Science Crosswalk GPS To GSE - Captain Planet Foundation
Science Georgia Standards of ExcellenceCROSSWALKGeorgia Performance Standards (GPS)toGeorgia Standards of Excellence (GSE)Kindergarten – Grade 12
Table of ContentsKindergarten . 2First Grade . 5Second Grade . 8Third Grade. 11Fourth Grade. 14Fifth Grade . 19Sixth Grade . 24Seventh Grade . 31Eighth Grade . 36Biology. 43Chemistry. 49Earth Systems . 58Environmental Science . 64Physical Science. 69Physics . 78Georgia Department of EducationMarch 31, 2016 Page 1 of 82
Science Georgia Standards of ExcellenceKindergartenGPSGSESKE1. Students will describe time patterns SKE1. Obtain, evaluate, and communicate(such as day to night and night to day) and observations about time patterns (day toobjects (such as sun, moon, stars) in thenight and night to day) and objects (sun,day and night sky.moon, stars) in the day and night sky.a. Describe changes that occur in the skya. Ask questions to classify objectsduring the day, as day turns into night,according to those seen in the day sky, theduring the night, and as night turns intonight sky, and both.day.b. Develop a model to communicate theb. Classify objects according to those seen inchanges that occur in the sky during thethe day sky and those seen in the night sky.day, as day turns into night, during thec. Recognize that the Sun supplies heat andnight, and as night turns into day usinglight to Earth.pictures and words.(Clarification statement: Students are notexpected to understand tilt of the Earth,rotation, or revolution.)SKE2. Students will describe the physicalSKE2. Obtain, evaluate, and communicateattributes of rocks and soils.information to describe the physicala. Use senses to observe and group rocks byattributes of earth materials (soil, rocks,physical attributes such as large/small,water, and air).heavy/light, smooth/rough, dark/light, etc.a. Ask questions to identify and describeb. Use senses to observe soils by physicalearth materials—soil, rocks, water, andattributes such as smell, texture, color,air.particle/grain size.b. Construct an argument supported byc. Recognize earth materials— soil, rocks,evidence for how rocks can be grouped bywater, air, etc.physical attributes (size, weight, texture,color).c. Use tools to observe and record physicalattributes of soil such as texture and color.Georgia Department of EducationMarch 31, 2016 Page 2 of 82
Science Georgia Standards of ExcellenceKindergartenGPSGSESKP1. Students will describe objects interms of the materials they are made ofand their physical properties.a. Compare and sort materials of differentcomposition (common materials includeclay, cloth, paper, plastic, etc.).b. Use senses to classify common materials,such as buttons or swatches of cloth,according to their physical attributes(color, size, shape, weight, texture,buoyancy, flexibility).SKP2. Students will investigate differenttypes of motion.a. Sort objects into categories according totheir motion. (straight, zigzag, round andround, back and forth, fast and slow, andmotionless)b. Push, pull, and roll common objects anddescribe their motions.SKP3. Students will observe andcommunicate effects of gravity on objects.a. Recognize that some things, such asairplanes and birds, are in the sky, butreturn to earth.b. Recognize that the sun, moon, and stars arein the sky, but don’t come down.c. Explain why a book does not fall down if itis placed on a table, but will fall down if itis dropped.SKP1. Obtain, evaluate, and communicateinformation to describe objects in terms ofthe materials they are made of and theirphysical attributes.a. Ask questions to compare and sort objectsmade of different materials. (Commonmaterials include clay, cloth, plastic,wood, paper, and metal.)b. Use senses and science tools to classifycommon objects, such as buttons orswatches of cloth, according to theirphysical attributes (color, size, shape,weight, and texture).c. Plan and carry out an investigation topredict and observe whether objects, basedon their physical attributes, will sink orfloat.SKP2. Obtain, evaluate, and communicateinformation to compare and describedifferent types of motion.a. Plan and carry out an investigation todetermine the relationship between anobject’s physical attributes and itsresulting motion (straight, circular, backand forth, fast and slow, and motionless)when a force is applied. (Examples couldinclude toss, drop, push, and pull.)b. Construct an argument as to the best wayto move an object based on its physicalattributes.While not explicit, the concept of gravity isincorporated into SKP2 when students areinvestigating the motion of objects inrelation to the application of a force.Georgia Department of EducationMarch 31, 2016 Page 3 of 82
Science Georgia Standards of ExcellenceKindergartenGPSGSESKL1. Students will sort living organismsSKL1. Obtain, evaluate, and communicateand non-living materials into groups byinformation about how organisms (aliveobservable physical attributes.and not alive) and non-living objects area. Recognize the difference between livinggrouped.organisms and nonliving materials.a. Construct an explanation based onb. Group animals according to theirobservations to recognize the differencesobservable features such as appearance,between organisms and nonliving objects.size, motion, where it lives, etc. (Example:b. Develop a model to represent how a set ofA green frog has four legs and hops. Aorganisms and nonliving objects are sortedrabbit also hops.)into groups based on their attributes.c. Group plants according to their observablefeatures such as appearance, size, etc.SKL2. Students will compare theSKL2. Obtain, evaluate, and communicatesimilarities and differences in groups ofinformation to compare the similarities andorganisms.differences in groups of organisms.a. Explain the similarities and differences ina. Construct an argument supported byanimals. (Color, size, appearance, etc.)evidence for how animals can be groupedb. Explain the similarities and differences inaccording to their features.plants. (Color, size, appearance, etc.)b. Construct an argument supported byc. Recognize the similarities and differencesevidence for how plants can be groupedbetween a parent and a baby.according to their features.d. Match pictures of animal parents and theirc. Ask questions and make observations tooffspring explaining your reasoning.(Example: dog/puppy; cat/kitten; cow/calf;identify the similarities and differences ofduck/ducklings, etc.)offspring to their parents and to othere. Recognize that you are similar andmembers of the same species.different from other students. (senses,appearance)Georgia Department of EducationMarch 31, 2016 Page 4 of 82
Science Georgia Standards of ExcellenceFirst GradeGPSGSES1E1. Students will observe, measure, andcommunicate weather data to see patternsin weather and climate.a. Identify different types of weather and thecharacteristics of each type.b. Investigate weather by observing,measuring with simple weather instruments(thermometer, wind vane, rain gauge), andrecording weather data (temperature,precipitation, sky conditions, and weatherevents) in a periodic journal or on acalendar seasonally.c. Correlate weather data (temperature,precipitation, sky conditions, and weatherevents) to seasonal changes.S1E1. Obtain, evaluate, and communicateweather data to identify weather patterns.a. Represent data in tables and/or graphs toidentify and describe different types ofweather and the characteristics of eachtype.b. Ask questions to identify forms ofprecipitation such as rain, snow, sleet, andhailstones as either solid (ice) or liquid(water).c. Plan and carry out investigations oncurrent weather conditions by observing,measuring with simple weatherinstruments (thermometer, wind vane, raingauge), and recording weather data(temperature, precipitation, skyconditions, and weather events) in aperiodic journal, on a calendar seasonally,and graphically.d. Analyze data to identify seasonal patternsof change.(Clarification statement: Examples couldinclude temperature, rainfall/snowfall, andchanges to the environment.)S1E2. Students will observe and recordThe concepts of liquid and solid water werechanges in water as it relates to weather.incorporated with S1E1. The additionala. Recognize changes in water when itconcepts were removed based onfreezes (ice) and when it melts (water).developmental appropriateness feedbackb. Identify forms of precipitation such as rain,from survey.snow, sleet, and hailstones as either solid(ice) or liquid (water).c. Determine that the weight of water beforefreezing, after freezing, and after meltingstays the same.d. Determine that water in an open containerdisappears into the air over time, but waterin a closed container does not.Georgia Department of EducationMarch 31, 2016 Page 5 of 82
Science Georgia Standards of ExcellenceFirst GradeGPSGSES1P1. Students will investigate light andS1P1. Obtain, evaluate, and communicatesound.information to investigate light and sound.a. Recognize sources of light.a. Use observations to construct anb. Explain how shadows are made.explanation of how light is required toc. Investigate how vibrations produce sound.make objects visible.d. Differentiate between various sounds inb. Ask questions to identify and compareterms of (pitch) high or low and (volume)sources of light.loud or soft.e. Identify emergency sounds and sounds that c. Plan and carry out an investigation ofshadows by placing objects at varioushelp us stay safe.points from a source of light.d. Construct an explanation to observe andprovide evidence that vibrating materialscan make sound and that sound can makematerials vibrate.e. Design a signal that can serve as anemergency alert using light and/or soundto communicate over a distance.S1P2. Students will demonstrate effects ofS1P2. Obtain, evaluate, and communicatemagnets on other magnets and otherinformation to demonstrate the effects ofobjects.magnets on other magnets and othera. Demonstrate how magnets attract andobjects.repel.a. Construct an explanation of how magnetsb. Identify common objects that are attractedare used in everyday life.to a magnet.(Clarification statement: Everyday lifec. Identify objects and materials (air, water,uses could include refrigerator magnets,wood, paper, your hand, etc.) that do nottoys, magnetic latches, and name tags.)block magnetic force.b. Plan and carry out an investigation todemonstrate how magnets attract and repeleach other and the effect of magnets oncommon objects.Georgia Department of EducationMarch 31, 2016 Page 6 of 82
Science Georgia Standards of ExcellenceFirst GradeGPSGSES1L1. Students will investigate thecharacteristics and basic needs of plantsand animals.a. Identify the basic needs of a plant.1. Air2. Water3. Light4. Nutrientsb. Identify the basic needs of an animal.1. Air2. Water3. Food4. Shelterc. Identify the parts of a plant—root, stem,leaf, and flower.d. Compare and describe various animals—appearance, motion, growth, basic needs.S1L1. Obtain, evaluate, and communicateinformation about the basic needs of plantsand animals.a. Ask questions to identify the parts of aplant—root, stem, leaf, and flower.b. Ask questions to compare and contrast thebasic needs of plants (air, water, light, andnutrients) and animals (air, water, food,and shelter).c. Design a solution to ensure that a plant oranimal has all of its needs met.Georgia Department of EducationMarch 31, 2016 Page 7 of 82
Science Georgia Standards of ExcellenceSecond GradeGPSGSES2E1. Students will understand that starshave different sizes, brightness, andpatterns.a. Describe the physical attributes of stars—size, brightness, and patterns.S2E1. Obtain, evaluate, and communicateinformation about stars having differentsizes and brightness.a. Ask questions to describe the physicalattributes (size and brightness) of stars.b. Construct an argument to support theclaim that although the sun appears to bethe brightest and largest star, it is actuallymedium in size and brightness.S2E2. Students will investigate the position S2E2. Obtain, evaluate, and communicateof sun and moon to show patternsinformation to develop an understanding ofthroughout the year.the patterns of the sun and the moon anda. Investigate the position of the sun inthe sun’s effect on Earth.relation to a fixed object on earth at various a. Plan and carry out an investigation totimes of the day.determine the effect of the position of theb. Determine how the shadows changesun in relation to a fixed object on Earth atthrough the day by making a shadow stickvarious times of the day.or using a sundial.b. Design and build a structure thatc. Relate the length of the day and night todemonstrates how shadows changethe change in seasons (for example: Daysthroughout the day.are longer than the night in the summer.).d. Use observations and charts to record thec. Represent data in tables and/or graphs ofshape of the moon for a period of time.the length of the day and night torecognize the change in seasons.d. Use data from personal observations todescribe, illustrate, and predict how theappearance of the moon changes over timein a pattern.(Clarification statement: Students are notrequired to know the names of the phasesof the moon or understand the tilt of theEarth.)Georgia Department of EducationMarch 31, 2016 Page 8 of 82
Science Georgia Standards of ExcellenceSecond GradeGPSGSES2E3. Students will observe and recordchanges in their surroundings and infer thecauses of the changes.a. Recognize effects that occur in a specificarea caused by weather, plants, animals,and/or people.S2E3. Obtain, evaluate, and communicateinformation about how weather, plants,animals, and humans cause changes to theenvironment.a. Ask questions and obtain informationabout major changes to the environmentin your community.b. Construct an explanation of the causes of achange to the environment in yourcommunity.S2P1. Obtain, evaluate, and communicateinformation about the properties of matterand changes that occur in objects.a. Ask questions to describe and classifydifferent objects according to theirphysical properties.(Clarification statement: Examples ofphysical properties could include color,mass, length, texture, hardness, strength,absorbency, and flexibility.)b. Construct an explanation for howstructures made from small pieces (linkingcubes, building blocks) can bedisassembled and then rearranged to makenew and different structures.c. Provide evidence from observations toconstruct an explanation that somechanges in matter caused by heating orcooling can be reversed and some changesare irreversible.(Clarification statement: Changes inmatter could include heating or freezing ofwater, baking a cake, boiling an egg.)Based on survey feedback and currentresearch, concepts not appropriate at thisgrade level. The standard was deleted.S2P1. Students will investigate theproperties of matter and changes thatoccur in objects.a. Identify the three common states of matteras solid, liquid, or gas.b. Investigate changes in objects by tearing,dissolving, melting, squeezing, etc.S2P2. Students will identify sources ofenergy and how the energy is used.a. Identify sources of light energy, heatenergy, and energy of motion.b. Describe how light, heat, and motionenergy are used.Georgia Department of EducationMarch 31, 2016 Page 9 of 82
Science Georgia Standards of ExcellenceSecond GradeGPSGSES2P3. Students will demonstrate changes inspeed and direction using pushes and pulls.a. Demonstrate how pushing and pulling anobject affects the motion of the object.b. Demonstrate the effects of changes ofspeed on an object.S2P2. Obtain, evaluate, and communicateinformation to demonstrate changes inspeed and direction using a force (a pushor a pull).a. Plan and carry out an investigation todemonstrate how pushing and pulling onan object affects the motion of the object.b. Design a device to change the speed ordirection of an object.c. Record and analyze data to decide if adesign solution works as intended tochange the speed or direction of an objectwith a force (a push or a pull).S2L1. Obtain, evaluate, and communicateinformation about the life cycles ofdifferent living organisms.a. Ask questions to determine the sequenceof the life cycle of common animals inyour area: a mammal such as a cat, dog orclassroom pet, a bird such as a chicken, anamphibian such as a frog, and an insectsuch as a butterfly.b. Plan and carry out an investigation of thelife cycle of a plant by growing a plantfrom a seed and by recording changes overa period of time.c. Develop a simple model that depicts ananimal’s role in dispersing seeds or in thepollination of plants.d. Develop models to illustrate the uniqueand diverse life cycles of organisms otherthan humans.S2L1. Students will investigate the lifecycles of different living organisms.a. Determine the sequence of the life cycle ofcommon animals in your area: a mammalsuch as a cat or dog or classroom pet, abird such as a chicken, an amphibian suchas a frog, and an insect such as a butterfly.b. Relate seasonal changes to observations ofhow a tree changes throughout a schoolyear.c. Investigate the life cycle of a plant bygrowing a plant from a seed and byrecording changes over a period of time.d. Identify fungi (mushroom) as livingorganisms.Georgia Department of EducationMarch 31, 2016 Page 10 of 82
Science Georgia Standards of ExcellenceThird GradeGPSGSES3E1. Students will investigate the physicalattributes of rocks and soils.a. Explain the difference between a rock anda mineral.b. Recognize the physical attributes of rocksand minerals using observation (shape,color, texture), measurement, and simpletests (hardness).c. Use observation to compare the similaritiesand differences of texture, particle size,and color in top soils (such as clay, loam orpotting soil, and sand).d. Determine how water and wind can changerocks and soil over time using observationand research.S3E1. Obtain, evaluate, and communicateinformation about the physical attributesof rocks and soils.a. Ask questions and analyz
Kindergarten GPS GSE SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky. a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day. b. Classify objects according to those seen in
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