State Curriculum - Science

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Grade K Grade 1 Grade 2 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Standard 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
A. Natural Resources and Human Needs A. Natural Resources and Human Needs A. Natural Resources and Human Needs A. Natural Resources and Human Needs A. Natural Resources and Human Needs A. Natural Resources and Human Needs A. Natural Resources and Human Needs A. Natural Resources and Human Needs
1. Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs.
1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.
1. Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality.
1. Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality.
    a. Describe natural resources as something from the natural environment that is used to meet one's needs.
  a. Identify and compare Maryland's renewable resources and nonrenewable resources.
a. Identify and describe natural resources as
  • Land
  • Fossil Fuels
  • Forests
  • Water
  • Wind
  • Minerals
  • Wildlife
a. Based on data identify and describe the positive and negative impacts of an increasing human population on the use of natural resources
 
    b. Identify water, air, soil, minerals, animals, and plants as basic natural resources.
  b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.
b. Identify and describe the distribution of natural resources around the Earth
b. Recognize and describe the decreasing dependence on local resources due to the impact of available transportation.
 
    c. Explain that food, fuels, and fibers are produced from basic natural resources.
  c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals
c. Identify and describe how the natural change processes may be affected by human activities.
  • Agriculture
  • Beach Preservation
  • Mining
  • Development/construction
  • Stream/river alteration
   
    d. Identify ways that humans use Earth's natural resources to meet their needs.
    d. Identify and describe problems associated with obtaining, using, and distributing natural resources.
   
    e. Explain that some natural resources are limited and need to be used wisely.
    e. Identify possible solutions to problems associated with obtaining, using, and distributing natural resources.
   
B. Environmental Issues B. Environmental Issues B. Environmental Issues B. Environmental Issues B. Environmental Issues B. Environmental Issues B. Environmental Issues B. Environmental Issues
1. Identify aspects of the environment that are made by humans and those that are not made by humans.
1. Recognize that caring about the environment is an important human activity.
1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment.
1. Recognize and describe that people in Maryland depend on, change, and are affected by the environment.
1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs.
1. Recognize and explain that human-caused changes have consequences for Maryland's environment as well as for other places and future times.
1. Recognize and describe that environmental changes can have local, regional, and global consequences.
1. Recognize and explain how human activities can accelerate or magnify many naturally occurring changes.
a. Identify features of the natural environment, such as parks, zoos, buildings, etc. that are made by humans.
a. Recognize and describe that individual and group actions, such as recycling, help the environment.
a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment.
a. Identify and describe that human activities in a community or region are affected by environmental factors
a. Identify and describe personal and community behaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment.
a. Identify and describe a range of local issues that have an impact on people in other places.
a. Identify and describe a local, regional, or global environmental issue.
a. Based on data from research identify and describe how natural processes change the environment.
b. Identify features of the natural environment that are not made by humans.
b. Recognize and describe that individual and group actions, such as littering, harm the environment.
b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.
  b. Identify and describe that individuals and groups assess and manage risk to the environment differently.
b. Recognize and describe how environmental change in one part of the world can have consequences for other parts of the world.
b. Identify and describe that different individual people or groups of people are affected by an issue in different ways.
b. Identify and describe how human activities produce changes in natural processes:
  c. Give reasons why people should take care of their environments.
      c. Identify and describe that ecosystems can be impacted by human activities.
  • Protection of the Chesapeake Bay watershed
  • Resource acquisition and use
  • Land use decisions (agriculture, mining, and development)
  • Recycling
  • Use and disposal of toxic substances
   
2. Recognize and describe that consequences may occur when Earth's natural resources are used.
        a. Explain how human activities may have positive consequences on the natural environment.
  • Recycling centers
  • Native plantings
  • Good farming practice
     
        b. Explain how human activities may have a negative consequence on the natural environment.
     
        c. Identify and describe that an environmental issue affects individual people and groups of people differently.
     
 

Note: Highlighting identifies assessment limits. All highlighted Indicators will be tested on the Grades 5 and 8 MSA. The highlighted Objectives under each highlighted Indicator identify the limit to which MSA items can be written. Although all content standards are tested on MSA, not all Indicators and Objectives are tested. Objectives that are not highlighted will not be tested on MSA, however are an integral part of Instruction.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/science/vsc_toolkit.html.

 

January 2008