Science For Parents
3rd Six Weeks 2016-2017
Dear Parents,
This newsletter is intended to give parents an idea of what is being covered each six weeks in science and what their students should be learning.
Please contact Erika Vasquez, Director of Instruction for Science, if you have questions.
Upcoming District Science Fair
Campus science fair winners will advance to the district science fair taking place on December 2nd.
Regional Science Fair- Will be held at Texas A&M University Corpus Christi- January 27th and 28th
Science In the Classroom- 3rd Six Weeks
Kindergarten
Exploring Weather- Students use their senses to identify properties and patterns of objects (such as clouds) and events in the environment (including seasons of the year). Students learn to collect information using tools, including weather instruments such as demonstration thermometers and wind socks in order to observe and describe weather changes from day to day and over seasons. In addition, students learn to communicate their observations using related vocabulary and pictures, numbers, and words as well as simple graphing, including picture graphs and real object graphs. Students observe the modeling of the science notebook and the use of safety practices throughout this unit.
Key Vocabulary
- Clarity – how clear something is, such as water
- Lake – a large body of water surrounded by land
- Natural sources – naturally occurring, non-manmade source
- Ocean – a very large area of salt water
- Property – a characteristic that can be observed, measured, or changed without changing the substance itself, such as size, shape, color, density, mass, odor, luster, conductivity, or hardness
- River – a large stream of water that runs into a lake or ocean
- Rock – a solid mixture of minerals that was formed in the Earth’s crust
- Soil – a mixture made of tiny pieces of rock, mineral particles, decayed plant and animal matter, water, and air that forms at the Earth’s surface
- Useful – having a practical or beneficial use
- Water – a colorless, odorless, tasteless liquid that makes up lakes, seas, rivers, and oceans and is the primary liquid found in living organisms
- Calm – weather (air) that is free from wind
- Clear – a sky that is free of clouds
- Cloudy – a sky that is mostly covered with clouds
- Rainy – weather having a large amount of rainfall
- Seasons –one of the four periods of the year - spring, summer, autumn (fall), and winter; depending on the location, each season has different average temperatures, weather conditions, and lengths of daylight; some tropical areas have only two seasons - rainy and dry
- Snowy – weather having snowfall
- Sunny – a sky that is without clouds and bright with sunlight
- Weather – the condition of the atmosphere in a place for a short period of time, including humidity, cloud cover, temperature, wind, and precipitation
- Wind – moving air
- Windy – weather (air) having strong winds
1st GRADE
Investigating Natural Resources Through Conservation- Students learn about Earth’s resources, including identifying and learning how to use natural resources and materials. Additionally, students gather evidence of how rocks, soil, and water help to make useful products. Students learn about conservation and reuse or recycling of paper, plastic, and metals. Students identify points in the production and disposal cycle where used materials can be collected, sorted, and reprocessed into usable materials. Additionally, students identify and explain a problem about conservation and reuse or recycling of materials and propose a solution in their own words. Students reflect on the influences of their own consumption choices on what products are made and how they are packaged.
Key Vocabulary
- Clay – the smallest rock particle found in soil
- Component – one part of a total (or complete) object or substance
- Fresh water – water that does not contain salt
- Lake – a large body of water surrounded by land
- Natural source (of water) –naturally occurring, non-manmade source
- Ocean – a very large area of salt water
- Particle – an extremely small part or piece of matter
- Pond – a small body of still (non-moving) water
- River – a large stream of water that runs into a lake or ocean
- Rock – a solid mixture of minerals that was formed in the Earth’s crust
- Salt water – water that contains salt
- Soil –a mixture made of tiny pieces of rock, mineral particles, decayed plant and animal matter, water, and air; soil forms at the Earth’s surface
- Stream – a small body of moving water
- Useful –having a practical or beneficial use
- Conserve – to use less of
- Natural resource – anything that people can use, such as minerals, water, plants, or soil, which comes from nature
- Recycle – processing materials to make something new
- Reuse – the act of turning or returning a discarded item into something usable
2ND GRADE
Making Good Choices: Weather Safety- students build on the understanding of the characteristics of each season by making appropriate clothing and activity choices according to the weather. Students continue to record observations and scientific data (including pictures, numbers, words, and simple graphs) in their science notebooks.
Key Vocabulary
- Boulders – a rock that is at least one foot in diameter; some may be small enough to roll and some are massive in size
- Conserve – to use less of a material or resource
- Exhibit – to display (or show) something in a public place, such as a museum or gallery
- Fresh water – water that does not contain salt
- Gravel – small stones and pebbles
- Lake – a large body of water surrounded by land
- Man-made resources – resources made by humans; they do not occur naturally in the environment
- Marine / ocean – of, or relating to, the sea or ocean (salt water environment)
- Natural resources – anything that people can use, such as minerals, water, plants, or soil, which comes from nature
- Organisms – a living thing (plant or animal)
- Pond – a small body of still (non-moving) water
- Recycle – processing materials to make something new
- Reduce – to cut back on; to make a reduction in the use of a material or resource
- Repurpose – to give a new use, or purpose, to an object or material
- Reuse – the act of salvaging (or in some manner returning) a discarded item into something usable
- River – a large stream of water that runs into a lake or ocean
- Salt water – water that contains salt
- Sand – a small particle of rock found on beaches and in the soil
- Stream – a small body of moving water
- Choice – the act or an instance of choosing or selecting
- Damp – slightly wet
- Precipitation – water that falls to the Earth’s surface as rain, snow, sleet, or hail
- Seasons – one of the four periods of the year - spring, summer, autumn (fall), and winter; each season has different average temperatures, weather conditions, and lengths of daylight; some tropical areas have only two seasons - rainy and dry
- Weather – the condition of the atmosphere in a place for a short period of time, including humidity, cloud cover, temperature, wind, and precipitation
- Wind speed – how fast the air is moving; commonly measured with an anemometer
- Windy – air (atmosphere) that experiencing strong winds
3RD GRADE
Investigating the Natural World- Students build upon previous experiences with forces and properties of matter and apply those understandings to the study of the Earth as a system. Students learn about forces of nature that shape the physical features of the Earth. They examine changes due to rapid processes and slow processes. Rapid processes are those such as earthquakes, volcanic eruptions, and landslides. Slow processes are those such as the formation of soil. Students identify and compare landforms. In addition, students explore the properties of earth materials and learn to make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.
Key Vocabulary
- Attract – to cause to draw near or adhere (stick together) by physical force
- Energy – the ability to cause change or do work
- Force – a push or pull that can change the position or motion of an object / material
- Friction – a force that acts in an opposite direction to movement
- Gravity – a force that pulls objects toward each other
- Heat / thermal energy – energy related to the temperature of an object or a substance
- Light energy – a form of energy which our eyes can detect
- Magnetism – a force of attraction that causes a magnetic material to move
- Mechanical energy – energy of motion
- Motion – a change in the position of an object
- Position – the place where something is located; where something has been put
- Pull – the act of applying force to move something toward or with you
- Push – the act of applying force in order to move something away
- Repel – to present an opposing force to; push back or away by a force
- Sound energy – energy produced by vibrations
- Vibration – a series of small, fast movements back and forth or from side to side
- Weight – a measurement of how hard gravity is pulling on that object
- Work – when a force is used to move an object through a distance in the direction the force is applied
- Decomposition – the process by which decomposers break down dead material and waste into simpler substances
- Earthquake – shaking of the Earth that is caused by the release of energy stored in the outermost layer of the Earth
- Erosion – the movement of weathered material by wind, water, or ice
- Erupt – to suddenly become active through the release of lava, ash, and gases from a volcano
- Geologist – a person who studies Earth’s rocks and minerals
- Landform – a physical structure on Earth that occurs naturally
- Landslide – large mass of soil and rock that suddenly moves down the side of a steep surface
- Lava – molten (melted) rock that flows from inside the Earth onto Earth’s surface
- Magma – molten (melted) rock below the Earth’s surface
- Mineral – a natural Earth material having a crystal form and its own physical properties; occurs naturally in rocks and in the ground
- Model – a picture, idea or object that represents an object, a system, or a process and is used to help with understanding; models have advantages and limitations
- Natural resource – anything that people can use, such as minerals, water, plants, or soil, which comes from nature.
- Organic matter – composed of once-living material
- Soil – a mixture of rock and mineral particles, organic matter, water, and air that forms on Earth’s surface by weathering of rock and the decomposition of plant and animal remains
- Volcano – an opening in the Earth’s surface through where lava can flow onto the surface during an eruption
- Weathering – the breaking down and wearing away of rock (or other matter)
4TH GRADE
Unit 04: The Changing Earth- During this unit, students examine the various properties of soils including color, texture, their capacity to retain water, and their ability to support the growth of plants. Students also make observations about and identify how slow changes to Earth’s surface can be caused by weathering, erosion, and deposition by water, wind, and ice. Prior to this, students had been limited to investigating only rapid changes to the Earth. Students plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his / her questions. Students perform repeated investigations to increase the reliability of results. Furthermore, students represent the natural world using models and identify their limitations, including accuracy and size. Students collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps. Additionally, students construct simple tables and charts, using tools and current technology to organize, examine, and evaluate data. They analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured. Students communicate valid results supported by the data. They connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. Students continue to record scientific data and observations in their science notebooks and practice safety during investigations.
Key Vocabulary
- Closed (complete , working) circuit – a closed conducting circle or loop through which current can flow
- Conductor – a substance or object that allows energy to flow through it easily
- Electrical energy – energy that is absorbed or delivered by an electric circuit
- Electromagnetic – field a physical region that is affected by the interaction of both electric and magnetic components
- Electromagnetic field – a field of force that consists of both electric and magnetic components
- Energy – the ability to cause change or do work
- Force – a push or pull that can change the position or motion of an object/material
- Friction – a force that acts in an opposite direction to movement
- Gravity – the force that pulls objects toward each other
- Insulator – a substance or object that does not allow energy to flow through it easily
- Light energy – a form of energy which our eyes can detect
- Magnetism – a force of attraction that causes a magnetic material to move
- Mechanical energy – energy of motion
- Motion – a change in the position of an object
- Open (incomplete, broken) circuit – if the pathway is broken (burned out bulb, broken buzzer, wire cut, etc.), then electricity cannot continue to flow
- Pull – the act of applying force to move something toward or with you
- Push – the act of applying force in order to move something away
- Sound energy – energy produced by vibrations
- Thermal energy – energy related to the temperature of an object or a substance
- Vibration – a series of small, fast movements back and forth or from side to side
- Deposition – process by which weathered and eroded material is deposited by wind, water, or ice
- Erosion – the process where earth materials are broken down and moved from one area to another
- Soil – a mixture of decaying organic material, weathered rock, water, mineral fragments, and air that takes thousands of years to develop
- Weathering – the action of physical conditions on Earth that cause earth materials to change in color, texture, composition, or form; process which breaks down rocks into smaller pieces
5TH GRADE
Alternative Energy Resources- During this unit, students identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels. During investigations students select appropriate equipment, analyze and interpret information to construct reasonable explanations from direct and indirect evidence, and make informed choices in the conservation and disposal of materials. Additionally, students communicate valid written results. Finally, students will evaluate the accuracy of the information related to promotional materials for services. Students continue to record scientific data and observations in their science notebooks and practice safety during investigations.
Key Vocabulary
- Cementation – process of binding and hardening of sediments into hard rock
- Compaction – process by which overlying pressure from rocks and soil reduces the size or volume of sediments
- Deposition – process by which weathered and eroded material is deposited by wind, water, and ice
- Environment – all of the living and non-living elements in a particular (geographic) area
- Erosion – the movement of weathered material by wind, water, or ice (e.g. glaciers)
- Evidence – facts or other information supporting a claim or proposition
- Extinction – death of an entire species
- Fossil – impression, track, remains, or other evidence of an ancient organism formed in sedimentary rocks
- Fossil fuels – fuels formed over millions of years from the remains of ancient plants and animals; examples include coal, petroleum (oil) and natural gas
- Landform – a physical structure on Earth that occurs naturally
- Model – a picture, idea, or object that represents an object, a system, or process and is used to help with understanding; models have advantages and limitations
- Organism – a living thing that grows, reproduces, responds to its environment, and can function on its own
- Process of formation – the method by which a substance or object is formed
- Weathering – process by which exposed rock is broken down by rain, frost, wind, or other elements of weather
- Alternative energy – energy resources useful to man that are considered alternatives or supplements to nonrenewable resources such as coal, oil, or natural gas
- Biofuels – energy generated through the processing of renewable plant and animal materials
- Geothermal energy – energy for from heat found deep inside the Earth’s surface
- Hydroelectric energy – energy generated for heat and electricity using the power of falling water or water moving through a dam
- Nonrenewable resources – natural resources that are used up at a rate faster than they can be replaced
- Solar energy – energy from the Sun in the form of heat and light
- Wind energy – energy generated from the movement of air
6TH GRADE
Conservation of Energy- Students demonstrate energy transformations, such as the energy in a flashlight battery changing from chemical to electrical and then to light (and heat) energy. Potential and kinetic energy is introduced and explored as well. Additionally, students investigate predictable patterns in the movement of thermal energy, such as in an ice cube melting (6.2A). Finally, students investigate methods of thermal energy transfer in a system, including conduction, convection, and radiation (6.2A). Students demonstrate safe practices according to the Texas Safety Standards and utilize appropriate safety equipment during the implementation of comparative and descriptive investigations. Students analyze data from investigations to communicate valid conclusions supported by the data and predict trends. Students use conceptual models to demonstrate energy transformations and the transfer of thermal energy.
Key Vocabulary
- Energy conservation – management of the use of energy resources
- Energy resources – natural resources that can be used as a source of energy to do work
- Chemical energy – energy stored in the bonds of atoms and molecules of substances (e.g., food, biomass, petroleum, natural gas, and propane contain stored chemical energy)
- Conduction – transfer of heat through direct contact from a warmer substance to a cooler substance
- Convection – transfer of thermal energy, in a liquid or gas, in which the warmer substance rises and the cooler substance sinks; forms a current
- Elastic energy – stored in objects by force (e.g., stretched rubber band or balloon)
- Electrical energy – movement of electrons (e.g., electrons moving through wires is electricity, lightning)
- Energy – the ability to cause change or do work
- Energy transfer – transfer of energy from one object or substance to another
- Energy transformation (conversion) – process of energy changing from one form to another
- Heat (thermal) energy – transfer of thermal energy between substances that are at different temperatures
- Kinetic energy – energy of motion
- Law of conservation of energy – states that energy is neither created or destroyed; it only changes forms
- Light (radiant) energy – energy from light waves (e.g., solar, light bulb)
- Mechanical (motion) energy – movement of objects or substances from one place to another
- Potential energy – stored energy of an object because of its position or shape
- Radiation – the transfer of energy from a light source (e.g., Sun, fire, light bulb, burner) to an object or substance
- Sound energy – movement of waves through a substance or object caused by vibrations
- Temperature – measure of the average kinetic energy of the particles in a substance
- Transform – changing from one form to another (e.g., energy transformation
7TH GRADE
Organisms and the Environment- Students explore the relationships between organisms and the environment through planning and implementing descriptive investigations (7.2A). They observe and describe how different environments support different varieties of organisms by providing the basic needs of the organism. Students observe, record, and describe the role of ecological succession in different environments, including the relationship of succession to diversity of species. They collect and organize data during investigations. Students analyze data to communicate valid conclusions supported by the data and predict trends. Students describe how biodiversity contributes to the sustainability of an ecosystem, including how changes to the ecosystem can increase or decrease biodiversity. Students demonstrate safe practices as outlined in the Texas Safety Standards.
Key Vocabulary
- Mass – amount of matter in an object
- Microgravity – zone of weak gravity (i.e., orbiting in a spacecraft)
- Weight – force exerted on an object by gravity
- Biodiversity – variety of organisms in an ecosystem or biome
- Climax community – dominant community of plants and animals that come to live in an area
- Ecological succession – the changing sequence of communities that live in an ecosystem during a given time period
- Limiting factor – a condition or resource that keeps a population at a certain size
- Microhabitat –small or specialized habitat within a larger habitat
- Niche – the unique role or job of an organism in an ecosystem
- Pioneer species – first organisms to live in an area
- Primary succession – a process that develops a biotic community in a previously uninhabited and barren habitat with little or no soil
- Secondary succession – a process started by an event that reduces an already established ecosystem to a smaller population of species
- Sustainability – ability to maintain ecological processes over long periods of time; ability of an ecosystem to maintain its structure and function over time
Sir Isaac Newton
Laws of Motion (According to Isaac Newton)
First Law of Motion-
An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force. This law is often called "the law of inertia".
Second Law of Motion-
Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object).
Third Law of Motion-
For every action there is an equal and opposite re-action.
8TH GRADE
Forces that Change the Earth- Students describe the historical development of evidence that supports plate tectonic theory, including contributing scientists. Students use graphic organizers to demonstrate how plate tectonics relate to crustal feature formation. Students investigate and describe how Newton’s laws apply to Earth’s tectonic activities. Additionally, they interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Students use models to depict crustal features shown on topographic maps or satellite views and demonstrate how the features were formed.
Key Vocabulary
- Law of action-reaction – for every action, there is an equal and opposite reaction
- Law of force and acceleration – when an object that has a constant mass is acted upon by a force, the object will accelerate in the same direction as the force applied
- Law of inertia – the tendency of an object to resist change in motion unless acted upon by a force
- Continental drift theory – Alfred Wegner’s explanation of continents slowly moving and changing their positions relative to one another
- Contour intervals – difference in elevation between any two contour lines on a topographic map
- Contour lines – map symbol showing shape and/or change in elevation on a topographic map
- Plate tectonic theory – the outer most layer of the Earth (lithosphere) is divided into contiguous sections (plates) that move relative to each other causing continental drift, seafloor spreading, and the formation of major physical features of the Earth’s surface
- Topographic maps – map showing the shape and elevation of the land surface using contour lines
- Topography – the shape of the Earth’s surface and the way its physical features are arranged, especially in terms of their positions and elevations
BIOLOGY
Mechanisms of Genetics: Gene Expression, Protein Synthesis, and Mutations- Students focus on how genetic material is used by the cell to make new molecules important in trait expression and heredity. They develop an understanding of how the genetic code found in DNA drives the structure and function of the organism through the process of protein synthesis. They build an understanding of the processes of transcription and translation and the role they play in protein production. Students explore how the structure of nucleic acids provides a mechanism for storing information needed in building proteins which are key molecules in heredity. Students relate gene expression to the processes of protein synthesis and cell differentiation. Students identify various types of genetic mutations and examine how these mutations may disrupt the genetic process. During this unit, students evaluate models of biological objects, such as DNA and RNA, and events, such as transcription and translation. Students examine the limitations of these models.
Key Vocabulary
- Cancer – proliferation of cells caused by disruptions in the cell cycle; disruptions may be caused by environmental factors
- Cell cycle – sequence of events that result in cell growth and ultimately division into two daughter cells
- Cell differentiation – process in multicellular organisms in which a less-specialized cell acquires specific differences during development
- DNA – nucleic acid which is self-replicating and contains the code to make all proteins needed by an organism
- DNA Replication – process by which DNA makes a copy of itself
- Epigenetics – changes to the structure surrounding DNA without changing the structure of the DNA molecule which determines if genes are expressed
- Gene – section of DNA that contains the information for synthesizing a specific protein
- Mitosis – the process of nuclear division, that along with cytokinesis, produces two genetically identical daughter cells
- Replication fork – the structure formed when DNA is split into two single strands thus allowing for new DNA to be added to each separated strand
- Central dogma – thesis that information flows from DNA to RNA to protein
- Codon – sequence of three nitrogen bases in DNA that codes for an amino acid
- mRNA (messenger RNA) –coding strand of RNA that carries genetic information from the DNA to ribosomes where it then specifies how to build proteins
- Mutation – change in DNA sequence
- Protein synthesis – cellular process used to make proteins, which includes transcription and translation
- Ribosome – complex molecule made up of ribosomal RNA (rRNA) subunits and proteins; it serves as the site of protein synthesis (translation) where amino acids are linked together to build proteins as specified by the messenger RNA (mRNA)
- rRNA (ribosomal RNA) – non-coding strands of RNA that serves as the subunits of ribosomes
- tRNA (transfer RNA) – non-coding strands of RNA that carry amino acids to protein-building ribosomes
- Transcription – process of copying DNA into mRNA in gene expression
- Translation – process by which mRNA is used to synthesize amino acids