Georgia Curriculum Standards | Big Canyon Balloon Program

Kindergarten First GradeSecond GradeThird GradeFourth GradeFifth GradeSixth Grade


Kindergarten

SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).

  1. Ask questions to identify and describe earth materials—soil, rocks, water, and air.
  2. Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color).
  3. Use tools to observe and record physical attributes of soil such as texture and color.

SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth.

  1. Differentiate land and water features on simple maps and globes.
  2. Explain that maps and globes show a view from above.
  3. Explain that maps and globes show features in a smaller size.

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1st Grade

SS1G3 Locate major topographical features of the earth’s surface.

  1. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
  2. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian Ocean.
  3. Identify and describe landforms (mountains, deserts, valleys, and coasts).

 

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2nd Grade

S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).

  1. Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
  2. Design a device to change the speed or direction of an object.
  3. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).

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3rd Grade

S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.

  1. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level.)
  2. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).
  3. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time.

S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms.

  1. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived.
  2. Develop a model to describe the sequence and conditions required for an organism to become fossilized

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

  1. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.
  2. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions

  1. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
  2. S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.
  3. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

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4th Grade

 

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5th Grade

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.

  1. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).
  2. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.
  3. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes.

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6th Grade

S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.

  1. Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition.
  2. Construct an explanation of how to classify rocks by their formation and how rocks change through geologic processes in the rock cycle.
  3. Ask questions to identify types of weathering, agents of erosion and transportation, and environments of deposition. (Clarification statement: Environments of deposition include deltas, barrier islands, beaches, marshes, and rivers.)
  4. Develop a model to demonstrate how natural processes (weathering, erosion, and deposition) and human activity change rocks and the surface of the Earth.
  5. Construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. (Clarification statement: Include convergent, divergent, and transform boundaries.)
  6. Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth.
  7. Plan and carry out an investigation to provide evidence that soil is composed of layers of weathered rocks and decomposed organic material.

S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.

  1. Ask questions to determine the differences between renewable/sustainable energy resources (examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives.

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