|
South Carolina
|
|
Subject
|
Grade Levels
|
Broad
Standard Reference
|
Specific
Standard Code
|
Specific Standard Name
|
Specific Wording of Standard
|
| Health & Safety |
3 |
|
4 |
-- |
The student will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| Health & Safety |
3 |
|
5 |
-- |
The student will demonstrate the ability to use decision-making skills to enhance health. |
| Health & Safety |
3 |
|
6 |
-- |
The student will demonstrate the ability to use goal-setting skills to enhance health. |
| Health & Safety |
3 |
|
7 |
-- |
The student will demonstrate the ability to practice health-enhancing behaviors and to avoid or reduce health risks. |
| Health & Safety |
3 |
|
I-3.5.1 |
-- |
Identify steps to take when making a decision about a safety issue. |
| Health & Safety |
3 |
|
I-3.6.1 |
-- |
Develop plans for dealing with emergencies that have resulted in injuries in the home, school, or community. |
| Health & Safety |
3 |
|
I-3.7.1 |
-- |
Identify safety rules at home. |
| Health & Safety |
3 |
|
I-3.7.2 |
-- |
Identify safety rules in various environmental situations. |
| Health & Safety |
3 |
|
M-3.4.1 |
-- |
Demonstrate effective verbal and nonverbal communication skills to enhance health. |
| Health & Safety |
3 |
|
M-3.4.2 |
-- |
Practice ways to ask for assistance in harmful situations . . . |
| Science |
3 |
Physical Science |
3.P.2A.5 |
Properties and Changes in Matter |
Define problems related to heat transfer and design devices or solutions that facilitate (conductor) or inhibit (insulator) the transfer of heat. |
| Science |
3 |
Physical Science |
3.P.3 |
Energy Transfer - Electricity and Magnetism |
The student will demonstrate an understanding of how electricity transfers energy. |
| Science |
3 |
Physical Science |
3.P.3A.1 |
Energy Transfer - Electricity and Magnetism |
Obtain and communicate information to develop models showing how electrical energy can be transformed into other forms of energy (including motion, sound, heat, or light). |
| Science |
3 |
Physical Science |
3.P.3A.2 |
Energy Transfer - Electricity and Magnetism |
Develop and use models to describe the path of an electric current in a complete simple circuit as it accomplishes a task (such as lighting a bulb or making a sound). |
| Science |
3 |
Physical Science |
3.P.3A.3 |
Energy Transfer - Electricity and Magnetism |
Analyze and interpret data from observations and investigations to classify different materials as either an insulator or a conductor of electricity. |
| Science |
3 |
Science and Engineering Practices |
3.S.1 |
-- |
The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| Science |
3 |
Science and Engineering Practices |
3.S.1A.2 |
-- |
Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. |
| Science |
3 |
Science and Engineering Practices |
3.S.1A.3 |
-- |
Plan and conduct scientific investigations to answer questions, test predictions, and develop explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. |
| Science |
3 |
Science and Engineering Practices |
3.S.1A.6 |
-- |
Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. |
| Health & Safety |
4 |
|
I-4.4.1 |
-- |
Demonstrate refusal skills that a person can use to . . . promote personal safety. |
| Health & Safety |
4 |
|
I-4.5.1 |
-- |
Use decision-making steps that a person can take to stay safe. |
| Science |
4 |
Science and Engineering Practices |
4.S.1 |
-- |
The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| Science |
4 |
Science and Engineering Practices |
4.S.1A.1 |
-- |
Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs. |
| Science |
4 |
Science and Engineering Practices |
4.S.1A.2 |
-- |
Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. |
| Science |
4 |
Science and Engineering Practices |
4.S.1A.3 |
-- |
Plan and conduct scientific investigations to answer questions, test predictions, and develop explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. |
| Science |
4 |
Science and Engineering Practices |
4.S.1A.6 |
-- |
Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. |
| Health & Safety |
5 |
|
G-5.4.2 |
-- |
Demonstrate ways to ask for assistance in harmful situations. |
| Health & Safety |
5 |
|
I-5.5.1 |
-- |
Decide when he or she needs to seek help to protect personal safety or that of others. |
| Health & Safety |
5 |
|
I-5.7.1 |
-- |
Implement safety strategies to avoid causing injury to him- or herself and to others (for example . . . knowing fire safety procedures). |
| Health & Safety |
5 |
|
P-5.4.1 |
-- |
Demonstrate refusal skills to avoid or reduce health risks. |
| Science |
5 |
Science and Engineering Practices |
5.S.1A |
-- |
The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. |
| Science |
5 |
Science and Engineering Practices |
5.S.1A.1 |
-- |
Ask questions used to (1) generate hypotheses for scientific investigations or (2) refine models, explanations, or designs. |
| Science |
5 |
Science and Engineering Practices |
5.S.1A.2 |
-- |
Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. |
| Science |
5 |
Science and Engineering Practices |
5.S.1A.3 |
-- |
Plan and conduct controlled scientific investigations to answer questions, test hypotheses and predictions, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. |
| Science |
5 |
Science and Engineering Practices |
5.S.1A.6 |
-- |
Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. |
