Science "I Can" Statements
Earth & Space Science (ESS)
Earth's Surface
(Variety of processes that shape and reshape Earth's surface)
1. Earth's surface has specific characteristics and landforms that can be identified.
• I can recognize that approximately 70 percent of Earth’s surface is water.
• I can recall places on Earth where freshwater would be found.
• I can identify common landforms from maps or graphics.
• I can describe the processes that can change the surface of the Earth
• I can utilize a topographic map to locate areas that have been formed through deposition and erosion, specifically in Ohio.
• I can describe factors that must exist for landforms to form.
• I can create a model that can demonstrate the formation of a landform or feature that formed through contact with water.
2. The surface of Earth changes due to weathering.
• I can identify weathering as processes that change rock at or near Earth’s surface.
• I can recognize that weathering can occur at different rates.
• I can differentiate between weathering and erosion.
• I can discuss how weathering and erosion work together to form geologic features and identify those features.
• I can observe real-world examples of weathering.
• I can identify erosion as a process that transports rock, soil or sediment to a new location.
• I can compare and contrast erosion and deposition.
3. The surface of Earth changes due to erosion and deposition.
Physical Science (PS)
Electricity, Heat and Matter
(Conservation of matter & processes of energy transfer and transformation, especially as they relate to heat and electrical energy)
1. Total amount of matter is conserved when it undergoes a change.
• I can recall that mass is the sum of all the parts in an object.
• I can recognize that the amount of matter stays constant during any change.
• I can recall the different states of matter and what needs to happen to change the state of matter.
• I can explain why the volume of water decreased when placed in an open container and left to sit for an extended period of time.
• I can investigate what happens to the total amount of mass during many types of changes and propose reasons for any difference in final mass.
• I can relate the concept of conservation of matter to a real-world issue such as landfills, smog, acid rain, etc.
2. Energy can be transformed from one form to another or can be transferred from one location to another.
Electricity
• I can define conductor and identify examples of conductors.
• I can define an electric circuit and construct a simple example.
• I can discuss the different types of energy conversions within an electrical circuit.
• I can discuss the real-world importance of electrical insulators and identify examples of insulators.
• I can explore the concept of electrical conductivity through common materials.
• I can contrast thermal conductors and thermal insulators.
• I can contrast electrical conductors and electrical insulators.
• I can design and construct a device that causes a small cart to roll and involves energy transfers between four objects.
• I can recall the addition of heat may increase the temperature of an object and the removal of heat may decrease the temperature of an object.
Thermal Energy
• I can identify ways the temperature of an object can be changed.
• I can recognize that energy can cause motion or create change.
• I can measure the temperature of water.
• I can recognize that an increase in temperature indicates an increase in thermal energy and vice versa.
• I can investigate the energy transfer between hot and cold water and relate to real-world concepts.
• I can discuss methods of transferring heat and methods of keeping heat from transferring.
Life Science (LS)
Earth's Living History
(Using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors)
1. Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful.
• I can describe major changes in Ohio’s habitats over time.
• I can identify organisms that have been and are currently supported in Ohio habitats.
• I can discuss the immediate consequences of rapid ecosystem change for organisms found within an ecosystem.
• I can relate the rate of environmental change to the impact on current and future plant and animal populations.
• I can discuss examples of species that have been endangered due to environmental changes and examine their efforts to reestablish and support their
populations.
2. Fossils can be compared to one another and to present day organisms according to their similarities and differences.
• I can recognize that fossils provide a point of comparison between the types of organisms that lived long ago and those existing today.
• I can discuss that most types of organisms that have lived on Earth no longer exist.
• I can identify examples of extinct organisms.
• I can observe fossils and compare them to similar plants and animals that live today.
• I can infer the environmental conditions that existed when the fossils formed.
• I can demonstrate the methodology for making fossils and identify which types of organisms are more easily represented in the fossil record.
• I can propose how those living things with soft body parts can leave fossil evidence.
Earth & Space Science (ESS)
Earth's Surface
(Variety of processes that shape and reshape Earth's surface)
1. Earth's surface has specific characteristics and landforms that can be identified.
• I can recognize that approximately 70 percent of Earth’s surface is water.
• I can recall places on Earth where freshwater would be found.
• I can identify common landforms from maps or graphics.
• I can describe the processes that can change the surface of the Earth
• I can utilize a topographic map to locate areas that have been formed through deposition and erosion, specifically in Ohio.
• I can describe factors that must exist for landforms to form.
• I can create a model that can demonstrate the formation of a landform or feature that formed through contact with water.
2. The surface of Earth changes due to weathering.
• I can identify weathering as processes that change rock at or near Earth’s surface.
• I can recognize that weathering can occur at different rates.
• I can differentiate between weathering and erosion.
• I can discuss how weathering and erosion work together to form geologic features and identify those features.
• I can observe real-world examples of weathering.
• I can identify erosion as a process that transports rock, soil or sediment to a new location.
- I can identify deposition as the settling or coming to rest of transported rock, soil or sediment.
• I can compare and contrast erosion and deposition.
3. The surface of Earth changes due to erosion and deposition.
Physical Science (PS)
Electricity, Heat and Matter
(Conservation of matter & processes of energy transfer and transformation, especially as they relate to heat and electrical energy)
1. Total amount of matter is conserved when it undergoes a change.
• I can recall that mass is the sum of all the parts in an object.
• I can recognize that the amount of matter stays constant during any change.
• I can recall the different states of matter and what needs to happen to change the state of matter.
• I can explain why the volume of water decreased when placed in an open container and left to sit for an extended period of time.
• I can investigate what happens to the total amount of mass during many types of changes and propose reasons for any difference in final mass.
• I can relate the concept of conservation of matter to a real-world issue such as landfills, smog, acid rain, etc.
2. Energy can be transformed from one form to another or can be transferred from one location to another.
Electricity
• I can define conductor and identify examples of conductors.
• I can define an electric circuit and construct a simple example.
• I can discuss the different types of energy conversions within an electrical circuit.
• I can discuss the real-world importance of electrical insulators and identify examples of insulators.
• I can explore the concept of electrical conductivity through common materials.
• I can contrast thermal conductors and thermal insulators.
• I can contrast electrical conductors and electrical insulators.
• I can design and construct a device that causes a small cart to roll and involves energy transfers between four objects.
• I can recall the addition of heat may increase the temperature of an object and the removal of heat may decrease the temperature of an object.
Thermal Energy
• I can identify ways the temperature of an object can be changed.
• I can recognize that energy can cause motion or create change.
• I can measure the temperature of water.
• I can recognize that an increase in temperature indicates an increase in thermal energy and vice versa.
• I can investigate the energy transfer between hot and cold water and relate to real-world concepts.
• I can discuss methods of transferring heat and methods of keeping heat from transferring.
Life Science (LS)
Earth's Living History
(Using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors)
1. Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful.
• I can describe major changes in Ohio’s habitats over time.
• I can identify organisms that have been and are currently supported in Ohio habitats.
• I can discuss the immediate consequences of rapid ecosystem change for organisms found within an ecosystem.
• I can relate the rate of environmental change to the impact on current and future plant and animal populations.
• I can discuss examples of species that have been endangered due to environmental changes and examine their efforts to reestablish and support their
populations.
2. Fossils can be compared to one another and to present day organisms according to their similarities and differences.
• I can recognize that fossils provide a point of comparison between the types of organisms that lived long ago and those existing today.
• I can discuss that most types of organisms that have lived on Earth no longer exist.
• I can identify examples of extinct organisms.
• I can observe fossils and compare them to similar plants and animals that live today.
• I can infer the environmental conditions that existed when the fossils formed.
• I can demonstrate the methodology for making fossils and identify which types of organisms are more easily represented in the fossil record.
• I can propose how those living things with soft body parts can leave fossil evidence.