Virginia Science SOLs Applicable to CERES S'COOL Project
Kindergarten K.8 Grade One 1.1, 1.6 Grade Two 2.1, 2.6 Grade Three 3.1 Grade Four 4.1, 4.6 Grade Five 5.1, 5.3, 5.7 Computer/Technology Standards by the End of Grade Five C/T5.2, 5.3, 5.4 Grade Six 6.1, 6.2, 6.3, 6.10, 6.11 Life Science LS.1, 11, 12 Physical Science PS.1, 5, 6, 7, 9 Computer/Technology Standards by the End of Grade Eight C/T8.1, 8.2, 8.3, 8.4 Earth Science ES.1, 2, 3, 4, 11, 12, 13 Biology BIO.9 Chemistry CH.1, 3, 4, 5, 6 Physics PH.1, 2, 3, 4, 6, 8, 9, 10, 11
Science Standards of Learning Kindergarten Earth Patterns, Cycles, and Change K.8 The student will investigate and understand simple patterns in his/her daily life. Key concepts include * weather observations;
Science Standards of Learning Grade One Scientific Investigation, Reasoning, and Logic 1.1 The student will plan and conduct investigations in which * differences in physical properties are observed using the senses and simple instruments to enhance observations (magnifying glass); * objects or events are classified and arranged according to attributes or properties; * observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers; * length, mass, and volume are measured using standard and nonstandard units; * inferences are made and conclusions are drawn about familiar objects and events; * predictions are based on patterns of observation rather than random guesses; and * simple experiments are conducted to answer questions. Interrelationships in Earth/Space Systems 1.6 The student will investigate and understand the basic relationships between the sun and the Earth. Key concepts include * the sun is the source of heat and light that warms the land, air, and water; and * night and day are caused by the rotation of the Earth.
Science Standards of Learning Grade Two Scientific Investigation, Reasoning, and Logic 2.1 The student will plan and conduct investigations in which * observations are repeated to improve accuracy; * two or more attributes are used to classify items; * pictures and bar graphs are constructed using numbered axes; * linear, volume, mass, and temperature measurements are made in metric (centimeters, meters, liters, degrees Celsius, grams, kilograms) and standard English units (inches, feet, yards, pints, quarts, gallons, degrees Fahrenheit, ounces, pounds); * observation is differentiated from personal interpretation, and conclusions are drawn based on observations; * simple physical models are constructed; * conditions that influence a change are defined; and * unexpected or unusual quantitative data are recognized. Interrelationships in Earth/Space Systems 2.6 The student will investigate and understand basic types and patterns of weather. Key concepts include * temperature, wind, condensation, precipitation, drought, flood, and storms; and * the uses and importance of measuring and recording weather data.
Science Standards of Learning Grade Three Scientific Investigation, Reasoning, and Logic 3.1 The student will plan and conduct investigations in which * questions are developed to formulate hypotheses; * predictions and observations are made; * data are gathered, charted, and graphed; * objects with similar characteristics are classified into at least two sets and two subsets; * inferences are made and conclusions are drawn; * natural events are sequenced chronologically; * length is measured to the nearest centimeter; * mass is measured to the nearest gram; * volume is measured to the nearest milliliter and liter; * temperature is measured to the nearest degree Celsius; and * time is measured to the nearest minute.
Science Standards of Learning Grade Four Scientific Investigation, Reasoning, and Logic 4.1 The student will plan and conduct investigations in which * distinctions are made among observations, conclusions (inferences), and predictions; * data are classified to create frequency distributions; * appropriate metric measures are used to collect, record, and report data; * appropriate instruments are selected to measure linear distance, volume, mass, and temperature; * predictions are made based on data from picture graphs, bar graphs, and basic line graphs; * hypotheses are formulated based on cause and effect relationships; * variables that must be held constant in an experimental situation are defined; and * numerical data that are contradictory or unusual in experimental results are recognized. Interrelationships in Earth/Space Systems 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include * weather factors (temperature, air pressure, fronts, formation and type of clouds, and storms); and * meteorological tools (barometer, hygrometer, anemometer, rain gauge, and thermometer).
Science Standards of Learning Grade Five Scientific Investigation, Reasoning, and Logic 5.1 The student will plan and conduct investigations in which * appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time; * rocks, minerals, and organisms are identified using a classification key; * data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams); * accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder); * predictions are made using patterns, and simple graphical data are extrapolated; and * estimations of length, mass, and volume are made. Force, Motion, and Energy 5.3 The student will investigate and understand basic characteristics of white light. Key concepts include * the visible spectrum, light waves, reflection, refraction, diffraction, opaque, transparent, translucent; * optical tools (eyeglasses, lenses, flashlight, camera, kaleidoscope, binoculars, microscope, light boxes, telescope, prism, spectroscope, mirrors); and * historical contributions in understanding light. Earth Patterns, Cycles, and Change 5.7 The student will investigate and understand how the Earth's surface is constantly changing. Key concepts include * the rock cycle including the identification of rock types; * Earth history and fossil evidence; * the basic structure of the Earth's interior; * plate tectonics (earthquakes and volcanoes); * weathering and erosion; and * human impact.
Computer/Technology Standards by the End of Grade Five C/T5.2 The student will develop basic technology skills. * Develop a basic technology vocabulary that includes cursor, software, memory, disk drive, hard drive, and CD- ROM. * Select and use technology appropriate to tasks. * Develop basic keyboarding skills. * Operate peripheral devices. * Apply technologies to strategies for problem solving and critical thinking. C/T5.3 The student will process, store, retrieve, and transmit electronic information. * Use search strategies to retrieve electronic information using databases, CD-ROMs, videodiscs, and telecommunications. * Use electronic encyclopedias, almanacs, indexes, and catalogs. * Use local and wide-area networks and modem-delivered services to access information from electronic databases. * Describe advantages and disadvantages of various computer processing, storage, retrieval, and transmission techniques. C/T5.4 The student will communicate through application software. * Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. * Use simple computer graphics and integrate graphics into word-processed documents. * Create simple databases and spreadsheets to manage information and create reports. * Use local and worldwide network communication systems.
Science Standards of Learning Grade Six Scientific Investigation, Reasoning, and Logic 6.1 The student will plan and conduct investigations in which * observations are made involving fine discrimination between similar objects and organisms; * a classification system is developed based on multiple attributes; * differences in descriptions and working definitions are made; * precise and approximate measures are recorded; * scale models are used to estimate distance, volume, and quantity; * hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables; * a method is devised to test the validity of predictions and inferences; * one variable is manipulated over time with many repeated trials; * data are collected, recorded, analyzed, and reported using appropriate metric measurement; * data are organized and communicated through graphical representation (graphs, charts, and diagrams); and * models are designed to explain a sequence. 6.2 The student will demonstrate scientific reasoning and logic. Key concepts include * ideas are investigated by asking for and actively seeking information; * multiple tests of ideas are performed before accepting or rejecting them; * alternative scientific explanations are analyzed; and * conclusions are based on scientific evidence obtained from a variety of sources. Force, Motion, and Energy 6.3 The student will investigate and understand sources of energy and their transformations. Key concepts include * potential and kinetic energy; * energy sources (fossil fuels, wood, wind, water, solar, and nuclear power); and * energy transformations (mechanical to electrical, electrical to heat/light, chemical to light, and chemical to electrical/light) Interrelationships in Earth/Space Systems 6.10 The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include * the, sun, moon, Earth, other planets and their moons, meteors, asteroids, and comets; * relative size of and distance between planets; * the role of gravity; * revolution and rotation; * the mechanics of day and night and phases of the moon; * the relationship of the Earth's tilt and seasons; * the cause of tides; and * the history and technology of space exploration. Resources 6.11 The student will investigate and understand public policy decisions relating to the environment. Key concepts include * management of renewable resources (water, air, plant life, animal life); * management of nonrenewable resources (coal, oil, natural gas, nuclear power); and * cost/benefit tradeoffs in conservation policies.
Science Standards of Learning Life Science LS.1 The student will plan and conduct investigations in which * data are organized into tables showing repeated trials and means; * variables are defined; * SI (metric) units are used; * criteria are established for evaluating a prediction; * models are constructed to illustrate and explain phenomena; * sources of experimental error are identified; * dependent variables, independent variables, and constants are identified; * variables are controlled to test hypotheses and trials are repeated; * continuous line graphs are constructed, interpreted, and used to make predictions; and * interpretations from the same set of data are evaluated and defended. LS.11 The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term). Key concepts include * phototropism, hibernation, and dormancy; * factors that increase or decrease population size; and * eutrophication, climate change, and catastrophic disturbances. LS.12 The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include * food production and harvest; * change in habitat size, quality, and structure; * change in species competition; * population disturbances and factors that threaten and enhance species survival; and * environmental issues (water supply, air quality, energy production, and waste management).
Physical Science PS.1 The student will plan and conduct investigations in which * length, mass, volume, density, temperature, weight, and force are accurately measured and reported using the International System of Units (SI - metric); * triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and spring scales are used to gather data; * data from experiments are recorded and interpreted from bar, line, and circle graphs; * research skills are utilized using a variety of resources; * independent and dependent variables, constants, controls, and repeated trials are identified; * valid conclusions are made after analyzing data; * research methods are used to investigate practical problems and questions; and * experimental results are presented in appropriate written form. PS.5 The student will investigate and understand changes in matter and the relationship of these changes to the Law of Conservation of Matter and Energy. Key concepts include * physical changes (effect of temperature on state, particle size on solubility, and temperature on solubility); * nuclear reactions (products of fusion and fission and their effects on human beings and the environment); and * chemical changes (types of reactions, reactants and products, and balanced equations). PS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. Key concepts include * potential and kinetic energy; * mechanical, chemical, and electrical energy; and * heat, light, and sound. PS.7 The student will investigate and understand temperature scales, heat, and heat transfer. Key concepts include * absolute zero, phase change, freezing point, melting point, boiling point, conduction, convection, radiation, vaporization, and condensation; and * applications of heat transfer (heat engines, thermostats, and refrigeration). PS.9 The student will investigate and understand the nature and technological applications of light. Key concepts include * reflection, refraction, particle theory, wave theory; and * electromagnetic spectrum.
Computer/Technology Standards by the End of Grade Eight C/T8.1 The student will communicate through application software. * Compose and edit a multipage document at the keyboard, using word processing skills and the writing process steps. * Communicate with spreadsheets by entering data and setting up formulas, analyzing data, and creating graphs or charts to visually represent data. * Communicate with databases by defining fields and entering data, sorting, and producing reports in various forms. * Use advanced publishing software, graphics programs, and scanners to produce page layouts. * Integrate databases, graphics, and spreadsheets into word-processed documents. C/T8.2 The student will communicate through networks and telecommunication. * Use local and worldwide network communication systems. * Develop hypermedia "home page" documents that can be accessed by worldwide networks. C/T8.3 The student will have a basic understanding of computer processing, storing, retrieval, and transmission technologies and a practical appreciation of the relevant advantages and disadvantages of various processing, storage, retrieval, and transmission technologies. C/T8.4 The student will process, store, retrieve, and transmit electronic information. * Use search strategies to retrieve electronic information. * Use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve and select relevant information. * Use laser discs with a computer in an interactive mode. * Use local and wide-area networks and modem-delivered services to access and retrieve information from electronic databases. * Use databases to perform research.
Earth Science ES.1 The student will plan and conduct investigations in which * volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools; * technologies, including computers, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions; * scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted; * variables are manipulated with repeated trials; and * a scientific viewpoint is constructed and defended. ES.2 The student will demonstrate scientific reasoning and logic by * analyzing how science explains and predicts the interactions and dynamics of complex Earth systems; * recognizing that evidence is required to evaluate hypotheses and explanations; * comparing different scientific explanations for the same observations about the Earth; * explaining that observation and logic are essential for reaching a conclusion; * evaluating evidence for scientific theories related to plate tectonics, the structure of the Earth, and its ancient age and origin; and * making informed judgments related to resource use and its effects on Earth systems. ES.3 The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key concepts include * maps (bathymetric, geologic, topographic, and weather) and star charts; * imagery (aerial photography and satellite images); * direction and distance measurements on any map or globe; and * location by latitude and longitude and topographic profiles. ES.4 The student will investigate and understand the characteristics of the Earth including * plate tectonics; * water in all three states; * position of the Earth in the solar system; and * effects of density differences and energy transfer on the activities of the atmosphere, oceans, and Earth's interior. ES.11 The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. Key concepts include * physical and chemical changes (tides, waves, currents, sea level and ice cap variations, upwelling, and salinity concentrations); * importance of environmental, geologic, and economic implications; * systems interactions (energy transfer, weather, and climate); * features of the sea floor (continental margins, trenches, mid-ocean ridges, and abyssal plains) reflect tectonic processes; and * public policy issues concerning the oceans. ES.12 The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include * scientific evidence for atmospheric changes over geologic time; * current theories related to the effects of early life on the chemical makeup of the atmosphere; * comparison of the Earth's atmosphere to that of other planets; * atmospheric regulation mechanisms; and * potential atmospheric compositional changes due to human, biologic, and geologic activity. ES.13 The student will investigate and understand that energy transfer between the sun, Earth, and the Earth's atmosphere drives weather and climate on Earth. Key concepts include * observation and collection of weather data; * prediction of weather patterns; and * weather phenomena and the factors that affect climate.
Biology BIO.9 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include * interactions within and among populations including carrying capacities, limiting factors, and growth curves; * nutrient cycling with energy flow through ecosystems; * succession patterns in ecosystems; * the effects of natural events and human influences on ecosystems; and * analysis of local ecosystems.
Chemistry CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated, produce observations and verifiable data. Key concepts include * designated laboratory techniques; * safe use of chemicals and equipment; * proper response to emergency situations; * multiple variables are manipulated with repeated trials; * accurate recording, organizing, and analysis of data through repeated trials; * mathematical and procedural error analysis; and * mathematical manipulations (SI units, scientific notation, linear equations, graphing, ratio and proportion, significant digits, dimensional analysis, use of scientific calculator). CH.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include * nomenclature; * balancing chemical equations; * writing chemical formulas -- molecular, structural, empirical, and Lewis diagrams; * bonding types -- ionic, covalent; * reaction types -- synthesis, decomposition, single and double replacement, oxidation-reduction, neutralization, nuclear, exothermic and endothermic, spontaneous/non- spontaneous, dissociation ionization; * physical and chemical equilibrium; and * reaction rates and kinetics: activation energy, catalysis, degree of randomness. CH.4 The student will investigate and understand that quantities in a chemical reaction are based on molar relationships. Key concepts include * avogadro's principle, molar volume; * stoichiometric relationships; * partial pressure; * gas laws; * solution concentrations; * chemical equilibrium; and * acid/base theory: strong/weak electrolytes, dissociation/ionization (pH, pOH), and titration. CH.5 The student will investigate and understand that the phases of matter are explained by kinetic theory and forces of attraction between particles. Key concepts include * pressure, temperature, and volume; * vapor pressure; * partial pressures; * phase changes; * molar heats of fusion and vaporization; * specific heat capacity; * solutions; and * colligative properties. CH.6 The student will investigate and understand how basic chemical principles relate to other areas of chemistry. Key concepts include * organic and biochemistry; * nuclear chemistry; and * environmental chemistry.
Physics PH.1 The student will investigate and understand how to plan and conduct investigations in which * the components of a system are defined; * instruments are selected and used to extend observations and measurements of mass, volume, temperature, heat exchange, energy transformations, motion, fields, and electric charge; * information is recorded and presented in an organized format; * metric units are used in all measurements and calculations; * the limitations of the experimental apparatus and design are recognized; * the limitations of measured quantities through the appropriate use of significant figures or error ranges are recognized; and * data gathered from non-SI instruments are incorporated through appropriate conversions. PH.2 The student will investigate and understand how to analyze and interpret data. Key concepts include * a description of a physical problem is translated into a mathematical statement in order to find a solution; * relationships between physical quantities are determined using the shape of a curve passing through experimentally obtained data; * the slope of a linear relationship is calculated and includes appropriate units; * interpolated, extrapolated, and analyzed trends are used to make predictions; * inferential statistical tests are applied in evaluating experimental data; and * analysis of systems employs vector quantities utilizing trigonometric and graphical methods. PH.3 The student will investigate and understand how to demonstrate scientific reasoning and logic. Key concepts include * analysis of primary sources to develop and refine research hypotheses; * analysis of how science explains and predicts relationships; and * evaluation of evidence for scientific theories and how new discoveries may either modify existing theories or result in establishing a new paradigm. PH.4 The student will investigate and understand how applications of physics affect the world. Key concepts include * principles with examples from the real world; and * exploration of the roles and contributions of science and technology. PH.6 The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Key concepts include * kinetic and potential energy; * elastic and inelastic collisions; and * electric power and circuit design. PH.8 The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts include * transformation of energy among forms, including mechanical, thermal, electrical, gravitational, chemical, and nuclear; and * efficiency of systems. PH.9 The student will investigate and understand how to use models of transverse and longitudinal waves to interpret wave phenomena. Key concepts include * wave characteristics (period, wavelength, frequency, amplitude and phase); * fundamental wave processes (reflection, refraction, diffraction, interference, standing waves, polarization, Doppler effect); and * light and sound in terms of wave models. PH.10 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include * the properties and behaviors of radio, microwaves, infra- red, visible light, ultra-violet, X-rays, and gamma rays; and * current applications based on the wave properties of each band. PH.11 The student will investigate and understand how light behaves in the fundamental processes of reflection, refraction, and image formation in describing optical systems. Key concepts include * application of the laws of reflection and refraction; * construction and interpretation of ray diagrams; * development and use of mirror and lens equations; and * predictions of type, size, and position of real and virtual images.