They also learn that energy cannot be created or destroyed. They can describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. Students learn that the total amount of energy and matter in closed systems is conserved. They recognize changes in systems may have various causes that may not have equal effects.Ĭ5 Energy and Matter. They also propose causal relationships by examining what is known about smaller scale mechanisms within the system. They suggest cause and effect relationships to explain and predict behaviors in complex natural and designed systems. Students understand that empirical evidence is required to differentiate between cause and correlation and to make claims about specific causes and effects. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over timeĬ2 Cause and Effect. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. The transfer of energy can be tracked as energy flows through a designed or natural system.Ĭ7 Stability and Change. energy in fields, thermal energy, energy of motion). They also learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. ![]() Students learn matter is conserved because atoms are conserved in physical and chemical processes. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.Ĭ5 Energy and Matter. Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They understand events that occur together with regularity might or might not signify a cause and effect relationshipĬ3 Scale Proportion and Quantity. Students routinely identify and test causal relationships and use these relationships to explain change. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.Ĭ2 Cause and Effect. ![]() ![]() Students identify similarities and differences in order to sort and classify natural objects and designed products. They use standard units to measure length.Ĭ1 Patterns. Students use relative scales (e.g., bigger and smaller hotter and colder faster and slower) to describe objects. They design simple tests to gather evidence to support or refute their own ideas about causes.Ĭ3 Scale Proportion and Quantity. Students learn that events have causes that generate observable patterns. Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidenceĬ2 Cause and Effect.
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