Kindergarten Science I Can Statements

1.  I can conduct investigations and make observations to explain the affect of sunlight on Earth's surface.
2. I can make observations about the effect that forces such as pushes and pulls have on motion.
3. I can focus on identifying and describing materials and physical properties of objects.
4. I can make observations about how living things change their environments to meet their needs.
5. I can see how a butterfly changes and study it’s life cycle.
6. I can sort and classify objects into categories based on their size, shape, color, and mass (thick or thin).
7. I can use observations and models to describe, represent, and ask scientific questions about needs, relationships, and environments of plants and animals, as well as why all living things use natural resources.
8. I can explore ways to reduce human impact on the environment and other living things within their environment.
9. I can make observations about the weather and the seasons.

First Grade Science I Can Statements:

1. I can use observation of the sun, moon, and stars to describe patterns that can be predicted.
2. I can plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
3. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 
4. I can identify patterns indicating relationships between observed weather data and weather phenomena.
5. I can identify the source of energy that causes an increase in the temperature of an object.
6. I can make observations to construct an evidence based account that young plants and animals are like, but not exactly like their parents.
7. I can apply engineering design.

Priority Standards and I can 2020

 

1. (Priority Standard) Analyze data to determine how the motion of an object changed by an applied force or the mass of an object.

I Can: evaluate to determine how pulling and pushing objects can change its motion. (kid)

 

2. (Priority Standard) Plan and conduct investigations on the growth of plants when growing conditions are altered.

I Can: plan and organize an investigation of how plants grow when conditions are changed. (kid)

 

3. (Priority Standard) Plan and conduct investigations to provide evidence that changes in vibration create change in sound.

I Can: plan and conduct an investigation on how sound travels. (kid)

 

4. (Priority Standard) Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

I Can: use information from many sources to prove how earth can change. (kid)

 

5.  (Priority Standard) Apply engineering design. (draw physical model, ask question, analyze data, gather information)

I Can: use observations to describe relationships and make predictions to be tested. (kid)

3^rd Grade I Can Statements

1.  I can predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes.

3.PS1.A – Matter and Its Interactions

2.  I can plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other.

                                3.PS2.B – Motion and Stability:  Forces and Interactions

3.  I can construct an argument with evidence to explain why plants or animals can survive or not in a particular ecosystem.

                                3.LS1.A – From Molecules to Organisms: Structure and Processes

                                3.LS3.C – Heredity – Inheritance and Variation of Traits

4.  I can develop a model to compare and contrast observations on the life cycle of different plants and animals.

                                3.LS1.B – From Molecules to Organisms: Structure and Processes

5.  I can construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment.

                                3.LS3.A – Heredity:  Inheritance and Variation of Traits

6. I can make a claim about the merit of a solution to a problem caused when the environment changes and they types of plants and animals that live there may change.

                                3.LS3.D – Heredity:   Inheritance and Variation of Traits

7.  I can represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

                                3.ESS2.D – Earth’s Systems

8.  I can apply the principles of engineering design.

                                3.ETS1.A – Engineering Design

4th Grade Science I Can Statements

In 4^th Grade, I can…

• Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. (S1)
• Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object (S1a)
• Plan and conduct a fair test to compare and contrast forces required to overcome friction when an object moves over different surfaces using a spring scale. (S1b)
• Predict how changes in either the amount of force applied to an object or the mass of the object affects the speed. (S1c)
• Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (S1d) (S6a)
• Use evidence to construct an explanation relating the speed of an object to the energy of that object. (S2)
• Use models to explain that simple machines change the amount  of effort, force, and/or direction of force. (S2a)
• Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (S2b) (S5b)
• Provide evidence to construct an explanation of an energy transformation. (S3)
• Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (S3a)
• Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. (S3b, S4a)
• Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move. (S4)
• Construct an argument that animals have internal and external structures that function to support survival, growth, and reproduction. (S5)
• Use a model to describe that animals receive different types of information in their brain and respond to the information in different ways. (S5a)
• Construct an argument that plants have internal and external structures that function to support survival, growth, and reproduction. (S6)
• Identify patterns in rock formations and fossils in rock layers. (S7)
• Support an explanation for changes in a landscape over time. (S8)
• Plan and conduct scientific investigations or simulations to provide evidence how natural processes shape Earth’s surfaces. (S8a)
• Analyze and interpret data from maps to describe patterns of Earth’s features. (S8b)

5th Grade Science I Can Statements      2020-2021
	Unit: Physical and Chemical Changes
PS 1	I can plan and carry out investigations to determine the properties of mixtures and solutions, to observe whether combining two or more substances creates new substances, and to separate mixtures and solutions by their physical properties
	Unit: What is Matter?
PS 2	I can make a model to show that matter is made of particles that are too small to be seen.
PS 3	I can measure and create graphs of quantities to prove that matter is conserved even when changes happen due to heating, cooling, or mixing substances.
	Unit: Earth and Space Systems
PS 4	I can use data to make graphical displays to show patterns of changes in our solar system, including the length and direction of shadows, day and night, the relationship of the amount of daylight to the season of the year, and the seasonal appearance of some stars in the night sky.
4 a	I can support an argument that relative distances from Earth affect the apparent brightness of the Sun compared to other stars.
4 b	I can develop a model showing that objects can be seen only when light is reflected off of them or when they are able to produce their own light, as the Sun does.
PS 7	I can support an argument that gravitational force on objects on Earth is directed toward the center of the planet.
	Unit: Earth's Spheres
PS 5	I can develop a model with an example that shows ways the geosphere, biosphere, hydrosphere, an/or atmosphere interact.
PS 6	I can describe and graph the distribuion of water on Earth based on fresh or salt water, by amounts and percentages, and by type of reservoir.
6 a.	I can describe ways communities use science ideas to protect Earth's resources and environments.
	Unit: Ecosystems
PS 8	I can create models to show the movement of matter and energy among plants, animals, decomposers, and the environment, and through Earth cycles.
	Unit: Plants and Photosynthesis
8 a	I can use models to show that energy stored in food was once energy from the Sun.
PS 9	I can support an argument that plants get the materials they need for growing mainly from the air and water.
	Unit: Body Systems
PS 10	I can compare and contrast the similiar functions of major organs and organ systems of animals that belong to different vertebrate groups.
	All Units
PS 11	I can apply engineering design principles to define a design problem, generate and compare multiple solutions, and plan and carry out fair tests.
11 a	I can define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost.
11 b	I can generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
11 c	I can plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
PS 12	I can read and comprehend science materials and write routinely over a range of discipline specific tasks, for a variety of purposes and audiences at an appropriate grade level.

Carl Junction 6th Grade “I Can” Statements

2021-2022

Standard
ESS1.C.1	I can construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's history.
ESS2.B.1	I can analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
ESS2.A.1	I can develop and use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building and active volcanic chains.
ESS2.A.2	I can construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
ESS3.D.1	I can analyze evidence of the factors that have caused the change in global temperatures over the past century.
ESS2.C.1	I can design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
ESS2.C.2	I can research, collect, and analyze data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
ESS2.C.3	I can develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
ESS3.A.1	I can construct a scientific explanation based on evidence how the uneven distribution of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes and human activity.
ESS3.B.1	I can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
ESS3.C1	I can analyze data to define the relationship for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
ESS3.C2	I can apply scientific principles to design a method for monitoring and minimizing a human impact on environment.
PS1.A.1	I can develop models to describe the atomic composition of simple molecules and extended structures.
PS1.A.2	I can analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
PS1.A.3	I can gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society.
PS1.A.4	I can develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
PS1.B.1	I can develop and use a model to describe how the total number of atoms remains the same during a chemical reaction and thus mass is conserved.
PS1.B.2	I can construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
PS3.A.3	I can apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
PS4.A.1	I can use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
PS4.A.2	I can develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
ETS1.B.2	I can analyze data from test to determine similarities and difference among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success

 

 

 

I CAN STATEMENTS

7^TH GRADE SCIENCE

 

Power Standards (7th grade 2021 →)

1.  I can design and test a solution that minimizes the force of an object during a collision and develop an evaluation of competing solutions.

2.  I can construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

3.  I can present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

4.  I can evaluate competing design solutions to determine how well they meet the criteria and constraints of a problem.

5.  I can develop a model to describe that when the arrangement of objects interacting at a distance changes then different amounts of potential energy will be stored.

6.  I can plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

7.  I can analyze diagrams to determine the factors that affect the strength of electric and magnetic forces.

8.  I can conduct an investigation to provide evidence that electric and magnetic fields exist between objects exerting forces on each other.

9.  I can construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

10.  I can construct an explanation for how characteristic animal behaviors or specialized plant structures affect the probability of successful reproduction.

11.  I can construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.

12.  I can construct an argument supported by empirical evidence that explains how changes to physical or biological components of an ecosystem affect populations.

13.  I can construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem.

14.  I can analyze and interpret data to provide evidence for the effects of resource availability on individual organisms and populations of organisms in an ecosystem.

15.  I can interpret graphical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

16.  I can evaluate benefits and limitations of differing design solutions for maintaining an ecosystem.

17.  I can construct an explanation that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.

18.  I can gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

19.  I can develop a model to generate data for iterative testing and modification of a proposed object, tool or process such that an optional design can be achieved.

 

I Can Statements

Science - 8

 

1. I can provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all the basic functions of life.

 

2. I can develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that function.

 

3. I can develop an argument for how multicellular organisms are organized by varying levels of complexity.

 

4. I can present evidence that body systems interact to carry out key body functions.

2a.  I can summarize how the body provides nutrients and oxygen to cells.

2b.  I can summarize how the body removes carbon dioxide and waste from cells and the body.

2c.  I can summarize how the body controls motion/activity and coordination.

2d.  I can summarize how the body systems protect the body.

 

5. I can explain the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.

 

6. I can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

 

7. I can analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth.

 

8. I can develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon.   

 

9. I can develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth's tilt and directional angle of sunlight on different areas of Earth across the year.

 

10.  I can develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

 

11. I can analyze and interpret data to determine scale properties of objects in the solar system.

 

12. I can define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

 

13. I can develop a model to generate data for iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.

 

14. I can read and comprehend science materials and write routinely at an appropriate grade level.

Anatomy and Physiology // ‘I Can’ Course Objectives

I can…
… Define and apply terminology that is related to the field of anatomy and physiology.

 

… Identify the main structures and explain the functioning of each of the body systems.

 

… Describe at least one disorder and/or disease associated with each system.

 

… Recognize the role of science and technology in society.

 

… Demonstrate the proper application of the scientific method and be able to transfer these concepts to the laboratory environment.

 

… Read and comprehend science materials and write routinely over a range of discipline specific tasks, for a variety of purposes and audiences at an appropriate grade level.

 

… Use scientific concepts to analyze and/or construct solutions to real world problems and evaluate the impact of those solutions on society and nature.

 

 

AP Biology I Can Statements

1. I can demonstrate the proper application of the scientific method and am able to transfer these concepts to the laboratory environment.
2. I can read and comprehend science materials and write routinely over a range of discipline specific tasks for a variety of purposes and audiences at an appropriate grade level.
3. I can use scientific concepts to analyze and/or construct solutions to real-world problems and can evaluate the impact of those solutions on society and nature.
4. I can analyze the chemical basis of carbon-based molecules and water and how they interact within the living organism.
5. I can differentiate between prokaryotes and eukaryotes based on their structure and how molecules are imported and exported from the cell.
6. I can assess the processes by which cells transfer and utilize energy in order to maintain homeostasis.
7. I can identify the methods by which cells communicate using chemical signals and how this triggers and regulates the phases of the cell cycle.
8. I can explain that all organisms contain DNA that is passed from parent cell to offspring and codes for their traits and proteins and describe the process of protein synthesis.
9. I can predict patterns of inheritance using Mendelian and advanced genetics and analyze the causes and effects of mutations on gene expression.
10. I can understand the field of Ecology, analyze how abiotic and biotic factors affect populations, and the potential effects of human activities on the Earth’s systems.
11. I can identify the mechanisms of microevolution and macroevolution within a population, citing evidence that supports Evolutionary Theory.

 

 

 

 

 

Biology I Can Statements

1. I can demonstrate the proper application of the scientific method and am able to transfer these concepts to the laboratory environment.
2. I can read and write using scientific terminology.
3. I can use scientific concepts to analyze and/or construct solutions to real-world problems and can evaluate the impact of those solutions on society and nature.
4. I can understand the chemical basis of carbon-based molecules and water and how they interact within the living organism.
5. I can assess the processes by which cells transfer and utilize energy in order to maintain homeostasis.
6. I can identify the differences between sexual and asexual reproduction, describe how fertilization restores the chromosome number of a species and using evidence, explain how sexual reproduction is a mechanism for variation within a species.
7. I can understand that all organisms contain DNA that is passed from parent cell to offspring and codes for their traits and proteins and describe the process of protein synthesis.
8. I can predict patterns of inheritance using Mendelian and advanced genetics and analyze the causes and effects of mutations on gene expression.
9. I can understand the field of Ecology, analyze how abiotic and biotic factors affect populations, and the potential effects of human activities on the Earth’s systems.
10. I can identify the mechanisms of microevolution and macroevolution within a population, citing evidence that supports Evolutionary Theory.

 

 

 

Chemistry I Can Statements

1. I can predict the type of chemical bonds formed by different elements and the energy changes that result.
2. I can compare chemical and physical properties of substances and other structural materials.
3. I can predict and evaluate the results of a chemical reaction including any factors that affect the reaction rate, equilibrium, or stoichiometry.
4. I can illustrate the changes that occur in the nucleus of an atom during a nuclear process.
5. I can demonstrate the proper application of the scientific method and be able to transfer these concepts to the laboratory environment.
6. I can read and comprehend science materials and write routinely over a range of discipline specific tasks, for a variety of purposes and audiences at an appropriate grade level.
7. I can recognize the role of science and technology in society.
8. I can use scientific concepts to analyze and/or construct solutions to real-world problems and evaluate the impact of those solutions on society and nature.

 

 DC Biology I Can Statements

1. I can demonstrate the proper application of the scientific method and am able to transfer these concepts to the laboratory environment.
2. I can read and write using scientific terminology.
3. I can use scientific concepts to analyze and/or construct solutions to real-world problems and can evaluate the impact of those solutions on society and nature.
4. I can understand the chemical basis of carbon-based molecules and water and how they interact within the living organism.
5. I can differentiate between prokaryotes and eukaryotes based on their structure and how molecules are imported and exported from the cell.
6. I can assess the processes by which cells transfer and utilize energy in order to maintain homeostasis.
7. I can identify the differences between sexual and asexual reproduction, describe how fertilization restores the chromosome number of a species and using evidence, explain how sexual reproduction is a mechanism for variation within a species.
8. I can understand that all organisms contain DNA that is passed from parent cell to offspring and codes for their traits and proteins and describe the process of protein synthesis.
9. I can predict patterns of inheritance using Mendelian and advanced genetics and analyze the causes and effects of mutations on gene expression.
10. I can understand the field of Ecology, analyze how abiotic and biotic factors affect populations, and the potential effects of human activities on the Earth’s systems.
11. I can identify the mechanisms of microevolution and macroevolution within a population, citing evidence that supports Evolutionary Theory.

 

 

 

 

I can Statements Earth and Space

1. I can identify the composition of Earth's materials and understand it.
2. I can connect scientific data to current theories and occurrences in nature.
3. I can apply physical and chemical processes to assess how processes change Earth's surface.
4. I can connect the characteristics of the atmosphere to effects on human populations.
5. I can explain interactions in the universe in terms of scientific concepts.
6. I can demonstrate the proper application of the scientific method and be able to transfer these concepts to the laboratory environment.
7. I can read and comprehend science materials and write routinely over a range of discipline specific tasks for a variety of purposes and audiences at an appropriate grade level.
8. I can analyze and/or construct solutions to real-world problems and evaluate the impact of those solutions on society and nature.
9. I can demonstrate the proper application of the scientific method and be able to transfer these concepts to the laboratory environment.