| GLE 1 |
Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
|
RESOURCE:
http://lsb.syr.edu/projects/cyberzoo/poisonarrowfrog.html |
| GLE 2 |
Pose questions that can be answered by using students' own observations, scientific knowledge, and testable scientific investigations |
RESOURCE:
http://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientificmethod.html |
| GLE 3 |
Use observations to design and conduct simple investigations or experiments to answer testable questions |
RESOURCE:
http://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientificmethod.html |
| GLE 4 |
| Predict and anticipate possible outcomes |
RESOURCE:
http://www.nhc.noaa.gov/ |
| GLE 5 |
Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) |
RESOURCE:
http://nces.ed.gov/nceskids/Graphing/ |
| GLE 6 |
Use the five senses to describe observations |
RESOURCE:
http://faculty.washington.edu/chudler/chsense.html |
| GLE 7 |
Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units |
RESOURCE:
http://lamar.colostate.edu/~hillger/week.htm |
| GLE 8 |
Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data |
RESOURCE:
http://lamar.colostate.edu/~hillger/week.htm |
| GLE 9 |
Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate |
RESOURCE:
http://nces.ed.gov/nceskids/Graphing/ |
| GLE 10 |
| Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction |
RESOURCE:
http://www.nhc.noaa.gov/ |
| GLE 11 |
Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) |
RESOURCE:
http://www.actden.com/pp/ |
| GLE 12 |
Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) |
RESOURCE:
http://www.frontiernet.net/~jlkeefer/safety.html |
| GLE 13 |
| Identify questions that need to be explained through further inquiry |
RESOURCE:
http://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientific method.html |
| GLE 14 |
Distinguish between what is known and what is unknown in scientific investigations |
RESOURCE:
http://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientific method.html |
| GLE 15 |
Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) |
RESOURCE:
http://www.mos.org/sln/sem/intro.html |
| GLE 16 |
Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment |
RESOURCE:
http://nces.ed.gov/nceskids/Graphing/ |
| GLE 17 |
Explain and give examples of how scientific discoveries have affected society |
RESOURCE:
http://gardenofpraise.com/ibdhipp.htm |
| GLE 18 |
Compare and classify objects on properties determined through experimentation (e.g., ability to conduct electricity, tendency to float or sink in water) |
RESOURCE:
http://edtech.kennesaw.edu/web/electric.html |
| GLE 19 |
Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass |
RESOURCE:
http://lamar.colostate.edu/~hillger/week.htm |
| GLE 20 |
| Measure temperature by using Fahrenheit and Celsius thermometers and compare results |
RESOURCE:
http://users.ticnet.com/mikefirth/f-c.htm |
| GLE 21 |
Compare common objects and identify the original material from which they are made (e.g., paper, pencil, comb)
|
RESOURCE:
http://www.pencils.com/ |
| GLE 22 |
Investigate and explain conditions under which matter changes physical states: heating, freezing, evaporating, condensing, boiling
|
RESOURCE:
http://www.chem4kids.com/files/matter_states.html |
| GLE 23 |
Demonstrate how force is a push or a pull by using students' bodies, toy cars, or balls |
RESOURCE:
http://id.mind.net/~zona/mstm/physics/mechanics/forces/newton/newton.html |
| GLE 24 |
Explain how the amount and direction of force exerted on an object (e.g., push, pull, friction, gravity) determine how much the object will move |
RESOURCE:
http://id.mind.net/~zona/mstm/physics/mechanics/forces/newton/newton.html |
| GLE 25 |
Observe and analyze motion and position of objects over time (e.g., shadows, apparent path of the Sun across the sky)
|
RESOURCE:
http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html |
| GLE 26 |
| Explain the effect of varying amounts of force on the motion of an object |
RESOURCE:
http://id.mind.net/~zona/mstm/physics/mechanics/forces/newton/newton.html |
| GLE 27 |
Use the words high/low to compare the pitch of sound and the words loud/soft to compare the volume (amplitude) of sound |
RESOURCE:
http://yahooligans.yahoo.com/content/science/brainpop/movie?id=sound |
| GLE 28 |
Describe the reflection/absorption properties of various colored objects
|
RESOURCE:
http://www.erh.noaa.gov/er/lwx/heat.htm |
| GLE 29 |
Determine which materials insulate best by using experimental data |
RESOURCE:
http://www.northstar.k12.ak.us/schools/tan/extremescience/extremescience.html |
| GLE 30 |
Demonstrate and explain the movement of electricity in closed and open circuits |
RESOURCE:
http://edtech.kennesaw.edu/web/electric.html |
| GLE 31 |
Compare and describe the common forms of energy and explain how they are used in everyday life (e.g., light, electricity, heat, mechanical) |
RESOURCE:
http://edtech.kennesaw.edu/web/electric.html |
| GLE 32 |
Give examples of how energy can be used to move or lift objects |
RESOURCE:
http://www.eia.doe.gov/kids/ |
| GLE 33 |
Identify simple machines and the tasks they make possible |
RESOURCE:
http://sln.fi.edu/qa97/spotlight3/spotlight3.html |
| GLE 34 |
| Describe what the human body needs to grow and be healthy |
RESOURCE:
http://ific.org/publications/brochures/tentipskidsbroch.cfm |
| GLE 35 |
Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) |
RESOURCE:
http://americanhistory.si.edu/anatomy/index.html |
| GLE 36 |
Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants |
RESOURCE:
http://www.urbanext.uiuc.edu/trees2/ |
| GLE 37 |
Describe how plant structures enable the plant to meet its basic needs |
RESOURCE:
http://www.urbanext.uiuc.edu/trees2/ |
| GLE 38 |
| Classify groups of organisms based on common characteristics |
RESOURCE:
http://www.dec.state.ny.us/website/dfwmr/wildlife/endspec/athafs.html |
| GLE 39 |
Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants) |
RESOURCE:
http://www.dec.state.ny.us/website/dfwmr/wildlife/endspec/athafs.html |
| GLE 40 |
Explain how the organs of the digestive system function
|
RESOURCE:
http://www.innerbody.com/image/digeov.html |
| GLE 41 |
Describe how the components of the skeletal system function |
RESOURCE:
http://www.innerbody.com/image/skelfov.html |
| GLE 42 |
Describe the relationship between eating habits and maintaining a healthy body |
RESOURCE:
http://ific.org/publications/brochures/tentipskidsbroch.cfm |
| GLE 43 |
| Identify a meal that includes representatives from each group of the food pyramid |
RESOURCE:
http://www.nal.usda.gov:8001/py/pmap.htm |
| GLE 44 |
| Graph, analyze, and interpret personal and class data |
RESOURCE:
http://nces.ed.gov/nceskids/Graphing/ |
| GLE 45 |
| Recognize and describe that rock is composed of different combinations of minerals |
RESOURCE:
http://pubs.usgs.gov/gip/fossils/contents.html |
| GLE 46 |
Describe earth processes that have affected selected physical features in students' neighborhoods (e.g., rusting, weathering, erosion) |
| RESOURCE: |
| GLE 47 |
| Describe the difference between weather and climate |
| RESOURCE: |
| GLE 48 |
Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff) |
| RESOURCE: |
| GLE 49 |
Describe climate patterns from recorded weather conditions over a period of time |
| RESOURCE: |
| GLE 50 |
Compare and group common rocks according to their characteristics (i.e., igneous, metamorphic, sedimentary) |
| RESOURCE: |
| GLE 51 |
Identify and compare the components found in soil |
| RESOURCE: |
| GLE 52 |
Identify characteristics of selected fossils and explain how fossil records are used to learn about the past |
| RESOURCE: |
| GLE 53 |
Identify, in order, the planets of the solar system |
| RESOURCE: |
| GLE 54 |
Describe the patterns of apparent change in the position of the Sun |
| RESOURCE: |
| GLE 55 |
| Explain the results of the rotation and revolution of Earth (e.g., day and night, year) |
| RESOURCE: |
| GLE 56 |
| Compare shadow direction and length at different times of day and year |
| RESOURCE: |
| GLE 57 |
Describe the interrelationships of living (biotic) and nonliving (abiotic) components within various ecosystems (e.g., terrarium, swamp, backyard) |
| RESOURCE: |
| GLE 58 |
Describe how humans have had negative and positive effects on organisms and their environments |
| RESOURCE: |
| GLE 59 |
Classify manufactured products according to the natural resources from which they are made (e.g., copper wire from copper ore, plastic from petroleum) |
| RESOURCE: |
| GLE 60 |
Explain how renewable and nonrenewable resources can be replenished or depleted |
| RESOURCE: |
| GLE 61 |
| Explain how selected animals once classified as endangered have recovered |
| RESOURCE: |
| GLE 62 |
| Identify animals in Louisiana that have recovered and that are no longer considered endangered |
| RESOURCE: |
