| Health & Safety Education | 3 | | NHES Standard 7 | -- | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks |
| Health & Safety Education | 3 | | SC Standard I-3.7.1 | -- | Explain safety rules at home, school and the community . . . |
| Science | 3 | Physical Science | 3.P.3 | Energy Transfer - Electricity and Magnetism | The student will demonstrate an understanding of how electricity transfers energy. |
| Science | 3 | Physical Science | 3.P.3A.1 | Energy Transfer - Electricity and Magnetism | Obtain and communicate information to develop models showing how electrical energy can be transformed into other forms of energy (including motion, sound, heat, or light). |
| Science | 3 | Physical Science | 3.P.3A.2 | Energy Transfer - Electricity and Magnetism | Develop and use models to describe the path of an electric current in a complete simple circuit as it accomplishes a task (such as lighting a bulb or making a sound). |
| Science | 3 | Physical Science | 3.P.3A.3 | Energy Transfer - Electricity and Magnetism | Analyze and interpret data from observations and investigations to classify different materials as either an insulator or a conductor of electricity. |
| Science | 3 | Physical Science: Energy Transfer -- Electricity and Magnetism | 3.P.3A | Conceptual Understanding | Energy can be transferred from place to place by electric currents. Electric currents flowing through a simple circuit can be used to produce motion, sound, heat, or light. Some materials allow electricity to flow through a circuit and some do not. |
| Science | 3 | Physical Science: Energy Transfer -- Electricity and Magnetism | 3.P.3B | Conceptual Understanding | Magnets can exert forces on other magnets or magnetizable materials causing energy transfer between them, even when the objects are not touching. An electromagnet is produced when an electric current passes through a coil of wire wrapped around an iron core. Magnets and electromagnets have unique properties. |
| Science | 3 | Physical Science: Energy Transfer -- Electricity and Magnetism | 3.P.3B.1 | -- | Develop and use models to describe and compare the properties of magnets and electromagnets (including polarity, attraction, repulsion, and strength). |
| Science | 3 | Science and Engineering Practices | 3.S.1 | -- | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| Science | 3 | Science and Engineering Practices | 3.S.1A.1 | -- | Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs. |
| Science | 3 | Science and Engineering Practices | 3.S.1A.2 | -- | Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. |
| Science | 3 | Science and Engineering Practices | 3.S.1A.3 | -- | Plan and conduct scientific investigations to answer questions, test predictions, and develop explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. |
| Science | 3 | Science and Engineering Practices | 3.S.1A.4 | -- | Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings. |
| Science | 3 | Science and Engineering Practices | 3.S.1A.8 | -- | Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language. |
| Science | 4 | Science and Engineering Practices | 4.S.1 | -- | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| Science | 4 | Science and Engineering Practices | 4.S.1A.1 | -- | Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs. |
| Science | 4 | Science and Engineering Practices | 4.S.1A.2 | -- | Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. |
| Science | 4 | Science and Engineering Practices | 4.S.1A.3 | -- | Plan and conduct scientific investigations to answer questions, test predictions, and develop explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. |
| Science | 4 | Science and Engineering Practices | 4.S.1A.6 | -- | Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. |
| Health & Safety Education | 5 | | NHES Standard 7 | -- | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| Science | 5 | Physical Science: Matter and Mixtures | 5.P.2A | -- | Matter is made up of particles that are too small to be seen . . . |
| Science | 5 | Science and Engineering Practices | 5.S.1A | -- | The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. |
| Science | 5 | Science and Engineering Practices | 5.S.1A.1 | -- | Ask questions used to (1) generate hypotheses for scientific investigations or (2) refine models, explanations, or designs. |
| Science | 5 | Science and Engineering Practices | 5.S.1A.2 | -- | Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. |
| Science | 5 | Science and Engineering Practices | 5.S.1A.3 | -- | Plan and conduct controlled scientific investigations to answer questions, test hypotheses and predictions, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. |
| Science | 5 | Science and Engineering Practices | 5.S.1A.6 | -- | Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. |
| Science | 5 | Science and Engineering Practices | 5.S.1A.8 | -- | Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support hypotheses, explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language. |
| Science | 6 | Physical Science: Energy Transfer and Conservation | 6.P.3 | -- | The student will demonstrate an understanding of the properties of energy . . . |
| Science | 6 | Physical Science: Energy Transfer and Conservation | 6.P.3A | Conceptual Understanding | Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy . . . |
| Science | 6 | Science and Engineering Practices | 6.S.1 | -- | The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| Science | 6 | Science and Engineering Practices | 6.S.1A.1 | -- | Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. |
| Science | 6 | Science and Engineering Practices | 6.S.1A.2 | -- | Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. |
| Science | 6 | Science and Engineering Practices | 6.S.1A.3 | -- | Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. |
| Science | 6 | Science and Engineering Practices | 6.S.1A.6 | -- | Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. |
| Science | 6 | Science and Engineering Practices | 6.S.1A.8 | -- | Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs, or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. |
