Williamstown Elementary School

These are not taught as stand alone objectives, but rather should be interwoven throughout

each unit.

• Formulate a testable hypothesis.

• Design and conduct an experiment specifying variables to be changed,

controlled, and measured.

• Select appropriate tools and technology (e.g., calculators, computers,

thermometers, meter sticks, balances, graduated cylinders, and

microscopes), and make quantitative observations.

• Present and explain data and findings using multiple representations,

including tables, graphs, mathematical and physical models, and

demonstrations.

• Draw conclusions based on data or evidence presented in tables or graphs,

and make inferences based on patterns or trends in the data.

• Communicate procedures and results using appropriate science and

technology terminology.

• Offer explanations of procedures, and critique and revise them.

M 1. Recognize, interpret, and be able to create models of the earth’s common physical

features in various mapping representations, including contour maps.

M 2. Describe the layers of the earth, including the lithosphere, the hot convecting mantle,

and the dense metallic core.

M 3. Differentiate among radiation, conduction, and convection, the three mechanisms by

which heat is transferred through the earth’s system.

M 4. Explain the relationship among the energy provided by the sun, the global patterns of

atmospheric movement, and the temperature differences among water, land, and

atmosphere.

M 5. Describe how the movement of the earth’s crustal plates causes both slow changes in

the earth’s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g.,

volcanic eruptions and earthquakes).

M 6. Describe and give examples of ways in which the earth’s surface is built up and torn

down by natural processes, including deposition of sediments, rock formation, erosion, and

weathering.

M 6. Identify the general functions of the major systems of the human body (digestion,

respiration, reproduction, circulation, excretion, protection from disease, and movement,

control, and coordination) and describe ways that these systems interact with each other.

M 11. Explain and give examples of how the motion of an object can be described by its

position, direction of motion, and speed.

M 12. Graph and interpret distance vs. time graphs for constant speed.

M 13. Differentiate between potential and kinetic energy. Identify situations where kinetic

energy is transformed into potential energy and vice versa.

2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or

problem, research the problem, develop possible solutions, select the best possible

solution(s), construct a prototype, test and evaluate, communicate the solution(s), and

redesign.

2.2 Demonstrate methods of representing solutions to a design problem, e.g., sketches,

orthographic projections, multiview drawings.

2.3 Describe and explain the purpose of a given prototype.

2.4 Identify appropriate materials, tools, and machines needed to construct a prototype of a

given engineering design.

2.5 Explain how such design features as size, shape, weight, function, and cost limitations

would affect the construction of a given prototype.

2.6 Identify the five elements of a universal systems model: goal, inputs, processes, outputs,

and feedback.

5.1 Describe and explain parts of a structure, e.g., foundation, flooring, decking, wall, roofing

systems.

5.2 Identify and describe three major types of bridges (e.g., arch, beam, and suspension) and

their appropriate uses (e.g., site, span, resources, and load).

5.3 Explain how the forces of tension, compression, torsion, bending, and shear affect the

performance of bridges.

5.4 Describe and explain the effects of loads and structural shapes on bridges.

6.4 Identify and explain lift, drag, friction, thrust, and gravity in a vehicle or device, e.g.,

cars, boats, airplanes, rockets.