Kindergarten

I. Inquiry - Process skills and inquiries are not isolated units of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

A. Process Skills

1. Observe

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position and change (qualitative observations).

Goal numbers:

1, 2, 3, 7, 14

2. Classify

a. Compare, sort and group concrete objects according to observable properties.

2, 3, 14, 17

b. Arrange objects in sequential order.

7, 10, 16

3. Measure

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

7, 11, 28

4. Communicate

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

5, 6, 7, 9, 10, 11, 15, 16, 18, 28

B. Inquiry

1. Plan and conduct simple investigation.

a. Ask a question about objects, organisms, and events in the environment that could start an investigation.

2, 9, 10, 16

b. Use simple equipment to gather data and extend the senses.

23

II. Life Science - Animals and Plants/My Body

A. Characteristics of Organisms

1. Organisms have basic needs.

a. Observe and describe that living things change as they grow.

9, 23

b. Investigate and identify the natural resources (food, water, and air) that living things need to survive.

9, 10, 28

2. Humans have distinct body structures for walking, holding, seeing, and talking.

a. Name major body parts.

2

b. Identify the uses of body parts.

2

3. Humans have senses including sight, smell, hearing, touch, and taste.

a. Describe the five senses.

2, 7, 29

b. Investigate using sensory organs associated with each of the senses.

2, 7, 29

c. Communicate using sensory descriptors (e.g. sweet, sour, bitter, salty, rough, smooth, hard, soft, cold, warm, hot, loud, high, low, bright, and dull).

7, 10, 14

B. Life Cycles of Organisms

1. Plants and animals closely resemble their parents.

a. Observe that plants and animals go through a life cycle.

9, 28

b. Observe and identify structures that are common between plants and animals and their offspring.

2, 9, 14, 28, 29

c. Compare offspring of plants and animals as similar but not identical to their parents and one another.

9, 28

III. Earth Science - Rocks, Sand, Soil, and Water/Seasonal Changes

A. Properties of Earth Materials

1. Solid rocks, soils, and water are earth materials.

a. Describe the earth materials using the senses.

4, 15, 16, 24

b. Explore the natural flow of water downhill.

4, 15, 24

c. Describe a way to conserve water at home or at school.

24

2. Soils have properties of color and texture.

a. Compare a variety of soil samples.

4, 15, 25

b. Sort soil samples by a single attribute.

24

B. Changes in the Earth and Sky

1. Weather changes from day to day and over the seasons.

a. Record weather observations pictorially.

18

b. Name and describe the seasons.

c. Describe how seasonal changes may affect plants and animals.

9, 28

IV. Physical Science - Exploring Matter

A. Properties of Objects and Materials

1. Objects have many observable properties.

a. Examine, describe, and compare common physical properties of a variety of materials.

2, 7, 11, 14, 15

b. Observe and describe water as a solid or a liquid.

29

c. Observe, classify and describe objects made of different materials, such as paper, wood, fabric, and metal.

11, 17

d. Observe that objects can move.

9, 14, 15

2. Objects can be described by the properties of the materials from which they are made and those properties can be used to separate or sort a group of objects or materials.

a. Classify materials that float/sink in water.

11, 15, 17

b. Investigate how magnets affect some materials and have useful applications as a tool.

11

c. Classify and describe everyday materials that can be recycled.

7, 24

I. Inquiry - Process skills and inquiries are not isolated units of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

A. Process Skills

1. Observe

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position and change (qualitative observations).

1, 2, 3, 7, 14

2. Classify

a. Compare, sort and group concrete objects according to observable properties.

2, 3, 14, 17

b. Arrange objects in sequential order.

7, 10, 16

3. Measure

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

7, 11, 28

4. Communicate

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

5, 6, 7, 9, 10, 11, 15, 16, 18, 28

B. Inquiry

1. Plan and conduct simple investigation.

a. Ask a question about objects, organisms, and events in the environment that could start an investigation.

2, 9, 10, 16

b. Use simple equipment such as hand lenses, thermometers, balances, etc. to gather data and extend the senses.

23

II. Life Science - Plants

A. Characteristics of Organisms

1. Organisms have basic needs.

a. Investigate and explain that plants require air, water, nutrients, space, and light to survive and reproduce.

10, 15, 25, 28

2. Plants have basic structures. 

a. Identify the parts of a plant (seeds, roots, stems, leaves, flower, and fruit).

28

b. Classify edible plant parts as seeds, roots, etc.

10, 28

c. Explore and compare methods of seed dispersal.

15, 25, 28

B. Life Cycles of Organisms

1. Plants have life cycles. The details of the life cycle are different for different organisms.

a. Observe and communicate the growth and development of a variety of plants from seed.

25, 28

b. Recognize that fruits and nuts come from flowers.

25

C. Organisms and Their Environments

1. Organisms can survive only in environments in which their needs can be met.

a. Classify plants according to their habitats.

4, 15, 25, 28

b. Describe characteristics of plants that help them to survive in specific environments.

28

2. All organisms cause changes in the environment where they live.

a. Explore and describe that living things can change the environment.

4, 15, 24, 25, 28, 29

b. Investigate how natural resources can be reused and recycled to reduce consumption.

14, 16, 24

III. Earth Science - Things in the Sky

A. Objects in the Sky

1. The sun, moon, and stars have properties, locations and movements that can be observed and described.

a. Observe and describe the basic relationships between the sun, moon, and Earth.

15 (visit ocean to note tidal changes)

b. Identify that the sun is a star and is the source of heat and light for Earth.

28

c. Describe a way to conserve water at home or at school.

16

B. Changes in the Earth and Sky

1. The sun and moon appear to move across the sky on a daily basis.

a. Observe and compare the day and the night sky.

b. Observe and describe changes in shadows over time.

c. Observe and describe the phases of the moon over time looking for patterns.

IV. Physical Science - Properties of Objects and Materials/Exploring Motion

A. Properties of Objects and Materials

1. Objects have many observable properties, including size, mass, shape, color, and temperature.

a. Examine, describe, and compare common physical properties of a variety of materials.

1, 2, 3, 11, 17

d. Observe that objects can move.

2, 11, 17

2. Properties of matter can be measured using tools, such as rulers, balances, and thermometers.

a. Measure length, mass, and temperature of various materials in nonstandard and standard units. (U.S. Customary and Metric Systems)

1, 2, 7, 9, 11,

b. Sort objects and materials based on a single attribute.

14, 17, 18

3. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.

a. Investigate that some materials mix with water and others will not.

4, 10, 15

b. Make and separate simple mixtures.

4. Materials can exist in different states.

a. Explore and describe characteristics of solids.

15

b. Explore and describe characteristics of liquids.

15, 16

c. Identify materials as either solid or liquid.

B. Position and Motion of Objects

1. The position and motion of objects can be changed by pushing and pulling.

a. Investigate the effect of a push or a pull on the position and motion of common objects.

1, 11, 17

b. Explore and describe patterns of motion.

15

I. Inquiry - Process skills and inquiries are not isolated units of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

A. Process Skills

1. Observe

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position and change (qualitative observations).

1, 2, 3, 7, 14

2. Classify

a. Compare, sort and group concrete objects according to observable properties.

2, 3, 14, 17

b. Arrange objects in sequential order.

7, 10, 16

3. Measure

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

7, 11, 28

4. Communicate

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

5, 6, 7, 9, 10, 11, 15, 16, 18, 28

B. Inquiry

1. Plan and conduct simple investigation.

a. Ask a question about objects, organisms, and events in the environment that could start an investigation.

2, 9, 10, 16

b. Plan and conduct a simple investigation.

9, 10, 28

c. Use simple equipment such as hand lenses, thermometers, balances, etc. to gather data and extend the senses.

23

d. Communicate investigations and explanations.

9, 10, 15, 16, 28

II. Life Science - Animals

A. Characteristics of Organisms

1. Organisms have basic needs. Animals need air, water, and food.

a. Identify the basic needs of animals, including shelter and living space.

2, 9, 10, 14, 15

2. Organisms can survive only in environments in which their needs can be met. 

a. Describe the relationship between animals and their habitats.

4, 9, 10, 15

b. Group animals based on their habitats.

15, 25, 29

B. Life Cycles of Organisms

1. Animals have life cycles that include being born, developing into adults, reproducing, and eventually dying.

a. Observe and describe the growth and development of animals throughout their life cycles.

2, 9, 23, 29

b. Investigate and understand that animals go through a series of orderly changes in their life cycles.

9, 23, 29

c. Observe growth in animals over time.

23

2. Animals closely resemble their parents.

a. Investigate that some animals go through distinct stages (metamorphosis) during their lives while others generally resemble their parents throughout their life cycle.

9, 23

b. Classify animals based on their similarities.

3

C. Organisms and Their Environments

1. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

a. Investigate and describe ways in which animals interact with each other and with the environment.

10, 15, 25

III. Earth Science - Weather

A. Changes in the Earth and Sky

1. Weather changes from day to day and over the seasons.

a. Describe components of weather, including temperature, wind, and precipitation (rain, sleet, snow, and hail).

16

b. Observe and identify weather conditions and patterns.

c. Use standard symbols to represent weather conditions.

d. Describe and sequence the seasons.

e. Identify safety precautions to use during severe weather conditions. 

17

2. Weather can be described by measurable quantities, such as temperature, wind direction, and precipitation.

a. Measure and record temperature in both degrees Fahrenheit and Celsius.

b. Measure and record precipitation.

16

c. Investigate and describe changes in wind direction and the motion of objects due to wind.

d. Make simple charts and graphs of observed weather data.

15

e. Identify the importance of measuring and recording weather data.

16

f. Compare drought and flood conditions.

15

g. Investigate and describe how weather affects water supply and water conservation.

15, 16

IV. Physical Science - Changes in Matter, Magnets

A. Properties of Objects and Materials

1. Objects have many observable properties.

a. Examine and classify common physical properties of matter-solids, liquids, and gasses.

16

2. Materials can exist in different states-solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another.

a. Identify materials as solid, liquid, and gas.

16

b. Demonstrate and describe how water and other materials change from one state to another. 

16

3. Properties of matter can be measured using tools, such as rulers, balances, and thermometers.

a. Measure length, mass, and temperature of various materials in nonstandard and standard units. (U.S. Customary and Metric Systems)

7

B. Magnetism

1. Magnets attract and repel each other and certain kinds of other materials.

a. Investigate and classify the results of magnetic forces on common objects (metals/nonmetals).

11

b. Demonstrate and describe how the poles of magnets attract and repel each other.

c.  Give examples of useful applications of magnets (e.g., refrigerator magnet, can opener, magnetized screwdriver, magnetic compass).

I. Inquiry - Process skills and inquiries are not isolated units of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

A. Process Skills

1. Observe

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position and change (qualitative observations).

1, 2, 3, 7, 14

2. Classify

a. Compare, sort and group concrete objects according to two attributes.

2, 3, 14, 17

b. Arrange objects in sequential order.

7, 10, 16

3. Measure

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

7, 11, 28

4. Communicate

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

5, 6, 7, 9, 10, 11, 15, 16, 18, 28

5. Infer

a. Explain or interpret an observation based on data and prior knowledge.

2, 6, 9, 15, 16, 23, 28

6. Predict

a. Use prior knowledge and observations to identify and explain in advance what will happen.

7, 10, 16, 28

B. Inquiry

1. Plan and conduct simple investigation.

a. Ask a question about objects, organisms, and events in the environment that could start an investigation.

2, 9, 10, 16

b. Plan and conduct a simple investigation.

9, 10, 28

c. Use simple equipment such as hand lenses, thermometers, balances, etc. to gather data and extend the senses.

23

d. Communicate investigations and explanations.

9, 10, 15, 16, 28

II. Life Science - Habitats and Adaptations

A. Characteristics of Organisms

1. Organisms can survive only in habitats in which their needs can be met.

a. Compare and contrast the basic needs of plants and animals.

9, 10, 28

b. Select and describe an appropriate habitat for a plant or animal.

9, 28

2. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction.

a. Investigate and predict how structural adaptations, such as methods of movement, defense, rearing young, camouflage, and mimicry, function to allow animals to respond to life needs.

2, 9, 28

b. Recognize bones, joints, and muscles in the arms and legs of the human body as structural adaptations responsible for movement.

c. Investigate and predict how physical adaptations, such as seed production and dispersal, scent, color of flower, and tropism (light and gravity), function to allow plants to respond to life needs.

4, 15, 25, 28

B. Life Cycles of Organisms

1. Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment.

a. Compare and describe growth of living things based on observations and measurements over time including stages of development and life.

2, 23

b. Record and describe the growth and development of a specific plant or animal over time.

9, 23, 28

C. Organisms and Their Environments

1. All animals depend on plants.

a. Investigate and describe ways in which animals interact with each other and with the environment.

10, 15, 25

b. Interpret the interdependency of plants and animals within a food chain by defining the following: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator and prey.

10

2. When the environment changes, come plants and animals survive and reproduce, and others die or move to new locations.

a. Describe how habitats and organisms change over time due to many influences (effects of natural forces, wind, rain, water, air, sunlight, and temperature).

4, 9, 10, 15, 23, 25, 28

b. Research and describe how habitats are managed and species are monitored in South Carolina.

4, 23, 25, 29

c. Investigate and describe behavioral adaptations, such as hibernation, migration, and dormancy that allow living things to respond to seasonal conditions.

9, 28

d. Investigate and describe that aquatic and terrestrial habitats support a diversity of plants and animals that share limited resources.

4, 10, 15, 25, 29

e. Investigate, communicate, and debate that natural events, natural resources and human influences can affect the survival/extinction of a species.

10

f. Determine how humans impact natural resources (renewable and nonrenewable).

4, 10, 15, 24, 25

III. Earth Science - Earth Materials

A. Properties of Earth Materials

1. The varied earth materials have different physical properties and uses.

a. Describe earth materials (rocks, minerals, water, soil, and fossils) by their physical properties.

15, 25, 29

b. State similarities and differences among earth materials.

15, 25, 29

c. Classify similar earth materials (e.g., types of rocks/soils) according to their physical properties.

15, 25, 29

d. Recognize that rock, clay, silt, and, and humus are components of soils.

15, 25, 29

e. Describe and show that soils are layered (topsoil, subsoil and bedrock).

f. Identify that soil provides support and nutrients for plant growth.

15, 25, 28, 29

g. Observe and describe the unique physical characteristics of a variety of rock types.

15, 25

h. Give examples of how humans obtain and use earth materials as resources.

25

i. Explain how fossils provide evidence about prehistoric life and environments.

29

2. The sun provides the heat necessary to maintain the temperature of the Earth.

a. Compare the effects of heat from the sun on various materials (rocks, soils, and water).

4, 15, 16, 25

B. Changes in the Earth

2. The surface of the Earth changes.

a. Describe surface features of the Earth (mountains, hills, valleys, plateaus, plains, oceans, lakes and rivers).

4, 15, 23, 24, 25, 29

b. Construct and interpret models that illustrate features of the Earth.

c. Compare some changes in the Earth's surface that are due to slow processes, such as erosion and weathering, with some changes that are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

4, 15, 25, 29

d. Infer how human behavior, such as farming, mining, and construction, changes the Earth's surface.

e. Predict and explain the consequences of natural events, such as fire, flood, drought, erosion, earthquake, and volcanic eruption.

4, 15, 25, 29

f. Explore how technologies are used to help predict some natural events.

IV. Physical Science - Heat and Changes in Matter

A. Properties of Objects and Materials

1. Some common materials, such as water, can be changed from one state to another by heating or cooling.

a. Recognize and explore how matter can be changed in form (solid, liquid, and gas) through processes such as condensation, evaporation, melting, boiling, freezing, and sublimation (solid to gas, such as dry ice) and apply these processes to real world examples.

7, 16

b. Measure, record, and graph the temperature (Celsius and Fahrenheit) of matter as it is heated and cooled.

7

c. Investigate the unique properties of water (expansion and contraction) as it is heated and cooled.

16

d. Compare the unique properties of water with other substances as they are heated and cooled.

16

2. Heat can be produced in many ways, such as burning and rubbing or mixing one substance with another. Heat can move from one object to another by conduction.

a. Explore and identify things that produce heat.

7

b. Explore and describe how heat moves from one object to another.

7

c. Investigate and describe how heat travels by direct contact (conduction) so that a warmer object can warm a cooler object.

7

d. Investigate and describe what materials can be used to prevent heat from moving from one object to another, such as insulators, and apply to real world examples.

7

e. Describe ways to stop a fire from burning.

7

B. Position and Motion of Objects

1. The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull.

a. Investigate and describe push and pull involved in simple machines.

11, 13

b. Identify and describe simple machines such as lever, pulley, wheel and axle, and inclined plane and apply their uses to real world situations.

11, 13

c. Demonstrate how bones, joints and muscles are responsible for human movement and work as levers.

d. Observe and identify examples of simple machines found in school, playground, home, and work environment.

11, 13

e. Observe the motion of simple machines in toys and in playground activities.

11

f. Infer how simple machines developed as a result of human needs and exploration.

6

I. Inquiry - Process skills and inquiries are not isolated units of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

A. Process Skills

1. Observe

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position and change (qualitative observations).

1, 2, 3, 7, 14

2. Classify

a. Compare, sort and group concrete objects according to two attributes.

2, 3, 14, 17

b. Arrange objects in sequential order.

7, 10, 16

3. Measure

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

7, 11, 28

4. Communicate

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

5, 6, 7, 9, 10, 11, 15, 16, 18, 28

5. Infer

a. Explain or interpret an observation based on data and prior knowledge.

2, 6, 9, 15, 16, 23, 28

b. Discriminate between observations and inferences.

6, 10, 16

6. Predict

a. Use prior knowledge and observations to identify and explain in advance what will happen.

7, 10, 16, 28

b. Discriminate between inferences and predictions.

6, 10, 16

B. Inquiry

1. Plan and conduct simple investigation.

a. Ask a question about objects, organisms, and events in the environment that could start an investigation.

2, 9, 10, 16

b. Plan and conduct a simple investigation.

9, 10, 28

c. Use simple equipment such as hand lenses, thermometers, balances, etc. to gather data and extend the senses.

23

d. Use data to construct a reasonable explanation.

5, 9, 10, 16, 29

e. Communicate investigations and explanations.

9, 10, 15, 16, 28

II. Life Science - Organisms and Their Environment

A. Characteristics of Organisms

1. Organisms have basic needs and can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

a. Identify the characteristics of different environments, such as forests, wetlands, grasslands, deserts, and in polar, temperate and tropical regions.

4, 10, 15, 21, 25, 29

b. Describe the diversity of life forms (vertebrate and invertebrate animals and plants) supported by each environment.

4, 9, 10, 15, 28

c. Investigate the relationship between the basic needs of different organisms and whether or not a particular environment meets those needs.

9, 10, 15, 23, 29

2. Organisms have senses that help them detect internal and external cues.

a. Analyze specific behavior influenced by internal cues (e.g., hunger and thirst).

2, 10, 14

b. Analyze specific behaviors influenced by external cues in the environment (e.g., temperature, light and precipitation).

10, 16

c. Describe how animal sensory organs (including human eye and ear) detect external cues.

2

3. Life Cycles of Organisms-(1) Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment.

a. Identify and describe characteristics and behaviors that are inherited (e.g., color or flowers and animal instincts).

2, 9, 10

b. Identify and describe characteristics and learned behaviors that enable organisms to survive in their environment (e.g., bear learning to fish).

9, 10

c. Distinguish major groups of organisms based on significant characteristics (e.g., body covering, number of legs, body parts, type of skeleton).

2

C. Organisms and Their Environments

1. An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and the numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment.

a. Describe how animals behave and interact within groups (e.g., schools, flocks, packs, hives, and herds).

9

b. Describe how animals behave and interact within their environment (living and nonliving).

9

2. All organisms cause changes in the environment where they live.

a. Describe how organisms may benefit their environment (e.g., earthworms improve the quality of soil, birds disperse seeds).

15

b. Describe how organisms may harm their environment (e.g., locusts destroy crops, red tides reduce oxygen levels in the ocean).

15, 25, 28

3. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.

a. Describe chances in the environment caused by humans.

24, 25

b. Infer the impact of agricultural technology (e.g., air/land/water pollution and improved crop yield) on society and the environment.

24

c. Infer the impact of industrial technologies (e.g., air/land/water pollution and improved standard of living) on society and the environment.

24

d. Relate how human population growth changes the environment.

10, 15, 24

*III. Earth Science - Sky Patterns, Weather and Climate

No SC Reel Kids activities directly meet standards in these areas. Reel Kids activities can be expanded by individual teachers to include standards in these areas.

*IV. Physical Science - Electricity and Magnetism, Light and Sound

No SC Reel Kids activities directly meet standards in these areas. Reel Kids activities can be expanded by individual teachers to include standards in these areas.

I. Inquiry - Process skills and inquiries are not isolated units of instruction and should be embedded throughout the content areas. Safety issues should be addressed as developmentally appropriate.

A. Process Skills

1. Observe

a. Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position and change (qualitative observations).

1, 2, 3, 7, 14

2. Classify

a. Compare, sort and group concrete objects according to two attributes.

2, 3, 14, 17

b. Arrange objects in sequential order.

7, 10, 16

3. Measure

a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

7, 11, 28

4. Communicate

a. Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.

5, 6, 7, 9, 10, 11, 15, 16, 18, 28

5. Infer

a. Explain or interpret an observation based on data and prior knowledge.

2, 6, 9, 15, 16, 23, 28

b. Discriminate between observations and inferences.

6, 10, 16

6. Predict

a. Use prior knowledge and observations to identify and explain in advance what will happen.

7, 10, 16, 28

b. Discriminate between inferences and predictions.

6, 10, 16

7. Hypothesize

a. Devise a statement of assumption, based on observations, experiences, and research that can be supported or refuted through experimentation.

6, 9, 23, 28

8. Define variables

a. Identify independent (manipulated), dependent (responding), and controlled variables, in an experiment.

B. Inquiry

1. Plan and conduct simple investigation.

a. Identify questions that can be answered through scientific investigations.

23

b. Design and conduct a scientific investigation.

9, 28

c. Use appropriate tools and techniques to gather, analyze, and interpret data.

23

d. Develop descriptions, explanations, predictions, and models using evidence.

9, 10, 16, 29

e. Use mathematical thinking in all aspects of scientific inquiry.

10, 23

f. Communicate outcomes and explanations.

9, 10, 16, 28

C. Abilities of Technological Design

1. Identify appropriate problems for technological design.

a. Identify a specific need for a product.

11, 12, 13

b. Determine whether the product will meet the needs and be used.

11, 12, 13

2. Design a solution or product.

a. Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed).

11, 13

b. Communicate ideas with drawings and simple models.

12

II. Life Science - Cells and Systems, Ecosystems (Aquatic/Terrestrial)

A. Structure and Function in Living Systems

1. All organisms are composed of cells, the fundamental unit of life. Most organisms are single cells. Other organisms, including humans, are multi-cellular.

a. Recognize that animals and plants are made of cells.

2, 9, 28

b. Observe, identify and distinguish among plant and animal cell parts: nucleus, cytoplasm, vacuole, cell membrane, cell wall and chloroplasts.

2, 9, 28

*2. The human organism has systems for respiration and circulation. These systems interact with each other.

No SC Reel Kids activities directly meet standards in these areas. Reel Kids activities can be expanded by individual teachers to include standards in these areas.

*3. Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. (Respiratory and circulatory)

No SC Reel Kids activities directly meet standards in these areas. Reel Kids activities can be expanded by individual teachers to include standards in these areas.

B. Populations and Ecosystems

1. A population consists of all individuals of a species that occur together at a given place and time. All populations live together and the physical factors with which they interact compose an ecosystem.

a. Define a population.

9

b. Investigate and understand how plants and animals in aquatic/terrestrial ecosystems interact with one another and with the nonliving environment.

9, 10, 15, 28

2. Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers-they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food.

a. Distinguish among the roles organisms serve in a food web (producers, decomposers, consumers, prey and predators).

10

b. Describe an organism by its niche in an ecosystem.

9, 10, 28

3. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is used by producers through photosynthesis.

a. Recognize that energy passes from organism to organism in food webs.

10

b. Diagram how energy flows through food webs.

10

4. The number of organisms an ecosystem can support depends on the resources available.

a. Identify and investigate the abiotic factors in an ecosystem such as quantity of light, air, and water, range of temperature, salinity, water pressure, and soil composition.

15, 23, 25, 29

b. Identify and investigate the biotic factors in an ecosystem.

15, 23, 25, 29

c. Describe the effect of limiting factors such as food, water, space and shelter on a population.

10

d. Evaluate the impact of the environment on populations of organisms.

24, 25

e. Draw conclusions about the influence of human activity on ecosystems.

24

f. Discuss ways to minimize the negative impact of technology/industrialization on the ecosystem and maximize the positive impact.

24

g. Explore and identify career opportunities in natural resource/environmental/marine science.

19, 20, 21, 22, 23, 25, 29

*III. Earth Science - Changes in the Earth's Surface: Landforms and Oceans

*Only those standards that are met by SC Reel Kids activities are listed under Earth Science. For the complete list of fifth grade science standards, refer to the South Carolina State Department's web site under Curriculum Standards.

A. Structure of the Earth System

1. Land forms are the result of a combination of constructive and destructive forces.

*c. Locate and describe the characteristics of South Carolina landform regions such as Blue Ridge, Piedmont, Sandhills, Coastal Plains and Coastal Zone.

29

*3. Water, which covers the majority of the Earth's surface, circulates through the crust, oceans, and atmosphere in what is know as the "water cycle."

a. Diagram, label and describe evaporation, condensation and precipitation as components of the water cycle. 

16

b. Explain how the water cycle affects the salinity of the ocean's water.

16

*IV. Physical Science - Mixtures and Solutions; Forces, Motion, and Design

*Only those standards that are met by SC Reel Kids activities are listed under Earth Science. For the complete list of fifth grade science standards, refer to the South Carolina State Department's web site under Curriculum Standards.

A. Properties of Matter

*2. Solubility is one characteristic property of s substance.

*f. Research and identify common pollutants and their sources, and infer their impact as it relates to water quality, since water is the universal solvent. 

24

B. Motions and Forces

1. The motion of an object can be described by its position, direction of motion and speed.

a. Investigate and describe the relative positions and movements of objects using points of reference.

11, 13

b. Record and graph in metric units the distance vs. time of moving objects.

11, 13

c. Investigate the variables that affect speed (e.g., ramp height/length/surface, and mass of object).

11, 13

2. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another.

a. Distinguish among gravity, friction, magnetism, drag, lift, and thrust.

11, 13

b. Investigate and describe how forces affect the motion of objects.

11, 13

c. Analyze a device with parts that move and determine the purpose of each moving part and the overall purpose of the device.

11, 13