiny particles called atoms that are unique to each element, and that atoms are composed of subatomic particles called protons, neutrons, and electrons.

2.1.2. Describe the relative charge, approximate mass, and location of protons, neutrons, and electrons in an atom.

2.1.3. Classify matter as mixtures (which are either homogeneous or heterogeneous) or pure substances (which are either compounds or elements.)

2.1.4. Explain that elements are pure substances that cannot be separated by chemical or physical means. Recognize that compounds are pure substances that can be separated by chemical means into elements.

2.1.5. Classify various common materials as an element, compound or mixture.

2.1.6. Describe isotopes of elements in terms of protons, neutrons, electrons, and average atomic masses. Recognize that isotopes of the same element have essentially the same chemical properties that are determined by the proton and electron number.

2.1.7. Use the Periodic Table to identify an element's atomic number, valence electron number, atomic mass, group/family and be able to classify the element as a metal, non-metal or metalloid.

2.1.8. Determine the physical and chemical properties of an element based on its location on the Periodic Table.

2.1.9. Investigate differences between the properties of various elements in order to predict the element's location on the Periodic Table.

2.1.10. Use the Periodic Table to predict the types of chemical bonds (e.g., ionic or covalent) in a variety of compounds.

2.1.11. Use models or drawings to illustrate how molecules are formed when two or more atoms are held together in covalent bonds by 'sharing' electrons. Use models or drawings to illustrate how ionic compounds are formed when two or more atoms 'transfer' electrons and are held together in ionic bonds.

2.1.12. Explain how an atom's electron arrangement influences its ability to transfer or share electrons and is related its position on the periodic table. Recognize that an atom in which the positive and negative charges do not balance is an ion.

2.1.13. Recognize that metals have the physical properties of conductivity, malleability, luster, and ductility.

2.1.14. Explore the extent to which a variety of solid materials conduct electricity in order to rank the materials from good conductors to poor conductors. Based on the conductivity data, determine patterns of location on the Periodic Table for the good conductors versus the poor conductors.

2.1.15. Recognize that physical changes alter some physical properties of a substance but do not alter the chemical composition of the substance.

2.1.16. Conduct investigations to determine the effect of heat energy on the change of state (change of phase) of water. Sketch and interpret graphs representing the melting, freezing, evaporation and condensation of water.

2.1.17. Recognize that molecular and ionic compounds are electrically neutral.

2.1.18. Apply the kinetic molecular theory to explain that a change in the energy of the particles may result in a temperature change or a change of phase (change in state).

2.1.19. Use a model or a diagram to explain water's properties (e.g., density, polarity, hydrogen bonding, boiling point, cohesion, and adhesion) in the three states of matter. Cite specific examples of how water's properties are important (i.e., water as the 'universal').

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. Recognize that mixtures can be separated by physical means into pure substances.

2.2.2. Explain the effect of water's polarity on the solubility of substances (e.g., alcohol, salt, oil).

2.2.3. Separate mixtures into their component parts according to their physical properties such as melting point, boiling point, magnetism, solubility and particle size. Explain how the properties of the components of the mixture determine the physical separation techniques used.

2.2.4. Describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions.

2.2.5. Explore how various solutions conduct electricity and rank the liquids from good conductors to poor conductors. Explain the characteristics that allow some solutions to have better electrical conductivity than others.

2.2.6. Measure the pH of a solution using chemical indicators to determine the relative acidity or alkalinity of the solution. Identify the physical properties of acids and bases.

2.2.7. Investigate factors that affect the materials' solubility in water and construct solubility curves to compare the extent to which the materials dissolve.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.3.1. Conduct and explain the results of simple investigations to demonstrate that the total mass of a substance is conserved during both physical and chemical changes.

2.4. Enduring Understanding: There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy.

2.4.1. Recognize that chemical changes alter the chemical composition of a substance forming one or more new substances. The new substance may be a solid, liquid, or gas.

2.4.2. Balance simple chemical equations and explain how these balanced chemical equations represent the conservation of matter.

2.5. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.5.1. Research and report on a variety of manufactured goods and show how the chemical properties of the component materials were used to achieve the desired qualities.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. Recognize that electromagnetic energy (radiant energy) is carried by electromagnetic waves.

3.1.2. Use diagrams to illustrate the similarities shared by all electromagnetic waves and differences between them. Show how wavelength is used to distinguish the different groups of EM waves (radio waves, microwaves, IR, visible and UV waves, X-rays, and gamma waves).

3.1.3. Conduct investigations involving moving objects to examine the influence that the mass and the speed have on the kinetic energy of the object. Collect and graph data that supports that the kinetic energy depends linearly upon the mass, but nonlinearly upon the speed. Recognize that the kinetic energy of an object depends on the square of its speed, and that KE =1/2mv squared.

3.1.4. Collect and graph data that shows that the potential energy of an object increases linearly with the weight of an object (mg) and with its height above a pre-defined reference level, h. (GPE = mgh).

3.1.5. Conduct investigations and graph data that indicate that the energy stored in a stretched elastic material increases nonlinearly with the extent to which the material was stretched.

3.1.6. Recognize that the energy stored in a stretched elastic material is proportional to the square of the stretch of the material, and a constant that reflects the elasticity of the material. (Elastic PE = 1/2kx squared)

3.1.7. Explain that heat energy represents the total random kinetic energy of molecules of a substance.

3.1.8. Recognize that chemical energy is the energy stored in the bonding of atoms and molecules.

3.1.9. Describe the differences between nuclear energy and chemical energy, that chemical energy is derived from the energy of the electrons that move around the nucleus, while nuclear energy is associated with the protons and neutrons in the nucleus.

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. Recognize that electromagnetic waves transfer energy from one charged particle to another. Use graphics or computer animations to illustrate this transfer process. Give everyday examples of how society uses these transfer processes (for example, communication devices such as radios and cell phones).

3.2.2. Use diagrams to illustrate how the motion of molecules when a mechanical wave passes through the substance is different from the motion associated with their random kinetic energies.

3.2.3. Use diagrams or models to explain how mechanical waves can transport energy without transporting matter.

3.2.4. Reflect on why mechanical waves will pass through some states of matter better than others.

3.2.5. Recognize that the gravitational force is a universal force of attraction that acts between masses, but this force is only significant when one (or both) of the objects is massive (for example, a star, planet or moon).

3.2.6. Explain that as objects move away from the surface of a planet or moon, the gravitational pull on the object will decrease.

3.2.7. Use examples to illustrate that near the surface of a planet or moon, the gravitational force acting on an object remains nearly constant.

3.2.8. Recognize that on Earth, the object would have to be moved several hundred miles above the surface before the decrease in the force of gravity would become detectable.

3.2.9. Explain the difference between the mass of an object and its weight. Identify that near the surface of the Earth, the gravitational force acting on the object (its weight) depends only on its mass, and that this force can be simply calculated from knowledge of the mass.

3.2.10. Conduct investigations to determine the behavior of elastic materials. Graph the data and identify the relationship between the extent of the stretch and the size of the elastic force.

3.2.11. Describe the role that forces play when energy is transferred between interacting objects and explain how the amount of energy transferred can be calculated from measurable quantities.

3.2.12. Give examples of common forces transferring energy to (or away from) objects. For example; a pulling force can transfer energy to an object (when the object is pulled along a floor), a pushing force can transfer energy away from an object (to slow its motion), and friction and air resistance always transfer kinetic energy away from moving objects.

3.2.13. Identify that 'work' is the process by which a force transfers energy to an object, and use measured quantities to make calculations of the work done by forces (W = energy transferred = FxD).

3.2.14. Conduct investigations to determine what factors influence whether a force transfers energy to an object or away from the object, and how the direction of the force (relative to the direction of motion) influences the quantity of energy transferred by the force.

3.2.15. Recognize that power is a quantity that tells us how quickly energy is transferred to an object or transferred away from the object. Give examples that illustrate the differences between power, force and energy (for example, the energy needed to propel a vehicle is stored in the chemical energy of the fuel. Static friction is the force that propels the vehicle, and the power of the vehicle's engine helps to determine how quickly the vehicle can speed up and how quickly its engine uses fuel!).

3.2.16. Use models and diagrams to illustrate the structure of the atom. Include information regarding the distribution of electric charge and mass in the atom. Identify the forces that are responsible for the stability of the atom, and which parts of the atom exert and feel these forces.

3.2.17. Recognize that there are attractive forces acting within the nucleus that are different from electric forces, and that these forces are responsible for the stability of the nucleus.

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Describe why it is significant that energy cannot be created (made) nor destroyed (consumed), and identify that that this property of energy is referred to as the Law of the Conservation of Energy.

3.3.2. Give examples that illustrate the transfer of energy from one object (or substance) to another, and examples of energy being transformed from one to another.

3.3.3. Use energy chains to trace the flow of energy through physical systems. Indicate the source of the energy in each example, and trace the energy until it leaves the system or adopts a form in the system that neither changes nor is transferred. Make qualitative estimates of all the forms of the energy involved and reflect on the consequences of the energy transfers and transformations that take place. For example, trace the flow of the radiant energy carried by sunlight that strikes the roof of a home. Reflect on how the color of the roof (light vs. dark) will have an impact on the ability to heat and cool the house, and possibly the functional lifetime of the roofing materials themselves.

3.3.4. Use diagrams and energy chains to illustrate examples of the selective absorption of mechanical waves in natural phenomena and give examples of how the selective absorption of mechanical waves is used to conduct investigations in medicine, industry and science (for example ultrasound imagery, detecting the epicenter of earthquakes, testing structures for defects, and conducting explorations of the earth's crust and mantle). Explain that what happens to electromagnetic waves that strike a substance (reflection, transmission, absorption) depends on the wavelength of the waves and the physical properties of the substance. Investigate how radio waves, microwaves, infrared waves, visible waves and ultraviolet waves behave when they strike different substances.

3.3.5. Record how effectively different materials reflect, absorb and transmit different kinds of EM waves. Draw conclusions based on this data and the physical properties of the substances (e.g., some substances absorb visible waves, but not radio waves. Other materials absorb UV waves, but not visible waves).

3.3.6. Give examples that illustrate how the selective absorption of EM waves explains physical phenomena. For example; how X-rays can be used to detect broken bones beneath the skin and how coating on eyeglasses and sunglasses protect the eyes by permitting visible waves to pass but absorb UV waves.

3.3.7. Use energy chains to trace the flow of energy in a selective absorption process (e.g., sunburn, Greenhouse Effect, microwave cooking).

3.3.8. Use energy chains to trace the flow of energy through systems involving sliding friction and air resistance (for example, the braking action in vehicles or bicycles or a vehicle rolling to rest).

3.3.9. Explain that through the action of resistive forces (friction and air resistance) mechanical energy is transformed into heat energy, and because of the random nature of heat energy, transforming all of the heat energy back into mechanical energy (or any other organized form of energy) is impossible. Give examples where organized forms of energy (GPE, elastic PE, the KE of large objects) are transformed into heat energy but the reverse transformations are not possible.

3.3.10. Reflect on why organized forms of energy are more useful than disorganized forms (heat energy).

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1 Research the factors that contribute to the energy efficiency of cars and trucks. Examine the role that the power of the engine and the weight and physical size and shape of the vehicle have on the fuel efficiency of the vehicle. Identify and report on the sources of the fuels currently used by vehicles and alternative fuels being developed.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system are caused by gravitational interaction and powered by energy from the Sun.

4.1.1. There are no grade level expectations for this understanding.

4.2. Enduring Understanding: Most objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion which are a result of their formation and changes over time.

4.2.1. Explain the formation of solar systems using the Solar Nebular Theory including the origin of the planets and Sun from the nebula, the evolution of planets, and the dispersal of left over gas and dust.

4.2.2. Describe how the Earth formed (using the Solar Nebular Theory) into a solid core, molten mantle, crust of solid rock composed of plates, and early atmosphere as a result of the densities of the elements.

4.3. Enduring Understanding: The Universe is composed of galaxies, which are composed of solar systems, all of which are composed of the same elements and governed by the same laws.

4.3.1. There are no grade level expectations for this understanding.

4.4. Enduring Understanding: Technology expands our knowledge of the Universe.

4.4.1. There are no grade level expectations for this understanding.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. Identify mineral specimens according to their chemical and physical properties. Mineral specimens include calcite, quartz, mica, feldspar, and hornblende. Properties include hardness (Moh's scale), streak, specific gravity, luster, cleavage, crystal shape, and color, and other properties that are useful for identification of specific minerals such as reaction with hydrochloric acid.

5.1.2. Identify a few of the most common elements in the Earth's crust, oceans, and atmosphere and confirm their location on the periodic table. (Example: Si, O, C, N, H, Al). Compare the relative abundance of elements found in the Earth's crust, oceans, and atmosphere. Trace carbon as it cycles through the crust, ocean, and atmosphere.

5.1.3. Classify and describe features that are used to distinguish between igneous, sedimentary, and metamorphic rocks.

5.1.4. Describe energy sources, processes, and transformations of Earth materials as they progress through the rock cycle to form new sedimentary, metamorphic, and igneous rocks. Discuss how the cycling of rock is continuous.

5.1.5. Describe how igneous rocks are formed. Classify igneous rocks according to crystal size and mineral assemblage.

5.1.6. Identify sandstone, shale and limestone by their composition and texture. Explain how sandstone, shale, and limestone can be changed into the metamorphic rocks quartzite, slate, and marble.

5.1.7. Investigate the densities, composition, and relative age of continental (felsic) and oceanic (mafic) rocks. Explain why the continental crust, although thicker in most places, overlies oceanic crust. Use this information to explain why oceanic crust sub ducts below continental crust in convergent plate boundaries and explain the configuration of land masses and ocean basins.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. Explain how exposivity, type (shield, strato, etc.) and shape of a volcano is related to the properties of its magma and its location along different plate margins.

5.2.2. Identify volcanic products (lava, mudflow, pyroclastic projectiles, ash, gases) associated with various types of volcanoes and their eruptions. Describe the effect of these products on life and property. Explain how the products of volcanic activity influence both long-term and short-term changes in the Earth system.

5.2.3. Describe how energy within the Earth's interior is released in the form of earthquake waves, and explain how these waves affect Earth's surface.

5.2.4. Describe how earthquake energy is represented on seismograms and describe how these waves can be used to determine the origin and intensity of earthquakes.

5.2.5. Describe the effects on life and property from consequences of earthquake such as landslides, liquification, surface faulting and tsunamis. Cite ways these hazards can be minimized.

5.2.6. Use models or computer simulations to demonstrate the processes and origin of landforms at diverging, converging and transform plate boundaries. Show on a map how plate tectonics, earthquakes, and volcanoes are spatially related.

5.2.7. Investigate how thermal convection relates to movement of materials. Apply this knowledge in explaining the cause of movement of the Earth's plates.

5.2.8. Research and describe evidence that supports the Theory of Plate Tectonics to include rock magnetism and the age of the sea floor.

5.2.9. Explain how the Theory of Plate Tectonics demonstrates that scientific knowledge changes by evolving over time. Recognize that although some theories are initially rejected, they may be re-examined and eventually accepted in the face of new evidence.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. Explain how data from Global Positioning Systems can be used to predict and determine the direction and rate of movement of Earth's plates and sea floor spreading.

5.3.2. Explain how technology such as GPS, tilt meters, etc., can be used to predict earthquake and volcanic activity.

5.3.3. Describe ways in which people use historical data, geologic maps, and technologies to minimize earthquake damage.

DE.6. Life Processes

6.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

6.1.1. There are no grade level expectations for this understanding.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. There are no grade level expectations for this understanding.

6.3. Enduring Understanding: The health of humans and other organisms is affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.3.1. There are no grade level expectations for this understanding.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. There are no grade level expectations for this understanding.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. There are no grade level expectations for this understanding.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human needs and wants.

7.3.1. There are no grade level expectations for this understanding.

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. There are no grade level expectations for this understanding.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. There are no grade level expectations for this understanding.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. There are no grade level expectations for this understanding.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation.

1.1.2. Design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis.

1.1.3. Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results.

1.1.4. Construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence.

1.1.5. Communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information.

1.1.6. Use mathematics, reading, writing and technology when conducting scientific inquiries.

1.1.7. Use microscopes to identify similarities and differences among a variety of cells (e.g., muscle, nerve, epithelial, blood, adipose), and explain how structural variations relate to the function that each of the cells performs.

1.1.8. Use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane.

1.1.9. Show how water moves in and out of cells down a concentration gradient. Recognize that this process, known as osmosis, requires no input of energy.

1.1.10. Design a controlled experiment to investigate the capacity of the cell membrane to regulate how materials enter and leave the cell.

1.1.11. Construct cell models (e.g., phenolphthalein-agar cubes, potato-iodine cubes) to investigate the relationship among cell size, surface area to volume ratio and the rates of diffusion into and out of the cell. Explain why large organisms have developed from many cells rather than one large cell.

1.1.12. Use molecular models to explain how carbon atoms uniquely bond to one another to forma large variety of molecules, including those necessary for life (e.g., polysaccharides, polypeptides).

1.1.13. Observe formulas and diagrams of compounds found in food (fats, proteins, carbohydrates). Identify elements that comprise these compounds.

1.1.14. Observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body.

1.1.15. Recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration.

1.1.16. Explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Give examples of how these compounds are used by living things as sources of matter and energy.

1.1.17. Describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis).

1.1.18. Describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis.

1.1.19. Investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration.

1.1.20. Compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Recognize that equal amounts of different types of food contain different amounts of energy.

1.1.21. Investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods.

1.1.22. Investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity.

1.1.23. Illustrate how nerve cells communicate with each other to transmit information from the internal and external environment often resulting in physiological or behavioral responses.

1.1.24. Draw a schematic to illustrate a positive and negative feedback mechanism that regulates body systems in order to help maintain homeostasis.

1.1.25. Describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions.

1.1.26. Describe the relationship between DNA, genes, chromosomes and proteins.

1.1.27. Trace how a DNA sequence, through transcription and translation, results in a sequence of amino acids.

1.1.28. Demonstrate that when DNA replicates, the complementary strands separate and the old strands serve as a template for the new complementary strands.

1.1.29. Recognize that this results in two identical strands of DNA that are exact copies of the original.

1.1.30. Illustrate how a sequence of DNA nucleotides codes for a specific sequence of amino acids.

1.1.31. Use Punnett squares, including dihybrid crosses, and pedigree charts to determine probabilities and patterns of inheritance (i.e., dominant/recessive, co-dominance, sex-linkage, multi-allele inheritance).

1.1.32. Analyze a karyotype to determine chromosome numbers and pairs. Compare and contrast normal and abnormal karyotypes.

1.1.33. Describe how exposure to radiation, chemicals and pathogens can increase mutations. Predict the possible consequences of a somatic cell mutation.

1.1.34. Describe the cell cycle as an orderly process that results in new somatic cells that contain an exact copy of the DNA that make up the genes and chromosomes found in the parent somatic cells.

1.1.35. Compare and contrast the processes of growth (cell division) and development (differentiation).

1.1.36. Analyze natural selection simulations and use data generated from them to describe how environmentally favored traits are perpetuated over generations resulting in species survival, while less favorable traits decrease in frequency or may lead to extinction.

1.1.37. Describe that evolution involves changes in the genetic make-up of whole populations over time, not changes in the genes of an individual organism.

1.1.38. Discuss how environmental pressure, genetic drift, mutation and competition for resources influence the evolutionary process. Recognize that a change in a species over time does not follow a set pattern or timeline.

1.1.39. Compare and contrast the role of sexual selection to the role of natural selection on the evolutionary process.

1.1.40. Predict possible evolutionary implications for a population due to environmental changes over time (e.g., volcanic eruptions, global climate change, industrial pollution).

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. Investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability.

1.2.2. Discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs.

1.2.3. Explain how developments in technology (e.g. gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. There are no grade level expectations for this understanding.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. There are no grade level expectations for this understanding.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. There are no grade level expectations for this understanding.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.3.1. There are no grade level expectations for this understanding.

2.4. Enduring Understanding: There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy.

2.4.1. There are no grade level expectations for this understanding.

2.5. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.5.1. There are no grade level expectations for this understanding.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. There are no specific grade level expectations for this understanding. They are incorporated into Standards 6.

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. There are no specific grade level expectations for this understanding. They are incorporated into Standards 2 and 6.

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. There are no grade level expectations for this understanding.

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. There are no grade level expectations for this understanding.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system are caused by gravitational interaction and powered by energy from the Sun.

4.1.1. There are no grade level expectations for this understanding.

4.2. Enduring Understanding: Most objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion which are a result of their formation and changes over time.

4.2.1. There are no grade level expectations for this understanding.

4.3. Enduring Understanding: The Universe is composed of galaxies, which are composed of solar systems, all of which are composed of the same elements and governed by the same laws.

4.3.1. There are no grade level expectations for this understanding.

4.4. Enduring Understanding: Technology expands our knowledge of the Universe.

4.4.1. There are no grade level expectations for this understanding.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. There are no grade level expectations for this understanding.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. There are no grade level expectations for this understanding.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. There are no grade level expectations for this understanding.

6.1.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

DE.6. Life Processes

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

6.1.2. Use microscopes to identify similarities and differences among a variety of cells (e.g., muscle, nerve, epithelial, blood, adipose), and explain how structural variations relate to the function that each of the cells performs.

6.1.3. Differentiate between prokaryotic cells and eukaryotic cells in terms of their general structures (cell membrane & genetic material) and degree of complexity. Give examples of prokaryotic organisms and organisms with eukaryotic cells.

6.1.4. Explain how organelles of single-celled organisms function as a system to perform the same basic life processes as are performed in multi-cellular organisms (e.g., acquisition of energy, elimination of waste, reproduction, gas exchange, growth, repair, and protein synthesis).

6.1.5. Use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane.

6.1.6. Show how water moves in and out of cells down a concentration gradient. Recognize that this process, known as osmosis, requires no input of energy.

6.1.7. Explain the role of cell membranes as highly selective barriers (e.g., diffusion, osmosis, active transport).

6.1.8. Distinguish between active and passive transport. Recognize that active transport requires energy input to move molecules from an area of low concentration to an area of high concentration (against the concentration gradient).

6.1.9. Design a controlled experiment to investigate the capacity of the cell membrane to regulate how materials enter and leave the cell.

6.1.10. Construct cell models (e.g., phenolphthalein-agar cubes, potato-iodine cubes) to investigate the relationship among cell size, surface area to volume ratio and the rates of diffusion into and out of the cell. Explain why large organisms have developed from many cells rather than one large cell.

6.1.11. Recognize that as a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable despite changes in the outside environment.

6.1.12. Explain how the cells of a multi-cellular organisms work together for the benefit of the colonial or singular organism.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. Use molecular models to explain how carbon atoms uniquely bond to one another to form a large variety of molecules, including those necessary for life (e.g., polysaccharides, polypeptides).

6.2.2. Observe formulas and diagrams of compounds found in food (fats, proteins, carbohydrates). Identify elements that comprise these compounds.

6.2.3. Explain that physically breaking down food into smaller pieces by mechanical digestion helps facilitate breakdown (by increasing surface area) into chemical components and that digestive enzymes are necessary for the breakdown of food into those chemical components (e.g., starch to glucose, lipids and glycerol to fatty acids, proteins to amino acids).

6.2.4. Observe and recognize that unicellular organisms take in food from their environment and chemically digest it (if needed) within their cell body.

6.2.5. Recognize that both mechanical and chemical processes are necessary in digestion for multi-cellular organisms to get molecules that come from food to enter the cells. Trace the process whereby nutrients are transported to cells where they serve as building blocks for the synthesis of body structures and as reactants for cellular respiration.

6.2.6. Explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Give examples of how these compounds are used by living things as sources of matter and energy.

6.2.7. Describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis).

6.2.8. Describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis.

6.2.9. Identify the reactants and the products in equations that represent photosynthesis and cellular respiration. Explain how the equations demonstrate the Law of Conservation of Matter and Energy in terms of balanced equations.

6.2.10. Investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration.

6.2.11. Recognize that during photosynthesis, plants use energy from the sun and elements from the atmosphere and the soil to make specific compounds. Recognize that these compounds are used by living things as sources of matter and energy.

6.2.12. Compare the amount of chemical potential energy stored in chemical bonds of a variety of foods (calorimetry). Recognize that equal amounts of different types of food contain different amounts of energy.

6.3. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism (cont'd).

6.3.1. Recognize that during cellular respiration, chemical bonds between food molecules are broken (hydrolysis), and energy is transferred to ADP to create ATP (the energy storage molecule that fuels cellular processes). Acknowledge that all organisms must break the high energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes.

6.3.2. Recognize that in general, synthesis reactions (i.e. photosynthesis) require energy while decomposition reactions (i.e. cellular respiration) usually release energy.

6.3.3. Investigate the role of enzymes (e.g., protease, amylase and lipase) in the rate of chemical breakdown of a variety of foods.

6.3.4. Explain how enzymes permit low temperature chemical reactions to occur in cells.

6.3.5. Investigate how various factors (temperature, pH, enzyme/substrate concentration) affect the rate of enzyme activity.

6.4. Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive.

6.4.1. Illustrate how nerve cells communicate with each other to transmit information from the internal and external environment often resulting in physiological or behavioral responses.

6.4.2. Draw a schematic to illustrate a positive and negative feedback mechanism that regulates body systems in order to help maintain homeostasis.

6.4.3. Recognize that in order to help maintain the health of an organism, the immune system works in nonspecific ways (e.g., skin, mucous, membranes) and specific ways (e.g., antibody-antigen interactions.)

6.5. Enduring Understanding: The health of humans and other organisms is affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.5.1. Investigate how scientists use biotechnology to produce more nutritious food, more effective medicine, and new ways to mitigate pollution.

6.5.2. Investigate how drugs can affect neurotransmission.

6.5.3. Explain how antibiotics (e.g., penicillin, tetracycline) kill bacterial cells without harming human cells due to differences between prokaryotic and eukaryotic cell structure.

6.5.4. Describe how environmental factors (e.g., UV light or the presence of carcinogens or pathogens) alter cellular functions.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. Describe the relationship between DNA, genes, chromosomes and proteins.

7.1.2. Explain that a gene is a section of DNA that directs the synthesis of a specific protein associated with a specific trait in an organism.

7.1.3. Trace how a DNA sequence, through transcription and translation, results in a sequence of amino acids.

7.1.4. Demonstrate that when DNA replicates, the complementary strands separate and the old strands serve as a template for the new complementary strands. Recognize that this results in two identical strands of DNA that are exact copies of the original.

7.1.5. Illustrate how a sequence of DNA nucleotides codes for a specific sequence of amino acids.

7.1.6. Use Punnett squares, including dihybrid crosses, and pedigree charts to determine probabilities and patterns of inheritance (i.e. dominant/recessive, co-dominance, sex-linkage, multi-allele inheritance).

7.1.7. Analyze a karyotype to determine chromosome numbers and pairs. Compare and contrast normal and abnormal karyotypes.

7.1.8. Explain how crossing over and Mendel's Laws of Segregation and Independent Assortment contribute to genetic variation in sexually reproducing organisms.

7.1.9. Describe how exposure to radiation, chemicals and pathogens can increase mutations.

7.1.10. Explain that mutations in the DNA sequence of a gene may or may not affect the expression of the gene. Recognize that mutations may be harmful, beneficial, or have no impact on the survival of the organism.

7.1.11. Explain how the type of cell (gamete or somatic) in which a mutation occurs determines heritability of the mutation.

7.1.12. Predict the possible consequences of a somatic cell mutation.

7.1.13. Describe the cell cycle as an orderly process that results in new somatic cells that contain an exact copy of the DNA that make up the genes and chromosomes found in the parent somatic cells.

7.1.14. Explain how the cell cycle contributes to reproduction and maintenance of the cell and/or organism.

7.1.15. Recognize that during the formation of gametes, or sex cells (meiosis), the number of chromosomes is reduced by one half, so that when fertilization occurs the diploid number is restored.

7.1.16. Explain why sex-linked traits are expressed more frequently in males.

7.1.17. Compare and contrast the processes of growth (cell division) and development (differentiation).

7.1.18. Recognize that any environmental factor that influences gene expression or alteration in hormonal balance may have an impact on development.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. Recognize random mutation (changes in DNA) and recombination within gametes as the sources of heritable variations that give individuals within a species survival and reproductive advantage or disadvantage over others in the species.

7.2.2. Analyze natural selection simulations and use data generated from them to describe how environmentally-favored traits are perpetuated over generations resulting in species survival, while less favorable traits decrease in frequency or may lead to extinction.

7.2.3. Explain how biochemical evidence, homologous structures, embryological development and fossil evidence support or refute prior hypotheses of common ancestry.

7.2.4. Describe that evolution involves changes in the genetic make-up of whole populations over time, not changes in the genes of an individual organism.

7.2.5. Explain how species evolve through descent with modification, thus allowing them to adapt to different environments.

7.2.6. Discuss how environmental pressure, genetic drift, mutation and competition for resources influence the evolutionary process. Recognize that a change in a species over time does not follow a set pattern or timeline.

7.2.7. Compare and contrast the role of sexual selection to the role of natural selection on the evolutionary process.

7.2.8. Relate a population's survival to the reproductive success of adapted individuals in that population.

7.2.9. Explain the roles of geographical isolation and natural selection on the evolution of new species.

7.2.10. Predict possible evolutionary implications for a population due to environmental changes over time (e.g., volcanic eruptions, global climate change, industrial pollution).

7.2.11. Explain why homogeneous populations may be more vulnerable to environmental changes than heterogeneous populations.

7.2.12. Explain how evolutionary relationships between species are used to group organisms together.

7.2.13. Explain how antibiotic resistance populations evolve from common bacterial populations.

7.2.14. Research how invasive species have genetically altered an indigenous population.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human needs and wants.

7.3.1. Explain how DNA evidence can be used to determine evolutionary relationships.

7.3.2. Investigate how the human ability to manipulate genetic material and reproductive processes can be applied to many areas of medicine, biology, and agriculture. Evaluate the risks and benefits of various ethical, social and legal scenarios that arise from this ability.

7.3.3. Discuss examples of how genetic engineering technology can be applied in biology, agriculture and medicine in order to meet human wants and needs.

7.3.4. Explain the basic process of bacterial transformation and how it is applied in genetic engineering.

7.3.5. Explain how developments in technology (e.g., gel electrophoresis) have been used to identify individuals based on DNA as well as to improve the ability to diagnose genetic diseases.

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. There are no grade level expectations for this understanding.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. There are no grade level expectations for this understanding.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. There are no grade level expectations for this understanding.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation.

1.1.2. Design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis.

1.1.3. Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results.

1.1.4. Construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence.

1.1.5. Communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information.

1.1.6. Use mathematics, reading, writing and technology when conducting scientific inquiries.

1.1.7. Conduct investigations to identify how the rotational kinetic energy of an object depends on the object's mass, angular speed (rpm) and its geometry (for example; solid and hollow spheres, solid and hollow cylinders, rings).

1.1.8. Conduct investigations to show that rolling objects have two kinds of kinetic energy, linear kinetic energy (LKE), and rotational kinetic energy (RKE). For example, a ball released on a ramp from a height, h, will consistently reach the bottom of the ramp with less linear kinetic energy than its GPE at the top of the ramp. The RKE of the rolling object explains the difference.

1.1.9. Explain that when a chemical reaction takes place and energy is released, the reaction results in molecules that have a lower chemical energy and if energy must be added for a chemical reaction to take place, the molecules that result from that reaction have higher chemical energy.

1.1.10. Use the inverse square law to describe how the force of gravity changes over long distances (for example, describe the forces acting on the Voyager Space Probes as they moved through the solar system).

1.1.11. Conduct investigations to determine the relative sizes of static and kinetic frictional forces acting between two surfaces.

1.1.12. Conduct investigations to determine what variables (mass, normal force, surface area, surface texture, etc.) influence the size of frictional forces that act between two objects.

1.1.13. Give examples in which static friction is a force of propulsion, initiating the motion of an object. Use force diagrams to illustrate the forces acting on the object during this propulsion process.

1.1.14. Use force diagrams to describe how static friction can prevent an object (that is subject to another force) from moving.

1.1.15. Draw force diagrams to illustrate the action of friction when it acts to slowdown an object. Use an energy argument to describe how friction slows down a moving object.

1.1.16. Describe the factors that contribute to the size of an electric forces acting between charged particles (i.e., the size of an electric force depends upon the size of the charges involved and the distance between the charges). Recognize that the electric force is an inverse square force like the gravitational force. Use a sketch of this force to describe how its influence changes as the distance between the charges increases.

1.1.17. Describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances.

1.1.18. Use diagrams or models to show how the electric forces acting between molecules can explain the presence of these forces.

1.1.19. Use diagrams to show the similarities between the magnetic field of a permanent magnet and the magnetic field created by an electric coil.

1.1.20. Conduct investigations to show how forces acting between permanent magnets and conducting coils carrying electric currents can be used to create electric motors.

1.1.21. Use diagrams to show how magnets and rotating coils can be used to create electric currents.

1.1.22. Use vector diagrams to illustrate the forces that act within the nucleus. Recognize that the stability of a nucleus depends upon the repulsive electric forces acting between the protons and the attractive nuclear forces acting between all protons and neutrons in the nucleus.

1.1.23. Identify mid-sized nuclei as the most stable nuclei, and use the concept of stability to explain the basics of nuclear fission, fusion, and radioactive decay. Use models and diagrams to illustrate the differences between fission, fusion and radioactive decay.

1.1.24. Use vector diagrams to illustrate how the total force is determined from a group of individual forces.

1.1.25. Make vector diagrams of objects moving with a constant velocity, identifying all of the forces acting on the object (for example, a car moving along a straight highway, an aircraft in flight, an elevator ascending at constant speed, etc.).

1.1.26. Reflect on how forces can collectively act on the object and not change its motion (basis of Newton's 1st Law).

1.1.27. Conduct investigations to reach qualitative and quantitative conclusions regarding the effects of the size of the total force and the object's mass on its resulting acceleration (Newton's 2nd Law). Observe how the direction of the acceleration relates to the direction of the total force.

1.1.28. Use Newton's Second Law to calculate the acceleration of objects that are subject to common forces (for example, gravity, constant pushing or pulling forces and/or friction).

1.1.29. Use vector diagrams to show how the direction of the acceleration (relative to the direction of the velocity) can be used to determine if the speed of the object will increase or decrease and if the direction of motion will change.

1.1.30. Describe what the size of the acceleration of an object indicates about the object's motion (how quickly the object's velocity will change). Give examples of objects having large accelerations (motorcycles starting from rest, vehicles stopping abruptly, cars negotiating sharp curves) and objects having small accelerations (tractor trailers starting from rest, large ships slowing down, and vehicles traveling on long gradual curves on highways).

1.1.31. Conduct investigations to show that the acceleration due to gravity is the same for all objects near the surface of the earth. Use graphical analysis to determine the acceleration due to gravity from experimental data.

1.1.32. Use algebraic relationships that relate the acceleration of an object to its speed and position to make predictions about the motion of objects as they move along straight and circular paths.

1.1.33. Conduct investigations (or demonstrate) that under a variety of conditions when two objects collide they exert equal sized forces on each other.

1.1.34. Use Newton's 2nd Law to explain why these two objects may react differently to equal sized forces.

1.1.35. Use vector diagrams and Newton's 3rd Law to explain how a bathroom scale indirectly indicates your weight.

1.1.36. Conduct investigations to determine the relationship between the force acting on an object and the change it produces in the object's momentum (i.e., the impulse).

1.1.37. Use the concept of impulse to make estimates of average forces when the change in an object's momentum is known. For example, explain why collision forces will be reduced when the barriers are flexible or how the severity of the injury to a falling athlete will be influenced by the surface the athlete lands on (i.e. turf, hard ground, concrete, etc.).

1.1.38. Recognize that momentum (like energy) is a conserved quantity and describe how this property of momentum makes it a useful tool in problem solving, especially problems involving collisions.

1.1.39. Describe that forces transfer energy from one object to another through a process called 'work'. Explain how calculating the work done by a force helps us make qualitative and quantitative predictions regarding the motion of objects. Use mathematics, graphing calculators and/or graphing analysis programs to investigate the work done by individual forces.

1.1.40. Describe how the concept of torque is used to explain (and calculate) the rotational effect that forces have when they act on objects.

1.1.41. Conduct investigations to identify the factors that determine the torque produced by a force (Torque = force x lever distance). (For example, what conditions must be met to ensure that the sum of all torques acting on an object is zero, leaving the object in rotational equilibrium?)

1.1.42. Use energy chains to trace the flow of energy through systems that involve both static and kinetic friction.

1.1.43. Use diagrams to illustrate how the constructive and destructive interference of waves occurs.

1.1.44. Give specific examples of how wave interference occurs in earth systems for both mechanical waves and electromagnetic waves. For example, in the case of mechanical waves, demonstrate regions of high volume (constructive interference) and low volume 'dead spots' (destructive interference) in the space surrounding two speakers or consider the effect that wave interference has on the impact of seismic waves produced by earthquakes. In the case of EM waves, observe the colored patterns (fringes) on a soap bubble or in a thin layer of oil on a puddle of water.

1.1.45. Describe how wave interference is used to create useful devices, such as noise cancellation devices (mechanical waves), window coatings to selectively transmit or reflect IR waves, diffraction gratings for spectroscopy, and lasers (EM waves).

1.1.46. Use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes and during radioactive decay.

1.1.47. Use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place.

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. There are no grade level expectations for this understanding.

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. There are no grade level expectations for this understanding.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. Construct models or diagrams (Lewis Dot structures, ball and stick models, or other models) of common compounds and molecules and distinguish between ionically and covalently bonded compounds. Based on the location of their component elements on the Periodic Table, explain the elements tendency to transfer or share electrons.

2.1.2. Explain why the average atomic mass of an element reflects the relative natural abundance of the element and therefore is not a whole number.

2.1.3. Explain that unstable isotopes undergo spontaneous nuclear decay, emitting energy or particles and energy.

2.1.4. Compare and contrast the energy released by nuclear reactions to that released by chemical reactions.

2.1.5. Describe the composition of alpha, beta, and gamma radiation and the shielding necessary to prevent penetration.

2.1.6. Use the half life of a radioactive isotope to calculate the amount of remaining radioactive substance after an integral number of half-lives.

2.1.7. Use kinetic molecular theory to explain changes in gas volume, pressure, and temperature.

2.1.8. Perform simple calculations to show that if the temperature is held constant, changes in pressure and volume of an enclosed gas have an inverse relationship. (Boyles Law).

2.1.9. Enduring Understanding: The structures of materials determine its properties (cont'd).

2.1.10. Perform simple calculations to show that if the pressure is held constant, changes in temperature (in Kelvin) and volume of an enclosed gas have a direct relationship. (Charles Law).

2.1.11. Perform simple calculations to show that if the volume is held constant, changes in pressure and temperature (in Kelvin) of an enclosed gas have a direct relationship (Gay-Lussac's Law).

2.1.12. Use the Periodic Table to show trends within periods and groups (families) regarding atomic size, size of ions, ionization energies and electronegativity.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. Express the concentration of various solutions in terms of the amount of solute dissolved in the solvent (molarity).

2.2.2. Collect data to calculate the unknown concentration of a solution by performing an acid-base titration using an appropriate indicator. Describe neutralization reactions using chemical equations.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.3.1. Recognize that one mole is the amount of any substance that contains 6.02 x 1023 (Avogadro's number) representative particles of that substance. This quantity of particles will have the mass equivalent to the molecular weight (molar mass).

2.3.2. Express various quantities of matter in terms of moles (e.g., 6.0 g carbon = .50 moles of carbon).

2.3.3. Determine how the mass of the products compares to the mass of the reactants in chemical investigations. Show how this comparison links to the appropriate balanced chemical equation.

2.4. Enduring Understanding: There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy.

2.4.1. Conduct experiments and provide evidence (e.g., formation of a precipitate, evolution of gas, change of color, release/absorption of energy in the form of heat, light, or sound) to determine if a chemical reaction has occurred.

2.4.2. Identify, name and write formulae for covalent and ionic compounds.

2.4.3. Describe chemical reactions using correct chemical formulae and balance the resulting chemical equation.

2.4.4. Classify various reactions as synthesis (combination), single replacement, double replacement, decomposition or combustion.

2.4.5. Explain whether or not a chemical reaction would occur given a set of reactants. Predict the product(s) if the reactions would occur.

2.4.6. Investigate factors (e.g., presence of a catalyst, temperature, concentration) that influence reaction rates.

2.4.7. Analyze reaction diagrams for some common chemical reactions to compare the amount of heat energy absorbed by the reaction to the amount of heat energy released. Explain, using the diagrams, that if the products of the reactions are at a higher level than the reactants, the reaction has absorbed heat energy (endothermic), but if the products of the reaction are at a lower level than the reactants, then heat energy has been released (exothermic).

2.4.8. Use energy diagrams to explain the effect of a catalyst on activation energy.

2.5. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.5.1. Identify polymers as large molecules with a carbon backbone. Recognize that polymers are comprised of repeating monomers. Investigate synthetic and naturally occurring polymers and relate their chemical structure to their current or potential use.

2.5.2. Research and report on materials that are used in response to human and societal needs. These materials might include but are not limited to synthetic polymers such as Kevlar or Gortex; or radioactive isotopes such as U raised to the power of 235, or C raised to the power of 14, etc. Recognize the intended (and realized) benefits as well as any risks or trade-offs required in their production and use.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. Conduct investigations to identify how the rotational kinetic energy of an object depends on the object's mass, angular speed (rpm), and its geometry (for example; solid and hollow spheres, solid and hollow cylinders, rings).

3.1.2. Conduct investigations to show that rolling objects have two kinds of kinetic energy, linear kinetic energy (LKE), and rotational kinetic energy (RKE). For example, a ball released on a ramp from a height, h, will consistently reach the bottom of the ramp with less linear kinetic energy than its GPE at the top of the ramp. The RKE of the rolling object explains the difference.

3.1.3. Explain that when a chemical reaction takes place and energy is released, the reaction results in molecules that have a lower chemical energy and if energy must be added for a chemical reaction to take place, the molecules that result from that reaction have higher chemical energy.

3.1.4. Recognize that nuclear energy takes the form of mass, and that energy is released from a nuclear reaction as a consequence of the annihilation of mass.

3.1.5. Explain why large amounts of energy are released when small amounts of mass are annihilated (E = mc raised to the power of 2).

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. Use the inverse square law to describe how the force of gravity changes over long distances (for example, describe the forces acting on the Voyager Space Probes as they moved through the solar system).

3.2.2. Conduct investigations to determine the relative sizes of static and kinetic frictional forces acting between two surfaces.

3.2.3. Conduct investigations to determine what variables (mass, normal force, surface area, surface texture, etc.) influence the size of frictional forces that act between two objects.

3.2.4. Give examples in which static friction is a force of propulsion, initiating the motion of an object. Use force diagrams to illustrate the forces acting on the object during this propulsion process.

3.2.5. Use force diagrams to describe how static friction can prevent an object (that is subject to another force) from moving.

3.2.6. Draw force diagrams to illustrate the action of friction when it acts to slow-down an object. Use an energy argument to describe how friction slows down a moving object.

3.2.7. Describe the factors that contribute to the size of an electric force acting between charged particles (i.e., the size of an electric force depends upon the size of the charges involved and the distance between the charges). Recognize that the electric force is an inverse square force like the gravitational force.

3.2.8. Use a sketch of this force to describe how its influence changes as the distance between the charges increases.

3.2.9. Recognize that the gravitational forces acting between objects the size of people or even large trucks is negligible compared to their weight. Also recognize that gravitational forces between particles at the molecular level are completely negligible when compared to electric forces that act between these particles.

3.2.10. Describe how many of the forces acting between objects (friction and normal forces) and acting within objects (tensions, compressions and elastic forces) are manifestations of the electromagnetic forces that act between atoms and molecules in substances.

3.2.11. Use diagrams or models to show how the electric forces acting between molecules can explain the presence of these forces.

3.2.12. Use diagrams to show the similarities between the magnetic field of a permanent magnet and the magnetic field created by an electric coil.

3.2.13. Conduct investigations to show how forces acting between permanent magnets and conducting coils carrying electric currents can be used to create electric motors.

3.2.14. Use diagrams to show how magnets and rotating coils can be used to create electric currents.

3.2.15. Use vector diagrams to illustrate the forces that act within the nucleus. Recognize that the stability of a nucleus depends upon the repulsive electric forces acting between the protons and the attractive nuclear forces acting between all protons and neutrons in the nucleus.

3.2.16. Use examples of mechanical or chemical systems to explain that the stability of an object is linked to the object's energy, and that stability can be used as an indicator how likely it is that an object will undergo a physical, chemical, or nuclear change.

3.2.17. Identify mid-sized nuclei as the most stable nuclei, and use the concept of stability to explain the basics of nuclear fission, fusion, and radioactive decay. Use models and diagrams to illustrate the differences between fission, fusion and radioactive decay.

3.2.18. Use vector diagrams to illustrate how the total force is determined from a group of individual forces.

3.2.19. Make vector diagrams of objects moving with a constant velocity, identifying all of the forces acting on the object (for example, a car moving along a straight highway, an aircraft in flight, an elevator ascending at constant speed, etc.).

3.2.20. Reflect on how forces can collectively act on the object and not change its motion (basis of Newton's 1st Law).

3.2.21. Conduct investigations to reach qualitative and quantitative conclusions regarding the effects of the size of the total force and the object's mass on its resulting acceleration (Newton's 2nd Law). Observe how the direction of the acceleration relates to the direction of the total force.

3.2.22. Use examples to illustrate the differences between mass and force and explain why only forces can change the motion of objects.

3.2.23. Explain why an object with a large mass is usually more difficult to start moving than an object with a smaller mass.

3.2.24. Use Newton's Second Law to calculate the acceleration of objects that are subject to common forces (for example, gravity, constant pushing or pulling forces and/or friction).

3.2.25. Use vector diagrams to show how the direction of the acceleration (relative to the direction of the velocity) can be used to determine if the speed of the object will increase or decrease, and if the direction of motion will change.

3.2.26. Describe what the size of the acceleration of an object indicates about the object's motion (how quickly the object's velocity will change). Give examples of objects having large accelerations (motorcycles starting from rest, vehicles stopping abruptly, cars negotiating sharp curves), and objects having small accelerations (tractor trailers starting from rest, large ships slowing down, and vehicles traveling on long gradual curves on highways).

3.2.27. Conduct investigations to show that the acceleration due to gravity is the same for all objects near the surface of the earth. Use graphical analysis to determine the acceleration due to gravity from experimental data.

3.2.28. Use algebraic relationships that relate the acceleration of an object to its speed and position to make predictions about the motion of objects as they move along straight and circular paths.

3.2.29. Conduct investigations (or demonstrate) that under a variety of conditions when two objects collide they exert equal sized forces on each other. Use Newton's 2nd Law to explain why these two objects may react differently to equal sized forces.

3.2.30. Use vector diagrams and Newton's 3rd Law to explain how a bathroom scale indirectly indicates your weight.

3.2.31. Recognize that momentum of an object is a property of its motion that can be calculated from its mass and its velocity (P = mv), and that only forces can change the momentum of an object.

3.2.32. Conduct investigations to determine the relationship between the force acting on an object and the change it produces in the object's momentum.

3.2.33. Use the concept of impulse to make estimates of average forces when the change in an object's momentum is known. For example, explain why collision forces will be reduced when the barriers are flexible, or how the severity of the injury to a falling athlete will be influenced by the surface the athlete lands on (i.e., turf, hard ground, concrete, etc.).

3.2.34. Recognize that momentum (like energy) is a conserved quantity, and describe how this property of momentum makes it a useful tool in problem solving, especially problems involving collisions.

3.2.35. Describe that forces transfer energy from one object to another through a process called 'work'. Explain how calculating the work done by a force helps us make qualitative and quantitative predictions regarding the motion of objects. Use mathematics, graphing calculators and/or graphing analysis programs to investigate the work done by individual forces.

3.2.36. Give examples of forces doing work to transfer energy to a rotating object (increasing its rotational speed), or doing work to transfer energy away from a rotating object (decreasing its rotational speed).

3.2.37. Describe how the concept of torque is used to explain (and calculate) the rotational effect that forces have when they act on objects.

3.2.38. Conduct investigations to identify the factors that determine the torque produced by a force (Torque = force x lever distance). (For example, what conditions must be met to ensure that the sum of all torques acting on an object is zero, leaving the object in rotational equilibrium?).

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Use energy chains to trace the flow of energy through systems that involve both static and kinetic friction.

3.3.2. Use diagrams to illustrate how the constructive and destructive interference of waves occurs.

3.3.3. Give specific examples of how wave interference occurs in earth systems for both mechanical waves and electromagnetic waves. For example, in the case of mechanical waves, demonstrate regions of high volume (constructive interference) and low volume 'dead spots' (destructive interference) in the space surrounding two speakers. Or consider the effect that wave interference has on the impact of seismic waves produced by earthquakes. In the case of EM waves, observe the colored patterns (fringes) on a soap bubble or in a thin layer of oil on a puddle of water.

3.3.4. Describe how wave interference is used to create useful devices, such as noise cancellation devices (mechanical waves), window coatings to selectively transmit or reflect IR waves, diffraction gratings for spectroscopy, and lasers (EM waves).

3.3.5. Explain why the Law of Conservation of Energy must be expanded to the Law of the Conservation of Mass/Energy when nuclear energy is involved in a process.

3.3.6. Use the concept of stability to explain why energy is released during a fission process and during a fusion process.

3.3.7. Use diagrams and energy chains to illustrate and explain the flow and transformations of energy that occur in fission and fusion processes, and during radioactive decay.

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. Use energy chains to describe the flow of energy in a nuclear-fueled electric power facility. Indicate the source of energy of the facility, how and where energy leaves the facility, and in which parts of the facility energy transformations take place.

3.4.2. Compare and contrast the energy diagram of the nuclear-fueled power plant to a comparable energy diagram for a fossil-fueled electric power plant.

3.4.3. Prepare a written report, a poster, or a computer-based presentation that explains the advantages and disadvantages of using fossil fuels, nuclear fuel, and alternative energy sources to generate electrical energy.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system are caused by gravitational interaction and powered by energy from the Sun.

4.1.1. There are no grade level expectations for this understanding.

4.2. Enduring Understanding: Most objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion which are a result of their formation and changes over time.

4.2.1. There are no grade level expectations for this understanding.

4.3. Enduring Understanding: The Universe is composed of galaxies, which are composed of solar systems, all of which are composed of the same elements and governed by the same laws.

4.3.1. There are no grade level expectations for this understanding.

4.4. Enduring Understanding: Technology expands our knowledge of the Universe.

4.4.1. There are no grade level expectations for this understanding.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. There are no grade level expectations for this understanding.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. There are no grade level expectations for this understanding.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. There are no grade level expectations for this understanding.

DE.6. Life Processes

6.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

6.1.1. There are no grade level expectations for this understanding.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. There are no grade level expectations for this understanding.

6.3. Enduring Understanding: The health of humans and other organisms is affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.3.1. There are no grade level expectations for this understanding.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. There are no grade level expectations for this understanding.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. There are no grade level expectations for this understanding.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human needs and wants.

7.3.1. There are no grade level expectations for this understanding.

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. There are no grade level expectations for this understanding.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. There are no grade level expectations for this understanding.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. There are no grade level expectations for this understanding.

DE.1. Nature and Application of Science and Technology

1.1. Enduring Understanding: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.

1.1.1. Identify and form questions that generate a specific testable hypothesis that guide the design and breadth of the scientific investigation.

1.1.2. Design and conduct valid scientific investigations to control all but the testable variable in order to test a specific hypothesis.

1.1.3. Collect accurate and precise data through the selection and use of tools and technologies appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and other organizers that allow analysis and comparison with known information and allow for replication of results.

1.1.4. Construct logical scientific explanations and present arguments which defend proposed explanations through the use of closely examined evidence.

1.1.5. Communicate and defend the results of scientific investigations using logical arguments and connections with the known body of scientific information.

1.1.6. Use mathematics, reading, writing and technology when conducting scientific inquiries.

1.1.7. Explain that the quantity of radiant energy delivered to a surface every second can be viewed in two different ways. Use the concept of waves to describe that the energy delivered by electromagnetic radiation depends on the amplitude and frequency of the electromagnetic waves. Use the particle model of electromagnetic radiation (energy is carried by packets of electromagnetic energy called photons) to explain that the radiant energy delivered depends on the frequency of the radiation and the number of packets striking the surface per second.

1.1.8. Use the model of discrete electronic energy states in an atom to describe how the atom can emit or absorb packets of electromagnetic energy (photons) having specific energies.

1.1.9. Demonstrate how prisms, diffraction gratings or other optical devices can be used to analyze the light coming from different substances and how this analysis can be useful in the identification of elements and compounds.

1.1.10. Use diagrams to show how concave reflecting devices and convex lenses can be used to collect and focus EM waves. Recognize that the characteristics of these devices are different for different groups of EM waves (radio waves, microwaves, infrared waves, visible waves, etc.).

1.1.11. Create light ray diagrams to illustrate how converging devices are used to collect and focus waves in scientific devices (for example, telescopes and microscopes).

1.1.12. Describe how nuclear fusion reactions change over time and lead to the creation of elements (and the evolution of stars).

1.1.13. Compare and contrast the age, temperature, and size of our Sun to other stars.

1.1.14. Discuss the many ways in which the Sun influences Earth including the role of gravity, coronal mass ejections, and electromagnetic radiation including gamma photons.

1.1.15. Describe the relative size differences and distances between planetary systems, stars, multiple-star galaxies, star clusters, galaxies, and galactic groups in the Universe.

1.1.16. Describe how our knowledge of the history of the Universe is based on electromagnetic energy that has traveled vast distances and takes a long period of time to reach us.

1.1.17. Explain the life history of stars in terms of luminosity, size and temperature using the Hertzsprung-Russell Diagram. Compare and contrast stellar evolution based on mass (black hole, neutron star, white dwarf).

1.1.18. Describe how the composition of stars can be determined by analysis of their spectra. Compare the elements that compose stars to those that compose Earth.

1.1.19. Identify and measure biological, chemical and physical indicators within a given ecosystem (pH, dissolved oxygen, macro invertebrate and other indicator species, salinity).

1.1.20. Using models, computer simulations, or graphic representations, demonstrate how, changes in these indicators may affect interactions within ecosystems. Evaluate the current health of the ecosystem and suggest possible interventions for mitigation.

1.1.21. Using graphs of population data of a predator and its prey, describe the patterns observed. Explain how the interactions of predator and prey generate these patterns, and predict possible future trends in these populations.

1.1.22. Analyze and explain the short-term impact of a natural disaster on the biological, chemical, and physical components of the affected ecosystem and their associated interrelationships, including geochemical cycles and food webs.

1.1.23. Based on knowledge of populations and interactions in an ecosystem, predict the possible long-term outcomes (e.g., extinction, adaptation, succession) of a natural disaster on populations in the ecosystem.

1.1.24. Explain the significance of the introduction of non-native and invasive species to a stable ecosystem and describe the consequent harm to the native species and the environment (e.g., zebra mussels, purple loosestrife, phragmites, Japanese Beetles).

1.1.25. Describe how the biotic and abiotic factors can act as selective pressures on a population and can alter the diversity of the ecosystem over time.

1.1.26. Identify limiting factors in an ecosystem and explain why these factors prevent populations from reaching biotic potential.

1.1.27. Predict the effects on a population if these limiting factors were removed. Explain why a population reaching unlimited biotic potential can be detrimental to the ecosystem.

1.1.28. Determine the carrying capacity for a population in an ecosystem using graphical representations of population data.

1.1.29. Describe how birth rate, death rate, emigration, and immigration contribute to a population's growth rate.

1.1.30. Illustrate how elements on Earth cycle among the biotic and abiotic components of the biosphere.

1.1.31. Analyze how an understanding of biomagnification has led to the regulation of chemical use and disposal.

1.2. Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.

1.2.1. Use library and internet resources to identify characteristics of the Earth which permit it to support life, and compare those characteristics to properties of other planets. Based on the research, debate the possibility of life on other planets.

1.2.2. Discuss how technology (i.e., telescopes, computers, space probes, radio observatories) assists astronomers in discovering and investigating celestial bodies beyond the limits of our Solar System.

1.2.3. Examine and describe how social and biological factors influence the exponential growth of the human population (e.g., economic, cultural, age at reproduction, fertility rate, birth/death rate, and environmental factors).

1.2.4. Examine and describe how the exponential growth of the human population has affected the consumption of renewable and nonrenewable resources.

1.2.5. Evaluate decisions about the use of resources in one country and how these decisions can impact the diversity and stability of ecosystems globally.

1.2.6. Analyze ways in which human activity (i.e., producing food, transporting materials, generating energy, disposing of waste, obtaining fresh water, or extracting natural resources) can affect ecosystems and the organisms within.

1.2.7. Research and discuss ways in which humans use technology to reduce the negative impact of human activity on the environment. (e.g., phytoremediation, smokestack scrubbers).

1.2.8. Describe how advances in technology can increase the carrying capacity of an ecosystem (i.e., advances in agricultural technology have led to increases in crop yields per acre).

1.3. Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.

1.3.1. There are no grade level expectations for this understanding.

DE.2. Materials and Their Properties

2.1. Enduring Understanding: The structures of materials determine their properties.

2.1.1. There are no grade level expectations for this understanding.

2.2. Enduring Understanding: The properties of the mixture are based on the properties of its components.

2.2.1. There are no grade level expectations for this understanding.

2.3. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same.

2.3.1. There are no grade level expectations for this understanding.

2.4. Enduring Understanding: There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy.

2.4.1. There are no grade level expectations for this understanding.

2.5. Enduring Understanding: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.

2.5.1. There are no grade level expectations for this understanding.

DE.3. Energy and Its Effects

3.1. Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and energy fields (potential energy).

3.1.1. Explain that the quantity of radiant energy delivered to a surface every second can be viewed in two different ways. Use the concept of waves to describe that the energy delivered by electromagnetic radiation depends on the amplitude and frequency of the electromagnetic waves. Use the particle model of electromagnetic radiation (energy is carried by packets of electromagnetic energy called photons) to explain that the radiant energy delivered depends on the frequency of the radiation and the number of packets striking the surface per second.

3.2. Enduring Understanding: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the different forms of energy.

3.2.1. There are no grade level expectations for this understanding.

3.3. Enduring Understanding: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.

3.3.1. Use the model of discrete electronic energy states in an atom to describe how the atom can emit or absorb packets of electromagnetic energy (photons) having specific energies. Demonstrate how prisms, diffraction gratings or other optical devices can be used to analyze the light coming from different substances, and how this analysis can be useful in the identification of elements and compounds.

3.3.2. Use diagrams to show how concave reflecting devices and convex lenses can be used to collect and focus EM waves.

3.3.3. Recognize that the characteristics of these devices are different for different groups of EM waves (radio waves, microwaves, infrared waves, visible waves, etc.).

3.3.4. Create light ray diagrams to illustrate how converging devices are used to collect and focus waves in scientific devices (e.g., telescopes and microscopes).

3.4. Enduring Understanding: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.

3.4.1. There are no grade level expectations for this understanding.

DE.4. Earth in Space

4.1. Enduring Understanding: Observable, predictable patterns of movement in the Sun, Earth, Moon system are caused by gravitational interaction and powered by energy from the Sun.

4.1.1. Describe how nuclear fusion reactions change over time and lead to the creation of elements (and the evolution of stars).

4.1.2. Explain how the process of nuclear fusion in our Sun consumes mass and releases, over billions of years, enormous amounts of energy.

4.1.3. Compare and contrast the age, temperature, and size of our Sun to other stars.

4.1.4. Discuss the many ways in which the Sun influences Earth including the role of gravity, coronal mass ejections, and electromagnetic radiation including gamma photons.

4.2. Enduring Understanding: Most objects in the Solar System orbit the Sun and have distinctive physical characteristics and orderly motion which are a result of their formation and changes over time.

4.2.1. Use library and internet resources to identify characteristics of the Earth which permit it to support life, and compare those characteristics to properties of other planets. Based on the research, debate the possibility of life on other planets.

4.3. Enduring Understanding: The Universe is composed of galaxies, which are composed of solar systems, all of which are composed of the same elements and governed by the same laws.

4.3.1. Describe the relative size differences and distances between planetary systems, stars, multiple-star galaxies, star clusters, galaxies, and galactic groups in the Universe.

4.3.2. Explain why the force of gravity is responsible for many phenomena in the Universe including the formation and life cycle of galaxies, stars, and planetary systems. Explain how gravity influences the motion of bodies in the Universe including tides and maintaining orbits of planets.

4.3.3. Describe how our knowledge of the history of the Universe is based on electromagnetic energy that has traveled vast distances and takes a long period of time to reach us.

4.3.4. Explain the life history of stars in terms of luminosity, size and temperature using the Hertzsprung-Russell Diagram. Compare and contrast stellar evolution based on mass (black hole, neutron star, white dwarf).

4.3.5. Explain the Big Bang Theory and how it is supported by evidence that includes microwave background radiation and red shift. Cite research supporting the Big Bang Theory as the most scientifically accepted theory explaining the formation of the Universe.

4.4. Enduring Understanding: Technology expands our knowledge of the Universe.

4.4.1. Describe how the composition of stars can be determined by analysis of their spectra. Compare the elements that compose stars to those that compose Earth.

4.4.2. Discuss how technology (i.e., telescopes, computers, space probes, radio observatories) assists astronomers in discovering and investigating celestial bodies beyond the limits of our Solar System.

DE.5. Earth's Dynamic Systems

5.1. Enduring Understanding: Earth's systems can be broken down into individual components which have observable measurable properties.

5.1.1. There are no grade level expectations for this understanding.

5.2. Enduring Understanding: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.

5.2.1. There are no grade level expectations for this understanding.

5.3. Enduring Understanding: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.

5.3.1. There are no grade level expectations for this understanding.

DE.6. Life Processes

6.1. Enduring Understanding: Living systems, from the organismic to the cellular level, demonstrate the complementary nature of structure and function.

6.1.1. There are no grade level expectations for this understanding.

6.2. Enduring Understanding: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.

6.2.1. There are no grade level expectations for this understanding.

6.3. Enduring Understanding: The health of humans and other organisms is affected by their interactions with each other and their environment, and may be altered by human manipulation.

6.3.1. There are no grade level expectations for this understanding.

DE.7. Diversity and Continuity of Living Things

7.1. Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.

7.1.1. There are no grade level expectations for this understanding.

7.2. Enduring Understanding: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.

7.2.1. There are no grade level expectations for this understanding.

7.3. Enduring Understanding: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human needs and wants.

7.3.1. There are no grade level expectations for this understanding.

DE.8. Ecology

8.1. Enduring Understanding: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.

8.1.1. Identify and measure biological, chemical and physical indicators within a given ecosystem (pH, dissolved oxygen, macroinvertebrate and other indicator species, salinity).

8.1.2. Using models, computer simulations, or graphic representations, demonstrate how, changes in these indicators may affect interactions within ecosystems. Evaluate the current health of the ecosystem and suggest possible interventions for mitigation.

8.1.3. Explain how feedback loops keep an ecosystem (at the local and global level) in a state of dynamic equilibrium (e.g., positive and negative feedback loops associated with global climate).

8.1.4. Explain how niches help to increase the diversity within an ecosystem and maximize the number of populations that can live in the same habitat.

8.1.5. Using graphs of population data of a predator and its prey, describe the patterns observed. Explain how the interactions of predator and prey generate these patterns, and predict possible future trends in these populations.

8.1.6. Analyze and explain the short-term impact of a natural disaster on the biological, chemical, and physical components of the affected ecosystem and their associated interrelationships, including geochemical cycles and food webs.

8.1.7. Based on knowledge of populations and interactions in an ecosystem, predict the possible long-term outcomes (e.g., extinction, adaptation, succession) of a natural disaster on populations in the ecosystem.

8.1.8. Explain the significance of the introduction of non-native and invasive species to a stable ecosystem and describe the consequent harm to the native species and the environment (e.g., zebra mussels, purple loosestrife, phragmites, Japanese Beetles).

8.1.9. Describe how the biotic and abiotic factors can act as selective pressures on a population and can alter the diversity of the ecosystem over time.

8.1.10. Identify limiting factors in an ecosystem and explain why these factors prevent populations from reaching biotic potential. Predict the effects on a population if these limiting factors were removed. Explain why a population reaching unlimited biotic potential can be detrimental to the ecosystem.

8.1.11. Determine the carrying capacity for a population in an ecosystem using graphical representations of population data.

8.1.12. Describe how birth rate, death rate, emigration, and immigration contribute to a population's growth rate.

8.2. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.

8.2.1. Illustrate how elements on Earth cycle among the biotic and abiotic components of the biosphere.

8.2.2. Recognize that the amount of matter in a closed ecosystem will remain constant.

8.2.3. Relate an ecosystem's requirement for the continual input of energy to the inefficiency of energy transfer.

8.2.4. Explain how ecosystems that do not rely on radiant energy obtain energy to maintain life.

8.2.5. Explain how the inefficiency of energy transfer determines the number of trophic levels and affects the relative number of organisms at each trophic level in an ecosystem.

8.2.6. Relate a chemical's properties to its accumulation within organisms, such as PCBs in the fatty tissues of fish.

8.2.7. Relate the accumulation of a chemical in an organism to the organism's trophic level. Explain why bioaccumulation is a greater problem for organisms at higher trophic levels.

8.2.8. Explain how biomagnification has led to unsafe food supplies, such as mercury accumulation in tuna.

8.2.9. Analyze how an understanding of biomagnification has led to the regulation of chemical use and disposal.

8.3. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.

8.3.1. Examine and describe how social and biological factors influence the exponential growth of the human population (e.g., economic, cultural, age at reproduction, fertility rate, birth/death rate, and environmental factors).

8.3.2. Examine and describe how the exponential growth of the human population has affected the consumption of renewable and non-renewable resources.

8.3.3. Evaluate decisions about the use of resources in one country and how these decisions can impact the diversity and stability of ecosystems globally.

8.3.4. Analyze ways in which human activity (i.e., producing food, transporting materials, generating energy, disposing of waste, obtaining fresh water, or extracting natural resources) can affect ecosystems and the organisms within.

8.3.5. Research and discuss ways in which humans use technology to reduce the negative impact of human activity on the environment. (e.g., phytoremediation, smokestack scrubbers).

8.3.6. Describe how advances in technology can increase the carrying capacity of an ecosystem (i.e., advances in agricultural technology have led to increases in crop yields per acre).