| 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. |
| Health & Safety Education | 5 | | SC Standard I-4.7.1 | -- | Demonstrate . . . responses to common emergencies. |
| 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. |
| Health & Safety Education | 6 | | SC Standard I-6.8.2 | -- | List ways to intervene in situations where unsafe behaviors are taking place. |
| 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. |
