2018 Virginia Science Standards of Learning

Curriculum Framework

Board of Education
Commonwealth of Virginia
Copyright © 2019
by the
Virginia Department of Education
P.O. Box 2120
Richmond, Virginia 23218-2120
[Link]

All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.

Superintendent of Public Instruction

James F. Lane, Ed.D.

Assistant Superintendent of Learning

Gena Keller

Office of Science, Technology, Engineering, and Mathematics

Tina Manglicmot, Ed.D., Director
Anne Petersen, Ph.D., Science Coordinator
Joshua Bearman, Science Specialist
Myra Thayer, Science Specialist

NOTICE
The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, age, political
affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities.

The 2018 Virginia Science Standards of Learning Curriculum Framework can be found on the Virginia Department of Education’s
website at [Link]

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 2
 2018 Virginia Science Standards of Learning Curriculum Framework

Introduction

The 2018 Virginia Science Standards of Learning Curriculum Framework amplifies the Science Standards of Learning for Virginia
Public Schools (SOL) and defines the content knowledge, skills, and understandings that provide a foundation in science concepts and
practices. The framework provides additional guidance to school divisions and their teachers as they develop an instructional program
appropriate for their students. It assists teachers as they plan their lessons by identifying enduring understandings and defining the
essential science and engineering practices students need to master. This framework delineates in greater specificity the minimum
content requirements that all teachers should teach and all students should learn.

School divisions should use the framework as a resource for developing sound curricular and instructional programs. This framework
should not limit the scope of instructional programs. Additional knowledge and skills that can enrich instruction and enhance students’
understanding of the content identified in the SOL should be included in quality learning experiences.

The framework serves as a guide for SOL assessment development. Assessment items may not and should not be a verbatim reflection
of the information presented in the framework. Students are expected to continue to apply knowledge and skills from the SOL
presented in previous grades as they build scientific expertise.

The Board of Education recognizes that school divisions will adopt a K–12 instructional sequence that best serves their students. The
design of the SOL assessment program, however, requires that all Virginia school divisions prepare students to demonstrate
achievement of the standards for elementary and middle school by the time they complete the grade levels tested. The high school
end-of-course SOL tests, for which students may earn verified units of credit, are administered in a locally determined sequence.

Each topic in the framework is developed around the SOL. The format of the framework facilitates teacher planning by identifying the
enduring understandings and the scientific and engineering practices that should be the focus of instruction for each standard. The
categories of scientific and engineering practices appear across all grade levels and content areas. Those categories are: asking
questions and defining problems; planning and carrying out investigations; interpreting, analyzing, and evaluating data; constructing

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 3
and critiquing conclusions and explanations; developing and using models; and obtaining, evaluating, and communicating
information. These science and engineering practices are embedded in instruction to support the development and application of
science content.

Science and Engineering Practices

Science utilizes observation and experimentation along with existing scientific knowledge, mathematics, and engineering technologies
to answer questions about the natural world. Engineering employs existing scientific knowledge, mathematics, and technology to
create, design, and develop new devices, objects, or technology to meet the needs of society. By utilizing both scientific and
engineering practices in the science classroom, students develop a deeper understanding and competence with techniques at the heart
of each discipline.

Engineering Design Practices

Engineering design practices are similar to those used in an inquiry cycle; both use a system of problem solving and testing to come to
a conclusion. However, unlike the inquiry cycle in which students ask a question and use the scientific method to answer it, in the
engineering and design process, students use existing scientific knowledge to solve a problem. Both include research and
experimentation; however, the engineering design process has a goal of a solving a societal problem and may have multiple solutions.
More information on the engineering and design process can be found at [Link]

Figure 1: Engineering Design Process image based on the National Aeronautics and Space Administration (NASA) engineering design
model.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 4
The Engineering Design Process:
1. Define: Define the problem, ask a question
2. Imagine: Brainstorm possible solutions
3. Research: Research the problem to determine the feasibility of possible solutions
4. Plan: Plan a device/model to address the problem or answer the question
5. Build: Build a device/model to address the problem or answer the question
6. Test: Test the device/model in a series of trials
a) Does the design meet the criteria and constraints defined in the problem?
i. Yes? Go to Share (#8)
ii. No? Go to Improve (#7)
7. Improve: Using the results of the test, brainstorm improvements to the device/model; return to #3
8. Share: Communicate your results to stakeholders and the public

Computational Thinking
The term computational thinking is used throughout this framework. Computational thinking is a way of solving problems that
involves logically organizing and classifying data and using a series of steps (algorithms). Computational thinking is an integral part
of Virginia’s computer science standards and is explained as such in the Computer Science Standards of Learning:

Computational thinking is an approach to solving problems that can be implemented with a computer. It involves the use of
concepts, such as abstraction, recursion, and iteration, to process and analyze data, and to create real and virtual artifacts.
Computational thinking practices such as abstraction, modeling, and decomposition connect with computer science concepts
such as algorithms, automation, and data visualization. [Computer Science Teachers Association & Association for
Computing Machinery]

Students engage in computational thinking in the science classroom when using both inquiry and the engineering design process.
Computational thinking is used in laboratory experiences as students develop and follow procedures to conduct an investigation.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 5
 Structure of the 2018 Virginia Science Standards of Learning Curriculum Framework

The framework is divided into two columns: Enduring Understandings and Essential Knowledge and Practices. The purpose of each
column is explained below.

Enduring Understandings
The Enduring Understandings highlight the key concepts and the big ideas of science that are applicable to the standard. These key
concepts and big ideas build as students advance in their scientific and engineering understanding. The bullets provide the context of
those big ideas at that grade or content level.

Essential Knowledge and Practices

Each standard is expanded in the Essential Knowledge and Practices column. What each student should know and be able to do as
evidence of understanding of the standard is identified here. This is not meant to be an exhaustive list nor is a list that limits what is
taught in the classroom. It is meant to be the key knowledge and practices that define the standard. Science and engineering practices
are highlighted with a leaf bullet (see footer).

The 2018 Virginia Science Standards of Learning Curriculum Framework is informed by the Next Generation Science Standards
([Link]

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 6
 Kindergarten

Using my senses to understand my world

In science, kindergarten students use their senses to make observations of the characteristics and interactions of objects in their world.
Students study the characteristics of water and the basic needs of living things. They also study the relationship between the sun and
Earth through shadows and weather. They determine how their actions can change the motion of objects and learn how they can make
a difference in their world. Throughout the elementary years, students will develop scientific skills, supported by mathematics and
computational thinking, as they learn science content. In kindergarten, students will develop skills in posing simple questions,
conducting simple investigations, observing, classifying, and communicating information about the natural world.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
K.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
● ask questions based on observations
● identify a problem based on need
● make predictions based on observations
b) planning and carrying out investigations
● make observations to collect data
● identify characteristics and properties of objects by observations
● measure relative length and weight of common objects
● record information from investigation
c) interpreting, analyzing, and evaluating data
● describe patterns
● classify and/or sequence objects based on a single physical characteristic or property

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 7
 ● organize and represent data
● read and interpret data in object graphs, picture graphs, and tables
d) constructing and critiquing conclusions and explanations
● make simple conclusions based on data or observations
e) developing and using models
● distinguish between a model and an actual object
f) obtaining, evaluating, and communicating information
● communicate comparative measures (e.g., heavier, lighter, longer, shorter, more, less, hotter, colder)
● communicate observations using pictures, drawings, and/or speech
Kindergarten Science Content

Force, Motion, and Energy

K.2 The student will investigate and understand that pushes and pulls affect the motion of objects. Key ideas include
a) pushes and pulls can cause an object to move;
b) pushes and pulls can change the direction of an object; and
c) changes in motion are related to the strength of the push or pull.

Central Idea: Pushes and pulls can affect the movement of an object.

Vertical Alignment: This standard provides a foundation for the development of the concept of force by introducing the idea that
pushes and pulls are required to move objects. The standard does not include non-contact pushes or pulls such as those produced by
magnets (2.2).

Enduring Understandings Essential Knowledge and Practices

Forces between objects can cause a change in motion. In order to meet this standard, it is expected that students will
 Pushes and pulls (forces) can have different strengths and make and communicate observations about how pushes and
directions and can cause objects to move (K.2 a, b, c). pulls affect the motion of everyday objects (K.2 a, b)
 Pushing or pulling on an object can change the speed or predict and test how a push or pull will affect the motion of
direction of its motion and can start or stop it (K.2 a, b). an object (K.2 a, b)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 8
 Enduring Understandings Essential Knowledge and Practices

 When objects touch or collide, they push one another and compare the motion (fast/slow, close/far) of an object after
can change motion (K.2 b, c). pushing and pulling the same object with different
strengths (K.2 c)
 A bigger push or pull makes things speed up or slow down
more quickly (K.2 c). plan and conduct an investigation to compare the effects of
different strengths or directions of pushes and pulls on the
motion of an object (K.2 c)
determine if a design solution works as intended to change
the speed or direction of an object with a push or pull (K.2
a, b, c).

Matter

K.3 The student will investigate and understand that physical properties of an object can be described. Properties include
a) colors;
b) shapes and forms;
c) textures and feel; and
d) relative sizes and weights of objects.

Central Idea: All objects have physical properties, which include color, shape or form, texture, and size. Properties are independent
of each other.

Vertical Alignment: This is an introduction to physical properties of objects; it is elaborated upon in first grade to show that
materials retain most physical properties regardless of the size of the material (1.3).

Enduring Understandings Essential Knowledge and Practices

Objects can be described and compared by their properties. In order to meet this standard, it is expected that students will
 Objects have properties that can be observed and described. observe objects and describe their basic properties to
These properties include color, shape, form, texture, feel, include color, shape, texture, and relative size and weight

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 9
 Enduring Understandings Essential Knowledge and Practices

size, and weight (K.3 a, b, c, d). (K.3 a, b, c, d)

 Two different objects can have some of the same physical arrange a set of objects in sequence according to size (K.3
properties and some different physical properties (K.3 a, b, d)
c,-d).
compare objects based on a single physical property (K.3 a,
b, c, d)
 describe the physical properties of objects both pictorially
and verbally (K.3 a, b, c, d)

K.4 The student will investigate and understand that water is important in our daily lives and has properties. Key ideas
include
a) water has many uses;
b) water can be found in many places;
c) water occurs in different phases; and
d) water flows downhill.

Central Idea: Water is an important resource for our daily lives and has specific properties.

Vertical Alignment: This standard is an introduction to water, one of the essential resources for all organisms’ survival. The
importance of water is revisited in other grade levels.

Enduring Understandings Essential Knowledge and Practices

Energy and matter are required for all organisms to survive. In order to meet this standard, it is expected that students will
Water is an important resource for our daily lives and has  describe several uses of water at school and at home (K.4
specific properties. a)
 Water is a very important resource and we use it for many  identify several natural sources of water (K.4 b)
things (K.4 a).
classify examples of water as a solid or a liquid (K.4 c)
 There are many places where we find water, including

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 10
 Enduring Understandings Essential Knowledge and Practices

streams, rivers, lakes, oceans, and underground (e.g., wells) conduct an investigation to determine how water flows
(K.4 b). (K.4 d)
 Water can be a solid (ice), liquid (liquid water), or gas predict where a stream of water will flow (K.4 d)
(water vapor) (K.4 c). Students are not responsible for  find examples of how water flows in the classroom, school,
understanding water as a gas. or community (K.4 d).
 The phases of water can be changed by heating or cooling
(K.4 c).
 The natural flow of water is from a higher to a lower level.
An example is seen as water in streams flows from higher
elevations to lower elevations (K.4 d).

Living Systems and Processes

K.5 The students will investigate and understand that senses allow humans to seek, find, take in, and react or respond to
different information. Key ideas include
a) the five basic senses correspond to specific human body structures; and
b) senses are used in our daily lives.

Central Idea: Organisms possess physical features, including the five senses, which enable them to survive in their environment
and obtain resources to meet their basic needs.

Vertical Alignment: The use of senses is important to an organism’s survival. The use of our senses for observing and collecting
data is critical to the development of science and engineering practices.

Enduring Understandings Essential Knowledge and Practices

Organisms possess physical features that enable them to In order to meet this standard, it is expected that students will
survive in their environment and obtain resources to meet their  identify and describe the five basic senses (K.5 a)
basic needs.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 11
 Enduring Understandings Essential Knowledge and Practices

 Humans have five basic senses: taste, touch, smell, hearing,  match each human body structure with its associated sense
and sight (K.5 a). (K.5 a)
 In humans, body structures are associated with particular  provide examples of how the five senses are used to make
senses: eye–sight, ear–hearing, nose–smell, tongue–taste, observations (K.5 b)
and skin–touch (K.5 a). classify sensory descriptors with the senses (K.5 b).
 There are sensory descriptors that are associated with the
senses that include, but are not limited to, the following:
taste–sweet, sour, bitter, salty; touch–rough, smooth, hard,
soft, cold, warm, hot; hearing–loud, soft, high, low; sight–
bright, dull, color; smell–strong, faint, and pleasant (K.5 b).

K.6 The student will investigate and understand that there are differences between living organisms and nonliving objects.
Key ideas include
a) all things can be classified as living or nonliving; and
b) living organisms have certain characteristics that distinguish them from nonliving objects.

Central Idea: Living and nonliving things have differences; recognition of these differences is essential to developing a deeper
understanding of living systems.

Vertical Alignment: The understanding of what is living and what is nonliving is a precursor to understanding what affects living
systems.

Enduring Understandings Essential Knowledge and Practices

Classification relies on careful observation of patterns and In order to meet this standard, it is expected that students will
similarities and differences. These similarities and differences  identify living organisms and nonliving objects found at
can be used to sort living organisms from nonliving objects. home and at school (K.6 a)
 The term living is used to describe anything that is or has classify objects as living or nonliving (K.6 a)
ever been alive (e.g., dog, flower, seed, log). The term
nonliving is used to describe anything that is not now nor  identify and describe the basic characteristics of living

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 12
 Enduring Understandings Essential Knowledge and Practices

has ever been alive (e.g., rock, mountain, glass) (K.6 a). organisms (K.6 b).
 Organisms have needs and life processes, which distinguish
them from nonliving objects (K.6 b).
 Some important life process of living organisms include
growth, responding to the environment, and having
offspring (K.6 b).

K.7 The student will investigate and understand that plants and animals have basic needs and life processes. Key ideas
include
a) living things need adequate food, water, shelter, air, and space to survive;
b) plants and animals have life cycles; and
c) offspring of plants and animals are similar but not identical to their parents or to one another.

Central Idea: Energy and matter are required for all organisms to carry out life process. Organisms have basic needs to carry out
those life processes. These processes vary between plants and animals.

Vertical Alignment: The concept that plants and animals have basic needs to conduct life processes is introduced in kindergarten.
The specific life processes are introduced in later grades.

Enduring Understandings Essential Knowledge and Practices

Energy and matter are required for all organisms to survive. In order to meet this standard, it is expected that students will
Organisms have basic needs, both in terms of energy and  compare the basic life needs of plants and animals (K.7 a)
matter, which are used to carry out life processes.
use observations to describe what plants and animals need
 Animals need adequate food, water, shelter, air, and space to survive (K.7 a)
to survive (K.7 a).
predict what will happen to animals and plants if life needs
 To survive, plants need water, air, light, and a place that are not met (K.7 a)
has adequate space for them to grow (K.7 a).
 describe some simple changes that animals and plants
 If animals’ needs are not met, they move to an area that

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 13
 Enduring Understandings Essential Knowledge and Practices

does meet their life needs. If they cannot move, they will undergo during their life cycles (K.7 b)
not survive. If a plant’s needs are not met it will not survive  recognize similarities and differences between offspring
(K.7 a). and parents (K.7 c).
 Simple changes animals undergo during their life cycles
may include changes in their body size, color, covering, or
shape (K.7 b). Students are not expected to recognize the
different stages or sequences of specific life cycles.
 Simple changes plants undergo during their life cycles may
include size, presence of leaves and branches, fruits, and
seeds (K.7 b). Students are not expected to recognize the
different stages or sequences of specific life cycles.
 Many offspring of plants and animals are like their parents
but not identical to them or to one another. Other offspring
look very different from their parents (K.7 c).

Earth and Space Systems

K.8 The student will investigate and understand that light influences temperature on Earth’s surfaces and can cause
shadows. Key ideas include
a) the sun provides light and warms Earth’s surface;
b) shadows can be produced when sunlight or artificial light is blocked by an object; and
c) objects in shadows and objects in sunlight have different temperatures.

Central Idea: Repeating patterns in nature, or events that occur together with regularity, are clues to cause-and-effect relationships.

Vertical Alignment: Looking for patterns is an important tool in understanding and making predictions. This is an opportunity for
students to start developing that skill, and to make observations about how light interacts with objects, both in terms of heating an
object and in forming shadows.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 14
 Enduring Understandings Essential Knowledge and Practices

Energy can be transferred in various ways and between objects. In order to meet this standard, it is expected that students will
These energy transfers can be observed and form patterns. make observations and conduct an investigation to
Students are not responsible for the term energy. determine the effect of sunlight on Earth’s surface (K.8 a)
 Sunlight warms Earth’s surface. Components of Earth’s demonstrate how shadows change as the direction of the
surface, such as sand, soil, rocks, and water, become light source changes (K.8 b)
relatively warmer when exposed to sunlight (K.8 a).
Students should measure temperature in relative measures  describe how shadows occur (K.8 b)
such as warmer/cooler only.  identify sources of light that can produce shadows (K.8 b)
 A shadow is an image of an object created when light is design and build a simple structure that will reduce the
blocked by that object. Shadows can occur whenever light warming effect of sunlight on an area or an object (K.8 c)
is present (K.8 b).
 compare the relative temperature of an object in sunlight
 Both natural (sun) and artificial (electric light, flashlight) vs. the same object in a shadow (K.8 c).
sources of light can create shadows (K.8 b).
 Objects in a shadow will be cooler than objects in the sun
(K.8 c).

K.9 The student will investigate and understand that there are patterns in nature. Key patterns include
a) daily weather;
b) seasonal changes; and
c) day and night.

Central Idea: Patterns exist all around us and can be observed in daily weather, seasons, and day and night.

Vertical Alignment: Kindergarten students are expected to see that there are patterns to the weather, seasonal changes, and day and
night. Students will gain an understanding of why those patterns occur and the cause-and-effect aspect of the pattern in fourth grade
(4.6).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 15
 Enduring Understandings Essential Knowledge and Practices

Repeating patterns in nature, or events that occur together with In order to meet this standard, it is expected that students will
regularity, are clues to cause-and-effect relationships. identify patterns in nature (day and night, seasons, life
 Weather is the combination of sunlight, wind, snow or rain, cycles) (K.9 a, b, c)
and temperature in a region at a given time. People measure chart and graph daily weather conditions throughout the
these conditions to describe and record the weather and to year to determine seasonal patterns (K.9 a)
notice patterns over time (K.9 a).
use and share observations of daily weather conditions to
 A variety of weather conditions (sunny, cloudy, rainy, describe patterns over time (K.9 a)
snowy, windy, warm, hot, cool, and cold) can be observed
and described over time (K.9 a, b).  describe the patterns in weather conditions that may be
observed during the different seasons (K.9 b).
 Predictions can be made using seasonal patterns.
Temperature and type of precipitation vary throughout the
seasons. Seasons occur in the same order every year (K.9
b).

K.10 The student will investigate and understand that change occurs over time. Key ideas include
a) natural and human-made things change over time;
b) living and nonliving things change over time;
c) changes can be observed and measured; and
d) changes may be fast or slow.

Central Idea: Systems may exhibit stability and/or change depending on the conditions. These changes can be observed and
measured. Some of the changes happen quickly, while others may happen so slowly it is hard to see the changes.

Vertical Articulation: In kindergarten students begin their observations about change. Students will investigate the
changes in the weather in first grade (1.6).

Enduring Understandings Essential Knowledge and Practices

Changes are all around us and occur over time. In order to meet this standard, it is expected that students will

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 16
 Enduring Understandings Essential Knowledge and Practices

 Changes are all around us. Some examples of natural things  describe things in nature that change over time (K.10 a)
changing over time include trees changing throughout the  describe human-made things that change over time (K.10
seasons, water in a stream washing away rocks and soil, a)
rocks breaking off a mountain, and animals and plants
growing, to include changes in height and weight (K.10 a,  identify some changes that people experience over time
b, c). (K.10 b)
 Some examples of human-made things changing over time use observations to describe the change of an object or
include buildings, roads, and monuments changing color or living thing over time (K.10 c)
breaking due to weather (K.10 a, b, c). classify examples as fast changes or slow changes (K.10 d).
 Slow changes should be the kinds of familiar changes that
occur over weeks, months, or seasons, (e.g., leaves falling
off trees). Faster changes include a weather event such as a
blizzard or tornado, an earthquake, or a fire (K.10 d).

Earth Resources

K.11 The student will investigate and understand that humans use resources. Key ideas include
a) some materials and objects can be used over and over again;
b) materials can be recycled; and
c) choices we make impact the air, water, land and living things.

Central Idea: Natural resources make up the common objects and materials that we use. These resources are limited and should be
conserved. Humans can accomplish this by reusing, recycling, and conserving.

Vertical Alignment: This standard establishes a foundation for increasingly advanced conservation concepts developed in the
primary standards.

Enduring Understandings Essential Knowledge and Practices

Natural resources are limited and should be conserved. In order to meet this standard, it is expected that students will

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 17
 Enduring Understandings Essential Knowledge and Practices

 Recycling, reusing, and conserving helps preserve  describe the difference between recycle and reuse (K.11 a,
resources for future use (K.11 a, b). b)
 Resources last longer if we recycle, reuse, and reduce  identify materials that can be reused (K.11 a)
consumption (K.11 a, b).  give examples of objects that can be recycled (K.11 b)
 Reusing materials means using them more than once.  explain why recycling and reusing resources is good for the
Reusing materials reduces the amount of trash and community (K.11 c)
conserves resources. Examples include using dishes and
utensils that are washed after use rather than using paper communicate solutions that will reduce the impact of
plates and plastic utensils and putting them in the trash humans on the land, air, water, and on other living things
(K.11 a). in the local environment (K.11 c).
 Generally, materials such as paper, glass, aluminum cans,
metals, some plastics, and cardboard can be recycled. The
items that can or cannot be recycled are different based on
the area recycling facility (K.11 b).
 Things that people do to live comfortably can affect the
world around them. People can make choices to reduce
their impacts on the land, water, air, and other living things
through recycling and reusing (K.11 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 18
 Grade One

How I interact with my world

In first-grade science, students become aware of factors that affect their daily lives. Students continue to learn about the basic needs of
all living things and that living things respond to factors in their environment, including weather and the change of season. They
continue the examination of matter by observing physical properties and how materials interact with light. Throughout the elementary
years, students will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In
first grade, students will develop skills in posing simple questions, conducting simple investigations, observing, classifying, and
communicating information about the natural world. Students are introduced to the engineering design process.
Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
1.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask questions and make predictions based on observations
 identify a simple problem that can be solved through the development of a new tool or improved object
b) planning and carrying out investigations
 with guidance, conduct investigations to produce data
 identify characteristics and properties of objects by observations
 use tools to measure relative length, weight, volume, and temperature of common objects
c) interpreting, analyzing, and evaluating data
 use and share pictures, drawings, and/or writings of observations
 describe patterns and relationships
 classify and arrange objects based on a single physical characteristic or property
 organize and represent various forms of data using tables, picture graphs, and object graphs

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 19
  read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less,
fewer, greater than, less than, and equal to
d) constructing and critiquing conclusions and explanations
 make simple conclusions based on data or observations
 recognize unusual or unexpected results
e) developing and using models
 use physical models to demonstrate simple phenomena and natural processes
f) obtaining, evaluating, and communicating information
 communicate observations and data using simple graphs, pictures, drawings, numbers, speech and/or writing
Grade One Science Content

Force, Motion, and Energy

1.2 The student will investigate and understand that objects can move in different ways. Key ideas include
a) objects may have straight, circular, spinning, and back-and-forth motions; and
b) objects may vibrate and produce sound.

Central Idea: Forces between objects can cause objects to move or have a change in their motion. In this standard, students explore
the different ways that objects can move. Students also learn that it is possible to produce sound when objects vibrate.

Vertical Alignment: Students are introduced to the concept of forces in kindergarten as they explore the relationship between the
strength of pushes and pulls and the motion of objects (K.2). In second grade, students are introduced to indirect forces (magnetism
and gravity) and how these forces affect them (2.2).

Enduring Understandings Essential Knowledge and Practices

Forces between objects can cause a change in motion. In order to meet this standard, it is expected that students will
 Objects may move in straight, circular, spinning make and communicate observations about the ways
(rotational), and back-and-forth motions (1.2 a). objects move (1.2 a)
 One kind of back-and-forth motion is vibration. An object’s  compare the movement of two different objects (1.2 a)
vibrations may create sound (1.2 b). design a device that uses movement to transfer an object

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 20
 Enduring Understandings Essential Knowledge and Practices

 Sound can make matter vibrate, and vibrating matter can from one location to another (1.2 a)
make sound (1.2 b). make and communicate observations of an object with
rapid back-and-forth motion (vibration) (1.2)
 describe the relationship between vibration and sound (1.2
b)
with guidance, plan and conduct an investigation that
addresses the question of whether vibrating objects create
sound (1.2 b).

Matter

1.3 The student will investigate and understand that objects are made from materials that can be described by their
physical properties. Key ideas include
a) objects are made of one or more materials with different physical properties and can be used for a variety of
purposes;
b) when a material is changed in size most physical properties remain the same; and
c) the type and amount of material determine how much light can pass through an object.

Central Idea: Different materials may have different physical properties; these properties are used to describe and classify objects.

Vertical Alignment: Students are introduced to objects having physical properties, which include color, shape or form, texture, and
size in kindergarten (K.3). Students relate this concept directly to water as they learn the properties of water, to include an introduction
of phases (K.4). In second grade, students further explore characteristics of three phases of water and the effect heating and cooling
have on each phase (2.3).

Enduring Understandings Essential Knowledge and Practices

Objects can be described and compared by their properties. In order to meet this standard, it is expected that students will
 Objects are made of one or more materials. These materials make and communicate observations about the physical

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 21
 Enduring Understandings Essential Knowledge and Practices

can be described by their properties. These properties properties of materials (1.3 a)

include light transfer, texture, weight, length, color, and classify objects based on physical properties and explain
odor (1.3 a). how the objects were classified (1.3 a)
 Different properties are suited for different purposes (1.3 a).  recognize that an object may be composed of different
 Most properties of materials remain the same regardless of materials and these materials have different physical
their visible size. Physical properties such as how much properties (1.3 a)
light passes through a material, color, texture, odor, ability analyze data obtained from testing different materials to
to dissolve in water remain the same; however, properties determine which materials have the properties that are best
such as mass, volume, and length change when the size suited for an intended purpose (1.3 a)
changes (1.3 b).
 compare the physical properties of larger and smaller
 Some materials allow light to pass through them, others samples of the same material (1.3 b)
allow only some light through, and others block all the light.
For materials that allow light to pass through, adding more  identify uses for different materials based on the amount of
of that material can change the amount of light that passes light that passes through each (1.3 a, c)
through (1.3 c). Students are not required to know the terms with guidance, conduct an investigation to determine how
translucent, transparent, and opaque. the type and amount of material affects how much light can
pass through an object (1.3 c).

Living Systems and Processes

1.4 The student will investigate and understand that plants have basic life needs and functional parts that allow them to
survive. Key ideas include
a) plants need nutrients, air, water, light, and a place to grow;
b) structures of plants perform specific functions; and
c) plants can be classified based on a variety of characteristics.

Central Idea: Energy and matter are needed for all organisms to survive. Plants use matter and energy to grow and reproduce. Each
type of plant has characteristics that allow it to function in unique and specific ways in its environment. These characteristics are used
to classify plants.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 22
Vertical Alignment: Students learn that all organisms need food to survive in kindergarten and first grade (K.7, 1.4, 1.5). Students in
first grade are introduced to the concept that plants and animals have both physical features and behaviors that help them to survive in
their environments. In second grade, students investigate and understand plant life cycles (2.4). Students learn that plants produce
oxygen and food for other living things, are a source of useful products, and provide benefits in nature (2.8).

Enduring Understandings Essential Knowledge and Practices

Energy and matter are required for all organisms to survive. In order to meet this standard, it is expected that students will
 Plants have basic needs, including nutrients, air, water,  describe the basic life needs of plants (1.4 a)
light, and space to grow (1.4 a). with guidance, plan and conduct an investigation to
 Plants have different structures such as stems, roots, leaves, determine if plants need sunlight and water to grow (1.4 a)
and flowers. These structures serve different functions in  explain the functions of the root, stem, and leaf (1.4 b)
growth, survival, and reproduction (1.4 b).
create and interpret a physical model/drawing of a plant,
 Plants can be classified by their characteristics (1.4 c). including roots, stems, leaves, and flowers to identify and
explain the functions of each plant part (1.4 b)
classify plants by characteristics (1.4 c).

1.5 The student will investigate and understand that animals, including humans, have basic life needs that allow them to
survive. Key ideas include
a) animals need air, food, water, shelter, and space (habitat);
b) animals have different physical characteristics that perform specific functions; and
c) animals can be classified based on a variety of characteristics.

Central Idea: Energy and matter are needed for all organisms to survive. Animals use matter and energy to move, eat, breathe, and
reproduce. Each type of animal has characteristics that allow it to function in unique and specific ways to obtain food, reproduce, and
survive in its environment. These characteristics are used to classify animals.

Vertical Alignment: Students learn about classifying things as living and nonliving in kindergarten (K.6). In kindergarten, students
also learn about the basic needs and life processes of animals (K.7). In second grade, students learn more about the life cycles as they
learn the series of orderly changes of animal growth and development (2.4). Students learn that organisms and their living and
nonliving surroundings are interdependent (2.5).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 23
 Enduring Understandings Essential Knowledge and Practices

Energy and matter are required for all organisms to survive. In order to meet this standard, it is expected that students will
 Animals, including humans, have basic life needs,  describe the life needs of animals, including air, food,
including air, food, water, shelter, and space (habitat) (1.5 water, shelter, and space (1.5 a)
a).  identify physical characteristics of an animal (1.5 b)
 Animals, including humans, have a variety of physical design and construct a model of a habitat for an animal
characteristics that help them survive. These include based on physical characteristics (1.5 a)
o appendages such as arms, legs, wings, fins, and tails
which extend from the body and have specific functions observe animals in the schoolyard and describe their
o body coverings which include hair, fur, feathers, scales, physical properties (1.5 b)
and shells (1.5 b). Students will not need to classify predict what type of home (land or water) an animal would
animals by their groups (reptiles, birds, mammals, live in based on its physical characteristics (1.5 b)
etc.).
group animals using similar characteristics and explain the
 Physical characteristics can also determine grouping (1.5 c).
o whether an animal lives in water or on land (e.g., scales
and fins that allow fish to live in water or fur and legs
that allow dogs to live on land)
o their method of movement which may include walking,
crawling, flying, and swimming (1.5 b).
 Animals can be classified based on characteristics (1.5 c).

Earth and Space Systems

1.6 The student will investigate and understand that there is a relationship between the sun and Earth. Key ideas include
a) the sun is the source of energy and light that warms the Earth’s land, air, and water; and
b) the sun’s relative position changes in the Earth’s sky throughout the day.

Central Idea: The sun is a source of energy that provides light and warmth for Earth and can be seen in different locations of the sky
throughout the day.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 24
Vertical Alignment: In kindergarten, students conduct weather investigations and understand that light influences temperature on
Earth’s surfaces and can cause shadows (K.9). In second grade, students investigate and understand types of weather and weather
patterns and measure and record current weather data (2.7).

Enduring Understandings Essential Knowledge and Practices

The sun is the primary source of energy for Earth and provides In order to meet this standard, it is expected that students will
the Earth with light and warmth. with guidance, conduct simple investigations to show how
 Energy from the sun warms the land, air, and water by sunlight changes the temperature of land, air, and water
transferring energy (warmth) to the Earth (1.6 a). (1.6 a)
 Patterns of the motion of the sun in the sky can be observe where the sun rises in the morning and sets in the
observed, described, and predicted. The sun’s relative evening and describe the pattern (1.6 b)
position in the morning is in the eastern sky and in the late with guidance, conduct a simple investigation to show how
afternoon is in the western sky (1.6 b). Students are not the sunlight changes the temperature at different times
expected to learn about the Earth’s rotation. during the day (1.6 b)
design a structure to reduce the change in temperature that
occurs in sunlight throughout the day (1.6 a, b)
use observations of the sun to describe patterns that can be
predicted (1.6 a, b).

1.7 The student will investigate and understand that there are weather and seasonal changes. Key ideas include
a) changes in temperature, light, and precipitation occur over time;
b) there are relationships between daily weather and the season; and
c) changes in temperature, light, and precipitation affect plants and animals, including humans.

Central Idea: Repeating patterns are clues to cause-and-effect relationships and provide the opportunity to make predictions. In this
standard, students look at how changes in temperature, light, and precipitation can help predict the weather (which affects plants and
animals).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 25
Vertical Alignment: In kindergarten, students investigate and understand that there are patterns in nature such as daily weather,
seasonal changes, and day and night (K.9). In second grade, students investigate and understand that weather patterns and seasonal
changes affect plants, animals, and their surroundings and that these changes can happen quickly or slowly (2.6, 2.7).

Enduring Understandings Essential Knowledge and Practices

Repeating patterns in nature, or events that occur together with In order to meet this standard, it is expected that students will
regularity, are clues to cause-and-effect relationships.  identify types of precipitation as rain, snow, and ice and
 The daily weather is composed of light, temperature, and describe the temperature conditions of each type of
precipitation (1.7 a). precipitation (1.7 a)
 Weather patterns and the amount of sunlight determine the observe, record, and compare seasonal data throughout the
seasons (1.7 b). year, including relative temperature, amount of
precipitation, and relative amount of sunlight (1.7 a, b)
 Seasonal changes in plants include budding, growth, and
losing leaves (1.7 c). represent data in tables and graphic displays to describe
typical weather conditions during a season (1.7 b)
 Seasonal changes in animals include hibernation (e.g., bats
and frogs) and migration (e.g., birds and butterflies), observe and record seasonal changes in plants, including
resulting in changes in habitat (1.7 c). Students do not need budding, growth, and losing leaves; recognize the seasons
to know the terms migration, hibernation, and habitat. during which budding and losing leaves will most likely
occur (1.7 c)
 The body coverings of some animals change with the
seasons. This includes thickness of fur and coloration (1.7  compare the physical characteristics of some common
c). plants during summer and winter (1.7 c)
 Changes made by people include their dress and recreation  compare the activities of some common animals during
(1.7 c). summer and winter by describing changes in their
behaviors and their body coverings (1.7 c)
infer the season based on humans’ dress and recreational
activities (1.7 c).
Earth Resources
1.8 The student will investigate and understand that natural resources can be used responsibly. Key ideas include
a) most natural resources are limited;

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 26
 b) human actions can affect the availability of natural resources; and
c) reducing, reusing, and recycling are ways to conserve natural resources.

Central Idea: Our natural resources, including clean water, clean air, and undeveloped land, are limited. If we want to enjoy these
resources in the future, we need to take care of them now.

Vertical Alignment: Students understand that materials can be reused, recycled, and conserved in kindergarten. This concept
establishes the foundation for increasingly advanced conservation concepts (K.11). This standard builds on that initial introduction to
reusing and recycling. In second grade, the content focuses on plants as important natural resources (2.8).

Enduring Understandings Essential Knowledge and Practices

Natural resources are limited and should be conserved. In order to meet this standard, it is expected that students will
 People use natural resources in their daily lives (1.8 a).  identify natural resources such as plants, animals, water, air,
land, forests, minerals, and soil (1.8 a)
 There are a variety of natural resources, which include
plants, animals, water, air, land, minerals, forests, and soil.  compare ways of conserving resources (1.8 c)
Many of these resources are limited (1.8 a). determine a resource in the school or home that may be
 The decisions that people make about using natural conserved, brainstorm solutions, and implement a plan to
resources makes a difference in how long natural resources address the conservation concern (1.8 a, b, c).
last (1.8 b).
 Natural resources can be conserved by reducing our use of
materials, reusing items, or recycling (1.8 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 27
 Grade Two

Change occurs all around us

Science in second grade builds on previous understandings of forces, water, weather, and plants and animals, as students explore these
concepts through the lens of change. They examine how water changes phase, how visible and invisible forces change motion, how
plants and animals change through their life cycles, and how weather changes the Earth. Students also examine how change occurs
over a short or long period of time. Throughout the elementary years, students will develop scientific skills, supported by mathematics
and computational thinking, as they learn science content. In second grade, students will develop skills in posing simple questions,
planning and conducting simple investigations, observing, classifying, and communicating information about the natural world.
Students engage in more aspects of the engineering design process at this level.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
2.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask questions that can be investigated
 make predictions based on observations and prior experiences
 identify a simple problem that can be solved through the development of a new tool or improved object
b) planning and carrying out investigations
 with guidance, plan and conduct simple investigations to produce data
 use appropriate tools to measure length, weight, and temperature of common objects using U.S. Customary
units
 measure time intervals using proper tools
c) interpreting, analyzing, and evaluating data
 organize and represent data in pictographs and bar graphs

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 28
  read and interpret data represented in pictographs and bar graphs
d) constructing and critiquing conclusions and explanations
 make simple conclusions based on data or observations
 distinguish between opinion and evidence
 recognize unusual or unexpected results
e) developing and using models
 use models to demonstrate simple phenomena and natural processes
f) obtaining, evaluating, and communicating information
 communicate observations and data using simple graphs, drawings, numbers, speech, and/or writing

Grade Two Science Content

Force, Motion, and Energy

2.2 The student will investigate and understand that different types of forces may cause an object’s motion to change. Key
ideas include
a) forces from direct contact can cause an object to move;
b) some forces, including gravity and magnetism, can cause objects to move from a distance; and
c) forces have applications in our lives.

Central Idea: Forces between objects can cause a change in motion. Objects can move because of a direct contact and from forces
that are acting from a distance.

Vertical Alignment: Students investigate and learn that forces can be used to change the speed and the direction that an object moves
in first grade (1.2). In third grade, the study of force is expanded as students investigate and understand that the direction and size of
force affects the motion of an object (3.2).

Enduring Understandings Essential Knowledge and Practices

Forces applied to an object can cause a change in motion. In order to meet this standard, it is expected that students will
These forces may be direct forces or forces from a distance,  explain how forces can cause an object to move or cause an
such as magnetism and gravity. object to change its movement (2.2 a)
 A force may be applied by direct contact (a push or a pull)  demonstrate contact and noncontact forces that cause objects

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 29
 Enduring Understandings Essential Knowledge and Practices

and can cause an object to move (2.2 a). to move (2.2 a)

 Gravity is an attraction between any two objects. Objects investigate the effect of contact and noncontact magnetic
do not need to touch each other for the force of gravity to forces on the movement of objects (2.2 b)
affect them (2.2 b).
predict which materials will be attracted to magnets, test
 Magnetism is a force in which one material exerts an the predictions, and create a chart that shows the results,
attractive or repulsive force on certain other materials. classifying materials as to whether they are attracted to
Magnets are not attracted to all materials. Magnets attract magnets (2.2 b)
and repel other magnets (2.2 b).
investigate relationships of gravitational or magnetic
 Forces can be seen in everyday applications, such as in interactions between two objects that are not in contact
moving vehicles, dropping objects, and refrigerator magnets with each other (2.2 b)
(2.2 c).
 identify examples of the effect of gravity (2.2 b)
 describe applications of forces in everyday life (2.2 c)
identify a simple problem that can be solved through the
development of a new tool or an improved object that uses
forces from direct contact or from a distance (2.2 c).

Matter

2.3 The student will investigate and understand that matter can exist in different phases. Key ideas include
a) matter has mass and takes up space;
b) solids, liquids, and gases have different characteristics; and
c) heating and cooling can change the phases of matter.

Central Idea: Heating and cooling can change the phases of matter.

Vertical Articulation: Students investigate the physical properties of matter, and the properties of water are observed and tested in
kindergarten (K.3, K.4). In first grade, students investigate materials and their physical properties (1.3).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 30
 Enduring Understandings Essential Knowledge and Practices

Matter can be described and classified by its observable In order to meet this standard, it is expected that students will
properties. The phase of a substance is a physical property.  define matter and provide examples (2.3 a)
 Matter is anything that has mass and takes up space; all  describe the characteristics of a solid, liquid, and gas (2.3
substances are made of matter. Matter most commonly b)
occurs in three phases: solids, liquids, and gases. Different
kinds of matter exist and many of them can be either solid classify and compare materials as liquids, solids, or gases
or liquid, depending on the temperature (2.3 a). Students (2.3 b)
are not responsible for knowing about additional phases of  identify the phases of water and the uses of water in its
matter, such as plasma. various phases in the home and at school (2.3 b)
 Solids have a definite shape and volume (2.3 b). communicate observations of the transformation of matter
 Liquids have a definite volume and take the shape of their from one phase to another (e.g., ice to liquid water and
container (2.3 b) liquid water to gas) (2.3 b)
 Gases will completely fill any closed container (take the plan and conduct an investigation to determine basic
shape of their container) and assume the volume of their factors that affect the evaporation of water (2.3 b)
container (2.3 b). predict changes in phase when water is heated or cooled
 Matter can change from one phase to another (2.3 c). (2.3 c)
 When matter changes from one phase to another, these investigate the effect of heat on the state of matter (i.e., ice
changes are referred to as physical changes (2.3 c). to liquid water and liquid water to water vapor) (2.3 c)
Students are not expected to identify physical or chemical  discuss the effect of cooling on the state of matter (2.3 c).
properties or changes.
 Heating and cooling can change the phase of matter (2.3 c).

Living Systems and Processes

2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they grow
and develop. Key ideas include
a) animals have life cycles; and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 31
 b) plants have life cycles.

Central Idea: Plants and animals undergo change throughout their lives as they grow and develop. These changes are reflected in an
organism’s life cycle.

Vertical Alignment: Students are introduced to living systems in kindergarten as they classify things as living and nonliving (K.6).
The concept is expanded in first grade as students are introduced to the basic needs and life processes of plants and animals (K.7, 1.4,
1.5). Ecosystems and the relationships that exist among organisms to satisfy life needs is a focus in third grade (3.4, 3.5).

Enduring Understandings Essential Knowledge and Practices

Patterns exist everywhere and can be seen in regularly In order to meet this standard, it is expected that students will
occurring, repeating events such as life cycles.  explain how animals and plants change as they grow (2.4 a,
 Throughout their lives, plants and animals undergo a series b)
of orderly and identifiable changes. These may include analyze a model of the life cycle of an insect and describe
changing form or growing (2.4 a). the changes that occur within the life cycle (2.4 a)
 Changes in organisms over time occur in cycles and differ analyze a model of the life cycle of a mammal and describe
among various plants and animals (2.4 a, b). the changes that occur with the life cycle (2.4 a)
 Some animals do not resemble their parents at birth and go  compare life cycles of an insect and a mammal (2.4 a)
through distinct stages as they mature to adults. Other
animals resemble their parents from birth to maturity and investigate the question, “What is the life cycle of a
do not have distinct stages (2.4 a). flowering plant?” and record observations using a table
and/or graph; explain the results of the investigation (2.4 b)
 The basic stages in the life cycle of flowering plants include:
seed, germination of the seed, growth of the stem and roots,  compare life cycles of a plant and an animal (2.4 a, b)
growth of leaves, growth of flowers, fertilization
(pollination) of the flowers, production of fruit/new seeds, develop models to describe the concept that organisms have
and death (2.4 b). unique and diverse life cycles but they all have in common
birth, growth, reproduction, and death (2.4 a, b).
 Flowering plants produce seeds. Seeds can be dispersed in
a variety of ways such as by wind, water, and animals,
including humans (2.4 b).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 32
 Enduring Understandings Essential Knowledge and Practices

 Although individual life cycles vary, all organisms have in

common birth, growth, reproduction, and death (2.4 a, b).

2.5 The student will investigate and understand that living things are part of a system. Key ideas include
a) plants and animals are interdependent with their living and nonliving surroundings;
b) an animal’s habitat provides all of its basic needs; and
c) habitats change over time due to many influences.

Central Idea: Living organisms interact with other living organisms and their surroundings. These interactions allow organisms to
meet basic life needs.

Vertical Alignment: Students are introduced to the concept of living and nonliving as well as the basic needs of both plants and
animals in kindergarten (K.6, K.7). The structures and functions of animals and plants that are necessary for satisfying these life needs
are the focus of first grade (1.4, 1.5). Ecosystems and the relationships that exist among organisms to satisfy life needs is a discussed
in third grade (3.4, 3.5).

Enduring Understandings Essential Knowledge and Practices

A system is comprised of components that work together to In order to meet this standard, it is expected that students will
form a complex whole.  explain how living things are part of a system composed of
Living systems have both living and nonliving components that living and nonliving components (2.5 a)
are affected by interactions, allowing organisms to meet basic
analyze a model of a habitat and describe the living and
life needs.
nonliving components (2.5 b)
 The interactions among living organisms and their
 describe how a habitat provides for an animal’s or plant’s
nonliving surroundings are referred to as a system (2.5).
needs (2.5 b)
 Living things include all organisms who are alive or were predict and describe natural changes in habitats and their
once alive. Nonliving things are not alive and have never effects on plants and animals (2.5 c)
been alive (2.5 a).
 describe the changes in a habitat due to various influences

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 33
 Enduring Understandings Essential Knowledge and Practices

 Living organisms are dependent on other living organisms (2.5 c).

and their nonliving surroundings for survival (2.5 a).
 An animal’s habitat provides the animal’s basic needs,
including food, air, water, shelter or cover, and space. If
any of the basic elements of an animal’s habitat are absent,
the animal’s survival is threatened. The animal may adapt
or leave the area (2.5 b).
 Shelter/cover may be living, such as coral or a tree, or it
may be nonliving, such as a cave or a brick house (2.5 a, b).
 The habitats of living organisms may change due to natural
influences. For example, plants and animals respond to
seasonal changes, such as temperature and length of
daylight (2.5 c).
 The habitats of living organisms may change due to human
influences. For example, an animal may need to change
behavior or leave the area if its basics needs are not met,
which may result when humans develop (build) an area (2.5
c).

Earth and Space Systems

2.6 The student will investigate and understand that there are different types of weather on Earth. Key ideas include
a) different types of weather have specific characteristics;
b) measuring, recording, and interpreting weather data allows for identification of weather patterns; and
c) tracking weather allows us to prepare for the weather and storms.

Central Idea: There are many types of weather on Earth; these types of weather have specific characteristics. Weather data can be
used to identify and predict weather patterns and storms.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 34
Vertical Alignment: Students collect data on weather and use this to understand seasonal changes in kindergarten and first grade
(K.11, 1.6, 1.7). In third grade, students extend this knowledge as they determine impacts of natural weather events on ecosystems
(3.8).

Enduring Understandings Essential Knowledge and Practice

Patterns exist everywhere and can be seen in regularly In order to meet this standard, it is expected that students will
occurring, repeating events such as weather. Models based on  identify and describe common types of storms, including
patterns in weather data are used to predict weather. the precipitation that may be associated with each (2.6 a)
 Common types of storms include hurricanes, tornadoes,  compare droughts and floods (2.6 a)
blizzards, and thunderstorms. These storms have powerful
winds, which may be accompanied by rain, snow, or other observe, describe, and record daily weather conditions
kinds of precipitation (2.6 a). using weather instruments; graph and analyze data to
identify patterns; predict weather based upon identified
 Common types of precipitation include rain, snow, and ice patterns (2.6 b)
(sleet and hail) (2.6 a).
observe and describe seasonal weather patterns and local
 Extreme weather, such as too little or too much variations (2.6 c)
precipitation, can result in droughts or floods (2.6 a).
 describe how tracking weather data helps to prepare for
 Scientists collect a variety of weather data such as storms and other weather conditions (2.6 c).
precipitation, cloud cover, wind, and temperature (2.6 b).
 Weather data is collected and recorded using instruments,
such as a thermometer, rain gauge, and weather vane (2.6
b). Students only need to measure weather data using U.S.
Customary System units.
 By comparing current weather data to known patterns in
weather, predictions can be made that allow us to prepare
for storms and other weather conditions (2.6 c).

2.7 The student will investigate and understand that weather patterns and seasonal changes affect plants, animals, and
their surroundings. Key ideas include
a) weather and seasonal changes affect the growth and behavior of living things;

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 35
 b) wind and weather can change the land; and
c) changes can happen quickly or slowly over time.

Central Idea: Weather conditions and seasons affect plants, animals, and their surroundings.

Vertical Alignment: Students investigate and understand the relationship between seasonal change and weather in first grade.
Important concepts include how plants, animals, and people respond to changes in light, temperature, and precipitation (1.7). The
effects of natural events, including fire, flood, and erosion, on ecosystems is part of the third-grade standards (3.8).

Enduring Understandings Essential Knowledge and Practices

Changes in weather and seasons affect both living organisms In order to meet this standard, it is expected that students will
and their environment.  identify growth and behavioral responses of plants and
 Living organisms respond to weather patterns and seasonal animals to weather and seasonal changes (2.7 a)
changes that can be reflected in changes in growth and  identify animals that migrate, hibernate, or show other
behavior (2.7 a). changes due to seasonal weather changes (2.7 a)
 Adverse conditions of weather may slow the growth and  compare the responses of plants and animals to weather
development of plants and animals, whereas optimal and seasonal changes (2.7 a)
weather conditions may accelerate the growth and
development of plants and animals (2.7 a).  explain how an animal’s behavior may change throughout
the year due to food source availability (2.7 a)
 Dormancy is a state of reduced metabolic activity adopted
by many organisms (both plants and animals) under model the effects of weathering and erosion on the land
conditions of environmental stress or when such stressful surface (2.7 b)
conditions are likely to appear, such as in winter. Many design and construct a model of a structure that can
trees produce new leaves in the spring and lose them in the withstand changes in land due to erosion or weathering (2.7
fall due to seasonal changes in temperature and light (2.7 b)
a).
 identify examples of weather and seasonal changes that
 The outward coloration and coloration patterns of many happen slowly and quickly (2.7 c).
animals are similar in appearance to the plants in the places
in which they live. This similarity to background is referred
to as camouflage, and it enables animals to hide and avoid

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 36
 Enduring Understandings Essential Knowledge and Practices

those that may eat or harm them (2.7 a).

 Some animals (e.g., geese, monarch butterflies, tundra
swans) travel from one place to another and back again
(migration) in search of a new temporary habitat because of
climate, availability of food, season of the year, or
reproduction (2.7 a).
 Some animals (e.g., groundhogs, bats) go into a resting
state (hibernation) due to seasonal changes. Hibernation is
a condition of biological rest or inactivity where growth,
development, and metabolism slow down (2.7 a).
 Some animals undergo physical changes (e.g., thickening
of dog fur in the winter and shedding in the summer) from
season to season (2.7 a).
 Land surfaces can be changed by weathering and erosion.
Land surfaces that are not covered with or protected by
plants are more likely to be subject to the loss of soil by
wind and water (2.7 b).
 Weathering is the breaking down of rocks, which usually
happens over long periods of time (2.7 b).
 Erosion is the process by which the products of weathering
are moved from one place to another. Erosion may happen
quickly (e.g., during a flood or a hurricane) or over a long
period of time (2.7 b).
 Examples of weather and seasonal changes that happen
quickly include mud slides and flooding. Examples of
weather and seasonal changes that occur slowly include
beach erosion and leaves changing color (2.7 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 37
Earth Resources

2.8 The student will investigate and understand that plants are important natural resources. Key ideas include
a) the availability of plant products affects the development of a geographic area;
b) plants provide oxygen, homes, and food for many animals; and
c) plants can help reduce the impact of wind and water.

Central Idea: Plants have many roles in a system, which include providing for the basic life needs of animals and reducing the
impact of weather on land.

Vertical Alignment: Students investigate natural resources and conservation in kindergarten and first grade (K.11, 1.8). Third grade
explores the impact of humans and natural events on ecosystems and the availability of natural resources (3.8).

Enduring Understandings Essential Knowledge and Practices

Natural resources are materials with different properties and are In order to meet this standard, it is expected that students will
suited for different uses. Natural resources are limited and are  describe useful plant products and the region in which they
distributed unevenly around the planet. are grown in Virginia (2.8 a)
 Plants provide many useful products and materials, which  identify where crops are grown in Virginia and predict the
benefit human beings as well as other living organisms. impact they have on the area’s development (2.8 a)
Examples include cotton, spices, lumber, rubber,  explain the roles of plants in meeting the life needs of
medicines, and paper (2.8 a, b). animals (2.8 b)
 Plants may grow well in certain geographic areas, thus compare different ways animals use plants as homes and
enabling the production of plant products that allow shelters (2.8 b)
humans to live in and thrive in those areas (2.8 a). construct and interpret a chart illustrating plant foods
consumed by different animals (2.8 b)
 Many animals benefit from plants. Plants provide food,
construct and interpret models as to how plants help reduce
shelter, and oxygen. These are required to meet basic life
the impact of wind and water (2.8 c).
needs (2.8 b).
 Some examples of plants that grow in Virginia’s
geographic regions include
o Coastal Plains (Tidewater)—peanuts, cotton, soybeans

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 38
 Enduring Understandings Essential Knowledge and Practices
o Piedmont—apples, tobacco, cabbage
o Blue Ridge Mountains—evergreens, apples, corn
o Valleys and Ridges—evergreens, apples, corn
o Appalachian Plateau—tobacco (2.8 a). Students are not
responsible for identifying specific regions or matching
the products to the region in second grade.
 Plants are important in the prevention of soil erosion. In
addition, plants help reduce the effects of flooding (2.8 c).
 Plants can be used to reduce the impact of high winds and
blowing snow on roadways. Trees and vegetation can be
planted along roadways to reduce the impact of wind; these
are called windbreaks (2.8 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 39
 Grade Three

Interactions in our world

The focus of science in third grade is interactions in our world. Students continue to study forces and matter by learning about simple
machines and by examining the interactions of materials in water. They also look at how plants and animals, including humans, are
constantly interacting with living and nonliving aspects of the environment. This includes examining how adaptations satisfy life
needs and the importance of water, soil, and the sun in the survival of plants and animals. Throughout the elementary years, students
will develop scientific skills, supported by mathematics and computational thinking, as they learn science content. In third grade,
students will develop more sophisticated skills in posing questions and predicting outcomes, planning and conducting simple
investigations, collecting and analyzing data, constructing explanations, and communicating information about the natural world.
Students begin to use the engineering design process to apply their scientific knowledge to solve problems.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
3.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask questions that can be investigated and predict reasonable outcomes
 ask questions about what would happen if a variable is changed
 define a simple design problem that can be solved through the development of an object, tool, process, or system
b) planning and carrying out investigations
 with guidance, plan and conduct investigations
 use appropriate methods and/or tools for collecting data
 estimate length, mass, volume, and temperature
 measure length, mass, volume, and temperature in metric and U.S. Customary units using proper tools
 measure elapsed time

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 40
  use tools and/or materials to design and/or build a device that solves a specific problem
c) interpreting, analyzing, and evaluating data
 organize and represent data in pictographs or bar graphs
 read, interpret, and analyze data represented in pictographs and bar graphs
 analyze data from tests of an object or tool to determine if it works as intended
d) constructing and critiquing conclusions and explanations
 use evidence (measurements, observations, patterns) to construct or support an explanation
 generate and/or compare multiple solutions to a problem
 describe how scientific ideas apply to design solutions
e) developing and using models
 use models to demonstrate simple phenomena and natural processes
 develop a model (e.g., diagram or simple physical prototype) to illustrate a proposed object, tool, or process
f) obtaining, evaluating, and communicating information
 read and comprehend reading-level appropriate texts and/or other reliable media
 communicate scientific information, design ideas, and/or solutions with others

Grade 3 Science Content

Force, Motion, and Energy

3.2 The student will investigate and understand that the direction and size of force affects the motion of an object. Key
ideas include
a) multiple forces may act on an object;
b) the net force on an object determines how an object moves;
c) simple machines increase or change the direction of a force; and
d) simple and compound machines have many applications.

Central Idea: Forces between objects can cause a change in motion. A machine is any device that helps people do work by changing
the direction or the size of the force.

Vertical Alignment: In second grade, students discover how forces affect them in daily life. They are introduced to the indirect
forces, magnetism and gravity (2.2). In fifth grade, students will explore the effect of direct and indirect forces on the motion of an
object. At that time, students learn about energy transformations in collisions and collect and record time and position data of a
moving object (5.2, 5.3, 5.4).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 41
 Enduring Understanding Essential Knowledge and Practices

Forces between objects can cause a change in motion. In order to meet this standard, it is expected that students will
● Forces are pushes or pulls that can cause objects to move,  describe the relative size and direction of forces acting upon
stop moving, change speed, or change direction. Gravity is an object (3.2 a, b)
an example of a pulling force (3.2 a). plan and conduct an investigation concerning the effect
● Friction is a force that opposes the motion of an object (3.2 forces have on an object’s motion (3.2 b)
a).  explain how humans use machines to make work easier (3.2
● The net force is the combination of all the forces acting on c, d)
an object (3.2 b). Students are not expected to calculate net  differentiate and classify the six types of simple machines
force. (i.e., lever, inclined plane, wedge, wheel and axle, screw,
● Whether an object stays still or moves often depends on the and pulley) found in school and household items (3.2 c)
effects of multiple pushes or pulls. An object at rest collaboratively plan an investigation to demonstrate the
typically has multiple forces acting on it, but they result in direction of the forces acting on a lever, pulley, and inclined
a zero net force on the object. Forces that do not sum to plane as they relate to net forces; design a model labeling
zero net force can cause changes in the objects speed or identified forces (3.2 c)
direction of motion (3.2 b). Students are not expected to
calculate net force. plan and conduct an experiment that compares the relative
force required to move an object with and without the aid of
● Simple machines are devices that change the direction or a simple machine (3.2 b, c)
size of a force (3.2 c).
identify a common task that might be easier if done with a
● Compound machines contain more than one simple simple machine; collaboratively design and build an
machine (3.2 d). apparatus that incorporates simple machines to accomplish
the task, and explain how the apparatus works and the
importance of using simple machines (3.2 c)
 explain how simple machines work together to form a
compound machine (3.2 c, d)
 identify compound machines and the simple machines that
comprise them within the school and household environment
(3.2 c, d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 42
Matter

3.3 The student will investigate and understand how materials interact with water. Key ideas include
a) solids and liquids mix with water in different ways; and
b) many solids dissolve more easily in hot water than in cold water.

Central Idea: Many substances interact in water; when substances dissolve in water, a solution is formed. The dissolved substance is
still present even though it cannot be seen.

Vertical Alignment: Students explore characteristics of three phases of matter and the effect heating and cooling have on each phase
in second grade (2.3). In fifth grade, students expand upon this knowledge as they learn matter has properties and interactions (5.7).

Enduring Understandings Essential Knowledge and Practices

Water dissolves more substances than any other liquid. Some In order to meet this standard, it is expected that students will
liquids will mix with water, while others will not. plan and conduct an investigation to identify liquid materials
 Dissolving is when a substance is distributed evenly that will mix with water (3.3 a)
throughout another substance. The substance being dissolved  classify liquids by their ability to mix with water (3.3 a)
breaks down into smaller pieces that cannot be seen (3.3 a).
plan and conduct an investigation to determine solids that
 Some solids will dissolve in water while others will not (3.3 will dissolve in water (3.3 a)
a).
 classify solids based on their ability to dissolve in water (3.3
 Substances dissolve faster in hot water than cold water b)
because hot water has more energy than cold water. When
water is heated, the molecules gain energy and, thus, move plan and conduct an investigation to determine the effect of
faster. As the molecules move faster, they make contact with water temperature on the dissolving of a solid (3.3 b).
the sugar more often, causing it to dissolve faster (3.3 b).
Students do not need to know the terms solute, solvent,
atoms, molecules, or particles.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 43
Living Systems and Processes

3.4 The student will investigate and understand that adaptations allow organisms to satisfy life needs and respond to the
environment. Key ideas include
a) populations may adapt over time;
b) adaptations may be behavioral or physical; and
c) fossils provide evidence about the types of organisms that lived long ago as well as the nature of their
environments.

Central Idea: Lasting changes (adaptations) in populations of organisms take place gradually over long periods of time (often
thousands to millions of years). These changes are due to changes in the genetic makeup of populations.

Vertical Alignment: Students learn how living organisms are part of a system and interact with other living organisms and their
surroundings in second grade (2.4). In fourth grade, students learn how internal and external structures enable organisms to obtain
energy and reproduce (4.2).

Enduring Understandings Essential Knowledge and Practices

Organisms possess physical characteristics and behaviors that In order to meet this standard, it is expected that students will
enable them to survive in their environment and obtain resources  provide an example of how an environmental change may
to meet basic needs and carry out life processes. affect the ability of a population to survive (3.4 a)
 Adaptations are physical features or behaviors that aid  explain how populations may adapt over time in response to
organisms in survival (3.4 b). changes in the environment (3.4 a)
 A population is a group of organisms of the same kind that  differentiate between physical and behavioral adaptations
live in the same place (3.4 a). (3.4 b)
 For populations to survive, their life needs must be met.  explain how an animal’s behavioral adaptations help it live
This includes finding food, defending themselves, and in its habitat (3.4 b)
reproducing (3.4 b).
 compare the physical characteristics of animals and explain
 Populations may adapt (over long periods of time) due to how they are adapted to their environment (3.4 b)
changes in their environment. If populations do not adapt to
environmental changes or do not move to a new design and construct a model of a habitat for an animal

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 44
 Enduring Understandings Essential Knowledge and Practices

environment, they will not survive (3.4 a). with a specific adaptation (3.4 b)
 Physical adaptations help animals survive in their  explain the role of fossils in making inferences about
environment. An example is camouflage, a means by which organisms and the environment from long ago (3.4 c).
animals escape the notice of predators, usually because of a
resemblance to their surroundings using coloration or outer
coverage patterns. Another example of a physical
adaptation is the webbed feet of a swimming bird such as a
duck (3.4 b).
 Fossils are the remains or impressions of organisms
preserved in a petrified form or as a mold or cast in rock.
Paleontologists can use fossil evidence to make inferences
about life and conditions of the past (3.4 c).

3.5 The student will investigate and understand that aquatic and terrestrial ecosystems support a diversity of organisms.
Key ideas include
a) ecosystems are made of living and nonliving components of the environment; and
b) relationships exist among organisms in an ecosystem.

Central Idea: Ecosystems are diverse in both their living and nonliving components. These complex environments lead to a diversity
of organisms that engage in a variety of relationships as they strive to meet life needs.

Vertical Articulation: Students are introduced to the concept that living things are a part of a system that provides resources
necessary for survival in second grade (2.5). In fourth grade, students examine how organisms interact with each other and with the
nonliving environment (with a specific focus on ocean environments) and how food webs can illustrate the energy pathways in an
ecosystem (4.3).

Enduring Understandings Essential Knowledge and Practices

All ecosystems are affected by complex biotic and abiotic In order to meet this standard, it is expected that students will

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 45
 Enduring Understandings Essential Knowledge and Practices

interactions involving exchange in matter and energy.  describe basic living and nonliving components in different
 An ecosystem supports a diversity of organisms that types of terrestrial and aquatic ecosystems (3.5 a)
interact with each other and their nonliving environment  compare plants and animals that compose aquatic and
(3.5 a, b). terrestrial ecosystems (3.5 a)
 Water-related ecosystems include those with fresh water or  differentiate among producers, consumers, and
salt water. Examples include ponds, marshes, swamps, decomposers and identify examples of each within aquatic
streams, rivers, and oceans (3.5). and terrestrial ecosystems (3.5 b)
 Dry-land ecosystems include deserts, grasslands, rain construct and analyze a food chain that models the
forests, and forests (3.5). relationships and the flow of energy within an ecosystem
 There are distinct differences in the nonliving and living (3.5 b)
components that make up pond, marshland, swamp, stream,  explain how a change in one part of a food chain might
river, ocean, desert, grassland, rainforest, and forest affect the rest of the food chain (3.5 b)
ecosystems (3.5 a).
 identify the sun as the source of energy in food chains (3.5
 Organisms depend on each other and on the nonliving b).
components in their environment. They often compete for
limited resources (3.5 b).
 Nonliving components of an environment include sunlight,
water, nutrients, soil, and air (3.5 b). Students are not
expected to identify additional nonliving components in
third grade.
 A food chain shows a feeding relationship among
organisms in a specific area or environment that illustrates
the flow of energy in the ecosystem. The arrows in a food
chain illustrate the flow of energy from one organism to
another. The arrows always point to the organism doing the
eating (receiving the energy) (3.5 b).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 46
Earth and Space Systems

3.6 The student will investigate and understand that soil is important in ecosystems. Key ideas include
a) soil, with its different components, is important to organisms; and
b) soil provides support and nutrients necessary for plant growth.

Central Idea: Soil is often referred to as dirt; however, it is a complex combination of organic and inorganic materials.

Vertical Alignment: Students learn about soil erosion and how plants help reduce erosion in second grade (2.8). In fourth grade,
students expand on the importance of soil as a natural resource in Virginia (4.8).

Enduring Understandings Essential Skills and Processes

Soil is composed of different components that have properties In order to meet this standard, it is expected that students will
that support organisms within an ecosystem.  explain the importance of soil to an ecosystem (3.6 a, b)
 Soil is important because it provides support, nutrients, and analyze and describe the different components of soil (3.6 a)
a habitat for organisms (3.6 a, b).
plan and conduct an investigation that determines how
 Rock, clay, silt, sand, humus, air, and water are different types of soil affect plant growth (3.6 b).
components of soil (3.6 a).
 Plants and animals need nutrients to live and grow (3.6 a).
 Soil is important because many plants grow in soil, and it
provides support and nutrients for the plants (3.6 b).

3.7 The student will investigate and understand that there is a water cycle and water is important to life on Earth. Key
ideas include
a) there are many reservoirs of water on Earth;
b) the energy from the sun drives the water cycle; and
c) the water cycle involves specific processes.

Central Idea: Water is essential to Earth processes. The water cycle is a model that illustrates how water is conserved within
environments.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 47
Vertical Alignment: In second grade, students examine matter in different phases and discover that heating and cooling can cause a
change in the phase of matter (2.3). In fourth grade, students investigate Virginia watersheds, studying the importance of rivers, bays,
lakes, and the Atlantic Ocean (4.7, 4.8).

Enduring Understandings Essential Skills and Practices

The water cycle is a chain of events that repeats. The cycling of In order to meet this standard, it is expected that students will
water ensures its availability for life processes.  identify the ways organisms get water from the
 Water is essential for life on Earth (3.7). environment (3.7)
 The water cycle is important because its process provides  compare major waterways including rivers, lakes, ponds,
Earth with the natural, continual water supply all living oceans, groundwater, and wells (3.7 a)
things need to survive (3.7 a, b, c).  identify and locate major water sources in the local
 The water cycle is the continuous movement of water on, community (3.7 a)
in, and above Earth. As with all cycles, it does not have a  identify the origin of energy that drives the water cycle (3.7
specific beginning or end point. While water does circulate b)
from one point or state to another in the water cycle, the
paths it can take are variable. The energy that drives the  describe the processes of evaporation, condensation, and
water cycle comes from the sun (3.7 b). precipitation as these relate to the water cycle (3.7 c)
 During the water cycle, liquid water is heated and changed construct and interpret a model of the water cycle (3.7 c).
to a gas (water vapor) by a process called evaporation. The
gas (water vapor) is cooled and changed back to a liquid by
a process known as condensation, or it can form ice
crystals (solid). Water falls to the ground as a liquid or a
solid through a process called precipitation (3.7 c).

Earth Resources

3.8 The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include
a) human activity affects the quality of air, water, and habitats;
b) water is limited and needs to be conserved;
c) fire, flood, disease, and erosion affect ecosystems; and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 48
 d) soil is a natural resource and should be conserved.

Central Idea: Human behaviors and natural disasters can negatively affect organisms and their habitats. Conservation practices can
lessen the effects of human activity and natural disasters on the environment.

Vertical Alignment: Students learn that organisms are interdependent with their living and nonliving surroundings in second grade.
Students also learn that habitats change over time due to many influences (2.5). In fourth grade, students investigate issues that affect
the local watershed (4.8).

Enduring Understandings Essential Knowledge and Practices

A variety of factors can affect an ecosystem; human actions In order to meet this standard, it is expected that students will
may reduce the effects of these factors on an ecosystem.
 analyze the effects of human influences on the quality of
 Human actions (e.g., polluting, clearing large plots of land air, water, and habitats (3.8 a)
to build neighborhoods or plant crops, over-fertilizing
lawns, burning fossil fuels) can negatively affect the  describe the effects of fire, flood, disease, and erosion on
survival of organisms in an ecosystem (3.8 a). organisms and habitats (3.8 c)

 Humans can make choices that reduce their impact on an  explain how conservation efforts can reduce the negative
environment (3.8 a). impacts of human activity on a habitat (3.8 a)

 The water supply on Earth is limited. Pollution reduces the propose a solution or design a device that will reduce the
amount of usable water; therefore, the supply should be impact of a human activity or a natural event on an
conserved (3.8 b). ecosystem (3.8 a, c)

 Natural occurrences (e.g., earthquakes, forest fires, research, explain, and communicate methods of water
tornadoes, hurricanes, floods, coastal erosion, disease) can conservation to be used in homes and schools (3.8 b)
harm the organisms in an environment (3.8 c).  observe water use in the school setting and identify
 Humans cannot eliminate natural occurrences, but they can possible water conservation solutions (3.8 b)
take steps to reduce their impact. Mitigation measures such collaboratively design and implement a plan to conserve
as adoption of zoning, land-use practices, and building water at home or at school (3.8 b)
codes can prevent or reduce damage (3.8 c).
observe and provide evidence of soil erosion around the
 Conservation is the careful use and preservation of natural schoolyard or community; create and implement a plan to

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 49
 Enduring Understandings Essential Knowledge and Practices

resources. Humans need to help conserve limited resources reduce erosion (3.8 d).
(3.8 b, d).
 Since soil takes a long time to form, it should be conserved,
not wasted (3.8 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 50
 Grade Four

Our place in the solar system

Our solar system is a grand place, and in fourth grade science, students learn where we fit in this solar system. Starting with the solar
system, and then moving to the planet Earth, the Commonwealth of Virginia, and finally their specific ecosystems, students examine
how features of plants and animals support life. They also explore how living things interact with both living and nonliving
components in their ecosystems. Throughout the elementary years, students will develop scientific skills, supported by mathematics
and computational thinking, as they learn science content. In fourth grade, students will continue to develop skills in posing questions
and predicting outcomes, planning and conducting simple investigations, collecting and analyzing data, constructing explanations, and
communicating information about the natural world. Students continue to use the engineering design process to apply their scientific
knowledge to solve problems.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
4.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 identify scientific and non-scientific questions
 develop hypotheses as cause-and-effect relations
 define a simple design problem that can be solved through the development of an object, tool, process, or system
b) planning and carrying out investigations
 identify variables when planning an investigation
 collaboratively plan and conduct investigations
 use tools and/or materials to design and/or build a device that solves a specific problem
 take metric measurements using appropriate tools
 measure elapsed time

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 51
 c) interpreting, analyzing, and evaluating data
 organize and represent data in bar graphs and line graphs
 interpret and analyze data represented in bar graphs and line graphs
 compare two different representations of the same data (e.g., a set of data displayed on a chart and a graph)
 analyze data from tests of an object or tool to determine whether it works as intended
d) constructing and critiquing conclusions and explanations
 use evidence (i.e., measurements, observations, patterns) to construct or support explanations and to make
inferences
e) developing and using models
 develop and/or use models to explain natural phenomena
 identify limitations of models
f) obtaining, evaluating, and communicating information
 read and comprehend reading-level-appropriate texts and/or other reliable media
 communicate scientific information, design ideas, and/or solutions with others

Grade Four Science Content

Living Systems and Processes

4.2 The student will investigate and understand that plants and animals have structures that distinguish them from one
another and play vital roles in their ability to survive. Key ideas include
a) the survival of plants and animals depends on photosynthesis;
b) plants and animals have different structures and processes for obtaining energy; and
c) plants and animals have different structures and processes for creating offspring.

Central Idea: Plants and animals have different processes and structures that allow them to carry out life processes such as obtaining
energy and reproducing.

Vertical Alignment: In third grade, students are introduced to the concept that organisms have both physical features and behaviors
that help them to survive in their environment (3.4). The process of photosynthesis is expanded in Life Science to include the energy
transfer between sunlight and chlorophyll and the transformation of water and carbon dioxide into sugar and oxygen (LS.4). In
addition, students build on their understanding of how adaptations to the specific biotic and abiotic conditions within their
environment make them better able them to survive (LS.11).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 52
 Enduring Understandings Essential Knowledge and Processes

Organisms are composed of parts that function as a system to In order to meet this standard, it is expected that students will
carry out life processes such as obtaining energy and  explain the critical role of photosynthesis in the survival
reproducing. of plants and animals within an ecosystem (4.2 a)
 Green plants produce their own food through the process create a model or diagram illustrating the parts of a plant
of photosynthesis. They use the green pigment, in terms of obtaining energy; explain the role of roots,
chlorophyll, along with carbon dioxide, water, and stems, and leaves (4.2 a, b)
sunlight to produce food (sugar). The leaf is the primary
food-producing part of these plants. Oxygen is released plan and conduct an investigation to determine how the
during photosynthesis (4.2 a, b). amount of sunlight a plant receives affects plant growth
(4.2 b)
 Photosynthesis enables plants to trap energy from the sun
and convert it into sugar that can be used by organisms  compare methods by which plants and animals obtain
(4.2 a). energy and describe how these processes are related (4.2
b)
 Because animals are not capable of producing their own
food, they must consume other organisms to meet their  compare plant characteristics used for attracting
energy needs. Animals have different methods that help pollinators (4.2 c)
them get food (4.2 b). create and explain a model of a flower, illustrating the
 For many green plants, there are anatomical structures parts of the flower and its reproductive processes (4.2 c)
that perform basic functions. Roots anchor the plants and  understand that for animal populations to survive, the
take water and nutrients from the soil. Stems provide animals must be able to successfully reproduce (4.2 c).
support and allow movement of water and nutrients.
Leaves are the primary sites for photosynthesis. Flowers
are the reproductive structures (4.2 b).
 For a population to thrive, its members must be able to
reproduce (4.2 c).
 Most plants reproduce with seeds which are formed in the
reproductive process of flowering plants. Pollination is
the process by which pollen is transferred from the
stamen (male reproductive structure) to the pistil (female

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 53
 Enduring Understandings Essential Knowledge and Processes

reproductive structure). This transfer can occur as a result

of wind, water, or animals. Scents and colors of flowers
are attractive to certain pollinators (4.2 c). Students are
not responsible for naming the male or female
reproductive structures of the flower.
 Animals have both internal and external structures that
serve various functions in growth, survival, behavior, and
reproduction (4.2 c). Students are not responsible for
knowing specific reproductive structures or the process
of animal reproduction.

4.3 The student will investigate and understand that organisms, including humans, interact with one another and with the
nonliving components in the ecosystem. Key ideas include
a) interrelationships exist in populations, communities, and ecosystems;
b) food webs show the flow of energy within an ecosystem;
c) changes in an organism’s niche and habitat may occur at various stages in its life cycle; and
d) classification can be used to identify organisms.

Central Idea: An ecosystem is made up of interacting components that allow for the transfer of matter and energy. Each organism
has a specific niche that supports life processes.

Vertical Alignment: Students learn about food chains and the roles that organisms occupy within their community in third grade,
which is an introduction to the concept that organisms are part of a system and depend on each other and the nonliving parts of the
system (3.5). The concept is expanded in Life Science to include the flow of matter and energy in food webs, the food pyramid, and
the interactions that exist among organisms within a population (LS.5, LS.6).

Enduring Understandings Essential Knowledge and Practices

Ecosystems and their characteristics are the result of complex In order to meet this standard, it is expected that students will
interactions among Earth’s systems. An ecosystem is an area

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 54
 Enduring Understandings Essential Knowledge and Practices

where living and nonliving things interact. Nonliving factors of analyze and model how populations, communities, and
an ecosystem include things such as sunlight, water, nutrients, ecosystems interrelate (4.3 a)
soil, and air (a).  research animals and plants in a local environment and
 All the organisms of the same species that live in the same describe interrelationships among these organisms (4.3 b)
place at the same time are a population (4.3 a). construct a food web demonstrating the flow of energy
 The populations of species that live in the same place at the through an ecosystem (4.3 b)
same time together make up a community (4.3 a).  illustrate the food webs in a local area (4.3 b)
The life processes of plants and animals are interdependent and  explain how an organism’s niche may change at different
contribute to the flow of energy and cycles of matter within an stages in its life cycle (4.3 c)
ecosystem.
analyze a food web and explain how changes in one part of
 The interactions and organization within an ecosystem is the food web would affect other organisms (4.3 c)
based on the utilization of the energy from the sun. The
greatest amount of energy in an ecosystem is in the  compare the niches of several different organisms within
producers (4.3 a, b). the community (4.3 c)
 The sun’s energy cycles through ecosystems from use a simple dichotomous key to classify organisms (4.3
producers through consumers and back into the nutrient d).
pool through decomposers (4.3 b).
 Within a community, organisms are dependent on the
survival of other organisms. Energy is passed from one
organism to another as modeled in a food chain or food
web (4.3 a, b).
 A food web illustrates the interconnected and overlapping
food chains in an ecosystem. The arrow in a food chain
always points to the organism doing the eating. These
arrows show the flow of energy within the food chain (4.3
b). Students are not responsible for food pyramids.
 Members of a population interact with other populations in

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 55
 Enduring Understandings Essential Knowledge and Practices

a community. They compete to obtain resources, mates,

and territory, and they cooperate to meet basic needs (4.3
c).
 A habitat is the place where an animal or plant naturally
lives. An organism’s habitat provides food, water, shelter,
and space. The size of the habitat depends on the
organism’s needs (4.3 c).
 A niche is the function or role that an organism performs in
the food web of that community. A niche also includes
everything else the organism does and needs in its
environment, including what it eats and how it interacts
with other organisms and the nonliving factors in its
environment. Organisms that share the same need for
resources must compete to meet their needs. No two types
of organisms occupy the same niche in a community (4.3
c).
 During its life cycle, an organism’s role in the community
(niche) may change. What an animal eats, what eats it, and
other relationships may change. For example, tadpoles live
in water, breathe through gills, and generally are
herbivores. However, adult frogs live primarily on land,
breathe with lungs, and are carnivores (4.3 c).
Noticing patterns is a key step to formulating scientific
questions. Classification relies on careful observation of
patterns, similarities, and differences. Classification is useful in
explaining relationships by organizing objects or processes into
groups.
 Organisms can be organized into groups to help understand

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 56
 Enduring Understandings Essential Knowledge and Practices

similarities and differences (4.3 d).

 A dichotomous key is a tool used to classify organisms
based on physical characteristics (4.3 d).

Earth and Space Systems

4.4 The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be
predicted. Key ideas include
a) weather measurements create a record that can be used to make weather predictions;
b) common and extreme weather events affect ecosystems; and
c) long-term seasonal weather trends determine the climate of a region.

Central Idea: Weather conditions and phenomena may have significant impact on ecosystems. The prediction of weather events is
possible by tracking weather conditions.

Vertical Alignment: In second grade, students are introduced to weather events and the collection of weather data for identification
of weather patterns (2.6, 2.7). The concept is expanded in sixth grade as students investigate the effects of uneven distribution of
thermal energy on Earth as it relates to weather and climate (6.7).

Enduring Understandings Essential Knowledge and Practices

Thermal energy transfer from the sun impacts air movement and In order to meet this standard, it is expected that students will
weather conditions. Models constructed based on patterns in analyze and report data on temperature and precipitation
atmospheric conditions are used to predict weather. (4.4 a)
 The analysis of weather data is used to predict weather  differentiate among the types of weather associated with
events which can affect ecosystems. Such impacts include high-pressure and low-pressure air masses (4.4 a)
flooding, droughts, and destruction of habitats. Average
weather data over at least 30 years determines a region’s  differentiate among cloud types (i.e., cirrus, stratus,
climate. Some weather components that make up climate cumulus, and cumulonimbus clouds) and the weather
include average temperature, humidity, wind, and amount of associated with each (4.4 a)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 57
 Enduring Understandings Essential Knowledge and Practices

precipitation (4.4 a, b, c). use weather instruments (thermometer, barometer, rain

gauge, anemometer) and observations of sky conditions to
 Some components used to describe weather are
collect, record, and graph weather data over time; analyze
temperature, atmospheric pressure, wind speed,
results and determine patterns that may be used to make
precipitation, and cloudiness. Data describing these
weather predictions (4.4 a)
components, along with the knowledge of atmospheric
processes, help meteorologists forecast the weather (4.4 a).  discuss the importance of monitoring weather data to make
weather predictions (4.4 a)
 Clouds are associated with certain weather conditions (4.4
a).  recognize a variety of storm types and the conditions and
o Cumulus clouds are fluffy and white with flat bottoms. types of precipitation associated with each; explain when
They usually indicate fair weather. However, when the these storms occur (4.4 b)
clouds get larger and darker on the bottom, they research and analyze the effects of extreme weather events
become cumulonimbus clouds. Cumulonimbus clouds on the environment (4.4 b)
may produce thunderstorms.
o Stratus clouds are smooth, gray clouds that cover the  explain the difference between weather and climate and the
whole sky (and block out direct sunlight). Light rain effect climate has on an ecosystem (4.4 c).
and drizzle are usually associated with stratus clouds.
o Cirrus clouds are feathery clouds. They are associated
with fair weather. Cirrus clouds often indicate that rain
or snow will fall within several hours. High pressure air
masses are associated with clear skies and light winds.
Low pressure air masses are associated with stormy
weather and strong winds. Students are not expected to
identify or interpret fronts or pressure systems on a
weather map.
The atmosphere is a dynamic system and changes in
conditions cause weather phenomena that may affect an
ecosystem.
 On Earth, atmospheric conditions create weather
phenomena. Common events include rain, snow, and fog.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 58
 Enduring Understandings Essential Knowledge and Practices

Extreme events include tornadoes, hurricanes, typhoons,

and ice storms (4.4 b).
o Thunderstorms—Warm, humid conditions are very
favorable for thunderstorm development. A typical
thunderstorm produces a brief period of heavy rain and
lasts anywhere from 30 minutes to an hour. Lightning
always precedes thunder.
o Hurricanes—Hurricanes occur over warm, tropical
water and have winds equal to or greater than 74 miles
per hour.
o Tornados—Most tornadoes form from thunderstorms
as the wind changes direction and the air begins to
rotate.
 Weather is the day-to-day state of the atmosphere for a
given area. Climate is the weather of a given area averaged
over an extended period of time (years) (4.4 c).

4.5 The student will investigate and understand that the planets have characteristics and a specific place in the solar
system. Key ideas include
a) planets rotate on their axes and revolve around the sun;
b) planets have characteristics and a specific order in the solar system; and
c) the sizes of the sun and planets can be compared to one another.

Central Idea: Our solar system is composed of planets with unique characteristics, primarily due to their locations within the system.
Earth is unique in that its characteristics and location allow for life to exist.

Vertical Alignment: Although students learn characteristics of Earth in lower grades, fourth grade is the first time students are
introduced to the planets that make up the solar system. The components and interactions of celestial bodies within the solar system is
the focus in sixth grade science (6.2).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 59
 Enduring Understandings Essential Knowledge and Practices

The solar system is a set of interrelated and interdependent In order to meet this standard, it is expected that students will
elements that are connected through the flow of matter and create a model that demonstrates the differences between
energy. Characteristics of these elements within the solar rotation and revolution (4.5 a)
system are determined by their composition.
research the planets and communicate basic characteristics
 Our solar system is ancient. Early astronomers believed that of each, including whether each is terrestrial or a gas giant,
Earth was the center of the universe and all other heavenly and its relative location in the solar system (4.5 b)
bodies orbited around Earth. We now know that our sun is
the center of our solar system and the planets revolve around construct and interpret a simple model to show the location
the sun (4.5 a). and order of planets in relation to the sun in our solar
system (4.5 b)
 Our solar system is made up of eight planets: Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.  compare the relative sizes of the planets to each other as well
Mercury, Venus, Earth, and Mars are considered terrestrial as to the sun (4.5 c).
planets. Jupiter, Saturn, Uranus, and Neptune are called gas
giants (4.5 b, c). Student are not responsible for describing
sizes of planets in relation to Earth’s size.
o Mercury is closest to the sun and is a small, heavily
cratered planet. Mercury looks like our moon. Mercury
is the smallest planet in our solar system and its
atmosphere is very thin.
o Venus is the second planet from the sun. Similar to
Earth in size and mass, Venus has a permanent blanket
of clouds that traps thermal energy which causes high
surface temperatures.
o Earth is the third planet from the sun. Earth’s
atmosphere, its liquid water, and its distance from the
sun (among other factors) make Earth ideal for life.
o Mars is the fourth planet from the sun and is sometimes
called the red planet. The atmosphere on Mars is thin.
Mars has a vast network of canyons and riverbeds.
Mars is roughly half the size of Earth.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 60
 Enduring Understandings Essential Knowledge and Practices
o Jupiter is the fifth planet from the sun, the largest
planet in the solar system (eleven times larger than
Earth), and it is considered a gas giant. Jupiter has no
solid surface. Its colored cloud patterns are caused by
enormous storms in its atmosphere.
o Saturn is the sixth planet from the sun. Early scientists
thought Saturn was the only planet with rings, but we
now know that all four gas giants (Jupiter, Saturn,
Uranus, and Neptune) have rings. Saturn’s atmosphere
is similar to that of Jupiter. Saturn is almost ten times
the size of Earth.
o Uranus is the seventh planet from the sun. Uranus is a
gas giant and is unique in that it spins on its side. It has
a large atmosphere and is a cold planet that is four
times the size of Earth.
o Neptune, a very cold planet, is eighth from the sun.
Neptune appears blue because of its atmosphere. It is
roughly four times the size of Earth.
 Pluto is no longer included in the list of planets in our solar
system due to its small size and irregular orbit (4.5 b).

4.6 The student will investigate and understand that there are relationships among Earth, the moon, and the sun. Key
relationships include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
c) the causes for the four major phases of the moon and the relationship to the tide cycles; and
d) the relative size, position, age and makeup of Earth, the moon, and the sun.

Central Idea: The relationship of the Earth, moon, and sun in the solar system and to each other lead to seasons, tides, and the phases
of the moon.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 61
Vertical Alignment: Students are introduced to the effect of the sun on the temperatures of land, water, and air in first grade (1.6). In
sixth grade, students further explore Earth’s unique properties and movements as well as the causes of seasons and the tides (6.3).

Enduring Understandings Essential Knowledge and Practices

The proximity of the Earth to the sun and moon in our solar In order to meet this standard, it is expected that students will
system influences Earth systems and enable life to exist on Earth. create a model that demonstrates the motions of the moon,
 The interactions and orientations of the sun, Earth, and sun, and Earth and use it to describe how the main phases
moon lead to patterns that are evidenced in seasons, of the moon occur (i.e., new moon, first quarter, full
eclipses, and the phases of the moon (4.6). moon, and last quarter) (4.6 a, c)
 Earth’s axial tilt causes the sun’s rays to hit the Earth’s model and describe how the Earth’s rotation results in day
surface at different angles. More direct rays are more and night (a)
intense, resulting in higher temperatures at those locations model and describe how Earth’s axial tilt and its
(4.6 b). revolution around the sun causes seasons (4.6 b)
 The phases of the moon are caused by its position relative to analyze data from simple tide tables to determine a pattern
the Earth and the sun. The phases of the moon are caused by of high and low tides (4.6 c)
the reflection of sunlight off the moon’s surface and include
the following phases: new, first quarter, full, and last (third) analyze simple tide tables and the phases of the moon over
quarter (4.6 c). Students are not responsible for the terms time to explain the relationship between the tides and the
waxing crescent, waxing gibbous, waning gibbous, and phases of the moon (4.6 c)
waning crescent.  compare the relative size, position, age, and composition
 The phases of the moon are responsible for the changes in of the sun, moon, and Earth (4.6 d).
tidal range. Highest tidal ranges are associated with full and
new moons, which are when the Earth, moon and sun are
aligned. The smallest tidal ranges are associated with the
first and last quarter, when the earth, sun, and moon are at
right angles (4.6 c) Students are not responsible for the
terms spring and neap tides.
 The sun is an average-sized yellow star, about 110 times the
diameter of Earth. The sun is approximately 4.6 billion
years old (4.6 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 62
 Enduring Understandings Essential Knowledge and Practices

 Our moon is a small, rocky satellite, having about one-

quarter the diameter of Earth and one-eightieth its mass. It
has extremes of temperature, and no atmosphere or water to
support life (4.6 d).
 Earth’s surface is constantly changing. Unlike the other
three inner planets, it has large amounts of life-supporting
water and an oxygen-rich atmosphere. Earth’s protective
atmosphere blocks out most of the sun’s damaging rays (4.6
d).

4.7 The student will investigate and understand that the ocean environment has characteristics. Key characteristics include
a) geology of the ocean floor;
b) physical properties and movement of ocean water; and
c) interaction of organisms in the ocean.

Central Idea: The ocean is a dynamic system that covers most of Earth’s surface; its characteristics are unique and allow it to
support a diverse number of organisms.

Vertical Alignment: Students are introduced to the characteristics of aquatic and terrestrial ecosystems, including living and
nonliving components, in third grade (3.5). Further exploration of the geological, physical, and biological aspects of the ocean
environment is conducted in Earth Science (ES.10).

Enduring Understandings Essential Knowledge and Practices

Ocean systems are comprised of interacting and interdependent In order to meet this standard, it is expected that students will
elements that are subject to change in response to inputs and construct a model of the ocean floor and label and describe
outputs of energy and matter. each of the major features, including the relative depths of
 The ocean’s geological and physical properties affect the each (4.7 a)
interactions among organisms (4.7 a, b, c).  demonstrate and explain how wind causes the formation of

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 63
 Enduring Understandings Essential Knowledge and Practices

 Important features of the ocean floor are the continental currents (4.7 b)
shelf, continental slope, continental rise, abyssal plain, and  compare the motions of water as related to currents and
ocean trenches. Most areas are covered with thick layers of tides (4.7 b)
sediments (e.g., sand, mud, rocks) (4.7 a). Students are not
expected to memorize these features. construct a model of a basic marine food web, including
floating organisms (plankton), swimming organisms, and
 The depth of the ocean varies. Ocean trenches are very organisms living on the ocean floor (4.7 c)
deep and the continental shelf is relatively shallow (4.7 a).
Students do not need to know the zones of the ocean. interpret diagrams related to the ecological characteristics
 Ocean water is a complex mixture of gases, water, and of the ocean, such as the types of organisms vs. the depth
dissolved solids. Marine organisms are dependent on of the water (4.7 c)
dissolved gases for survival (4.7 b). research and communicate where organisms live in the
 Salinity is the measure of all salts dissolved in water. The ocean and infer reasons they live within those areas (4.7 c).
salinity of ocean water varies in some places, depending on
rates of evaporation, the depth of the water, melting
icebergs, and amount of runoff from nearby land (4.7 b).
 Ocean currents, including the Gulf Stream, are caused by
wind patterns and the differences in water due primarily to
temperature differences. Ocean currents affect the mixing
of ocean waters. This can affect plant and animal
populations. Currents also affect navigation routes (4.7 b).
Students are not responsible for the term density. Students
do not need to classify currents as surface and deep
currents.
 In oceans, both plants and floating organisms such as algae
serve as producers within a food chain (4.7 c).
 Organisms in the ocean environment are grouped
according to their movement: floating organisms (e.g.,
plankton), swimming organisms, and organisms that are

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 64
 Enduring Understandings Essential Knowledge and Practices

non-moving and adhere to surfaces on the ocean floor.

These organisms play a role in ocean food chains (4.7 c).

Earth Resources
4.8 The student will investigate and understand that Virginia has important natural resources. Key resources include
a) watersheds and water;
b) plants and animals;
c) minerals, rocks, and ores; and
d) forests, soil, and land.

Central Idea: Virginia has many natural resources, including watersheds, minerals, rocks, ores, soil, land, and forests.

Vertical Alignment: The importance of resources is a consistent theme in all elementary years, with third grade focusing on the
importance of water and soil as resources (3.8). In sixth grade, students deepen their understanding of human impact on the
environment and learn how individuals can influence public policy decisions related to energy and the environment (6.9).

Enduring Understandings Essential Knowledge and Practices

Natural resources are necessary or useful to humans. Many In order to meet this standard, it is expected that students will
natural resources are distributed unevenly around the planet.  describe characteristics of Virginia’s waterways (including
 Virginia has many natural resources. Some examples of rivers, bays, lakes, and the Atlantic Ocean), name an
Virginia’s natural resources include minerals, plants, example of each, and discuss the importance of the
animals, water, soil, and land (4.8 a, b, c, d). waterways to Virginia (4.8 a)
 A watershed is an area of land over which surface water create and interpret a model of a watershed (4.8 a)
flows to a single collection place. The materials from the use evidence to explain the statement, “We all live
watershed, including pollutants, add to the water flow and downstream.” (4.8 a)
impact organisms that may serve as a natural resource for
humans. The Chesapeake Bay watershed covers  explain the importance of Virginia’s animals and plants to
approximately half of Virginia’s land area. The other two humans (4.8 b)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 65
 Enduring Understandings Essential Knowledge and Practices

major watershed systems in Virginia are the Gulf of research a Virginia mineral, ore, and/or rock and
Mexico and the North Carolina sounds (4.8 a). Students do communicate its use in everyday applications (4.8 c)
not need to identify all the major watersheds in Virginia;  describe a variety of important land uses in Virginia,
however, they should be able to identify the watershed in including natural and cultivated forests (4.8 d)
which they live.
investigate the school yard or local ecosystem to identify
 Virginia’s water resources include lakes, rivers, bays, and questions, problems, or issues that affect a natural resource in
the Atlantic Ocean (4.8 a). that area and determine a possible solution to an identified
 Virginia has a great variety of plant and animal resources. problem (4.8 a, b, c, d).
Plants hold soil in place to reduce erosion, which aids in
improving water quality. Plants provide food, materials for
shelter, habitats, and add oxygen to the air. Animals
provide materials such as food, fiber, and leather (4.8 b).
 Healthy populations of plants and animals are critical for
life (4.8 b).
 Minerals, ores, and rocks are considered natural resources
and have specific purposes in everyday life (e.g., building
materials and fuel sources) (4.8 c). Students do not need to
know specific minerals and do not need to differentiate
among minerals, ores, and rocks.
 Natural and cultivated forests are widespread resources in
Virginia. Uses of forests include providing building
materials, fuel, and habitats (4.8 d).
 Virginia’s soil and land support a great variety of life and
provide space for us to live, work, and play (4.8 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 66
 Grade Five

Transforming matter and energy

Grade five science delves more deeply into foundational concepts in physical science, and students begin to make connections
between energy and matter. Students explore how energy is transformed and learn about electricity, sound, and light. They also learn
about the composition of matter and explore how energy can change phases of matter. Students apply an understanding of force,
matter, and energy when they explore how the Earth’s surface changes. Students continue to develop scientific skills and processes as
they pose questions and predict outcomes, plan and conduct investigations, collect and analyze data, construct explanations, and
communicate information about the natural world. Mathematics and computational thinking gain importance as students advance in
their scientific thinking. Students continue to use the engineering design process to apply their scientific knowledge to solve problems.
Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
5.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask testable questions based on observations and predict reasonable outcomes based on patterns
 develop hypotheses as cause-and-effect relationship
 define design problems that can be solved through the development of an object, tool, process, or system
b) planning and carrying out investigations
 collaboratively plan and conduct investigations to produce data
 identify independent variable, dependent variables, and constants
 determine data that should be collected to answer a testable question
 take metric measurements using appropriate tools
 use tools and/or materials to design and/or build a device that solves a specific problem
c) interpreting, analyzing, and evaluating data

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 67
  represent and analyze data using tables and graphs
 organize simple data sets to reveal patterns that suggest relationships
 compare and contrast data collected by different groups and discuss similarities and differences in their findings
 use data to evaluate and refine design solutions
d) constructing and critiquing conclusions and explanations
 construct and/or support arguments with evidence, data, and/or a model
 describe how scientific ideas apply to design solutions
 generate and compare multiple solutions to problems based on how well they meet the criteria and constraints
e) developing and using models
 develop models using an analogy, example, or abstract representation to describe a scientific principle or design
solution
 identify limitations of models
f) obtaining, evaluating, and communicating information
 read and comprehend reading-level-appropriate texts and/or other reliable media
 communicate scientific information, design ideas, and/or solutions with others

Grade Five Science Content

Force, Motion, and Energy

5.2 The student will investigate and understand that energy can take many forms. Key ideas include
a) energy is the ability to do work or to cause change;
b) there are many different forms of energy;
c) energy can be transformed; and
d) energy is conserved.

Central Idea: Energy can occur in different forms, can be transformed from one form to another, but it cannot be created or
destroyed.

Vertical Alignment: Students are introduced to the sun as the source of energy for the water cycle in third grade (3.7). The
importance of the sun in the formation of most energy sources, energy transformations, and the conservation of energy is emphasized
in sixth grade (6.4, 6.6, 6.9).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 68
 Enduring Understandings Essential Knowledge and Practices

Energy is the ability to cause change or do work. Energy can be In order to meet this standard, it is expected that students will
transferred in various ways and between objects.  recognize examples of energy causing change or doing work
(5.2 a)
 Energy is the ability to cause change and that change can
take multiple forms (5.2 a). Students are not expected to give  compare forms of energy (5.2 b)
a precise or complete definition of energy. make observations to provide evidence that energy can be
 At the macroscopic level, energy manifests itself in multiple transferred from place to place by sound, light, heat, and
phenomena, such as motion, light, sound, electrical and electric currents, and through contact between objects (5.2 b)
magnetic fields, and thermal energy (5.2 a).  describe everyday examples of energy changing forms (5.2
 Energy cannot be created or destroyed; however, it can c)
transform from one form into another. Energy can take many  identify the energy transformations that occur when energy
forms such as thermal, radiant, mechanical, and electrical is used to run a device in the home or school (5.2 c)
(5.2 a, b, c, d).
apply scientific ideas to design, test, and refine a device that
 Energy can be transformed from one form to another to do converts energy from one form to another (5.2 c)
work. Work, in a scientific sense, is defined as a force acting
upon an object, causing that object to move in the direction  explain that energy is conserved and cannot be created or
of the force (5.2 a). Students are not responsible for destroyed; energy can change forms (5.2 d).
calculating work.
 Energy can be moved from place to place by moving objects,
or through sound, light, or electric currents (5.2 b).
 Energy can change forms but cannot be created or destroyed.
For example, electrical energy is transformed into thermal
energy when a stove is turned on. The electrical energy does
not just disappear and thermal energy does not just appear
out of nowhere (5.2 c, d).

5.3 The student will investigate and understand that there is a relationship between force and energy of moving objects.
Key ideas include
a) moving objects have kinetic energy;

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 69
 b) motion is described by an object’s direction and speed;
c) changes in motion are related to net force and mass;
d) when objects collide, the contact forces transfer energy and can change objects’ motion; and
e) friction is a force that opposes motion.

Central Idea: An object’s motion is described by its direction and the speed.

Vertical Alignment: Students learn about net forces and apply forces to demonstrate work done by simple machines in third grade
(3.2). In Physical Science, students further explore motion as they learn Newton’s laws and deepen their understanding of the
relationship between machines and the force required to do work (PS.8).

Enduring Understandings Essential Knowledge and Practices

Forces between objects can cause a change in motion. When two In order to meet this standard, it is expected that students will
objects interact, each exerts a force on the other. These forces  define kinetic energy (5.3 a)
can transfer energy between objects which can cause changes in
their motion.  describe the motion of an object using both direction and
speed (5.3 b)
 Moving objects have kinetic energy, which is the energy of
motion. The motion of an object is described by its direction plan an experiment to collect time and position data for a
and speed (5.3 a). moving object in a table and line graph and interpret the
data to determine if the speed of the object was increasing,
 A change in motion is related to net force and mass (5.3 c). decreasing, or remaining the same (5.3 b)
 The net force is the combination of all the forces acting on plan and conduct an investigation related to net force and
an object (5.3 b). Students are not expected to calculate the movement of an object (5.3 c, e)
net force.
plan and conduct an investigation to test the question,
 Whether an object stays still or moves often depends on “What is the relationship between motion and mass?” (5.3
the effects of multiple pushes or pulls. An object at rest c, e)
typically has multiple forces acting on it, but they add to
give zero net force on the object. Forces that do not sum to ask questions and predict outcomes about the changes in
zero net force can cause changes in the object’s speed or motion that occur when objects collide (5.3 d)
direction of motion (5.3 b). Students are not expected to interpret data in graphs, charts, and/or diagrams related to
calculate net force. force and the motion of objects (5.3 c, d)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 70
 Enduring Understandings Essential Knowledge and Practices

 When objects collide, the energy from one object transfers plan and conduct an investigation to determine the effect of
to another object. That transfer in energy can change an friction on moving objects (5.3 e).
object's speed and or direction (5.3 a, b, c, d, e).
 Motion is described as an object’s direction and speed (5.3
b). Students do not calculate speed until Physical Science.
 Speed describes how fast an object is moving (5.3 b).
 Unless acted on by a force, objects in motion tend to stay in
motion and objects at rest remain at rest (5.3 c).
 A force is any push or pull that causes an object to move,
stop, or change speed or direction (5.3 c).
 With objects of the same mass, the greater the force, the
greater the change in motion. The more massive an object,
the less effect a given force will have on that object (5.3 c).
 Friction is a force that opposes the motion of an object (5.3
e).

5.4 The student will investigate and understand that electricity is transmitted and used in daily life. Key ideas include
a) electricity flows easily through conductors but not insulators;
b) electricity flows through closed circuits;
c) static electricity can be generated by rubbing certain materials together;
d) electrical energy can be transformed into radiant, mechanical, and thermal energy; and
e) a current flowing through a wire creates a magnetic field.

Central Idea: Energy can move from one location to another through electrical circuits; this energy can then be transformed into
different forms for multiple uses.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 71
Vertical Alignment: Although students have been introduced to the concept of energy in early years, the study of electricity is new in
fifth grade. In Physical Science, static and current electricity as well as electromagnets, motors, and generators will be introduced
(PS.9).

Enduring Understandings Essential Knowledge and Practices

The flow of energy as a current through the circuit can be used In order to meet this standard, it is expected that students will
to do work. The circuit is a system composed of various  provide examples of materials that are good electrical
functioning components. conductors and insulators (5.4 a)
 Electricity is used every day. Humans transform electrical  differentiate between open and closed electric circuits (5.4 b)
energy into different forms of energy to meet needs (5.4).
create a model of a simple circuit and explain how it works
 Conductors are materials which allow electricity to easily (5.4 b)
flow through them. Examples of conductors include metals.
Insulators are materials that do not allow electricity to flow create a functioning simple circuit and explain how the
easily through them. Examples of insulators include rubber, circuit works, using appropriate scientific terms (5.4 b)
wood, and plastics (5.4 a).  provide examples of static electricity (5.4 c)
 A closed circuit allows electricity to flow within the circuit. identify ways to generate static electricity (5.4 c)
If there is an opening in the circuit, electricity will not flow
(5.4 b).  illustrate simple energy transformations (electrical to
thermal, electrical to radiant, and electrical to mechanical)
 A simple circuit consists of a bulb, battery, and wire (5.4 b). (5.4 d)
Students are not expected to recognize or build series and
parallel circuits. construct a simple electromagnet using a dry cell, wire,
nail, or other object containing iron (5.4 e)
 Static electricity is the transfer of negatively charged
particles between materials. Common examples of static plan and conduct an investigation to determine the strength
electricity include lightning, clothes sticking together when of an electromagnet (5.4 e)
coming out of a dryer, and getting a shock when touching a define a problem and design a solution that uses an
door knob (5.4 c). Students are not responsible for knowing electromagnet; demonstrate and explain how the
how static electricity occurs. electromagnet works (5.4 e).
 In a lamp, electrical energy is transformed into radiant
energy. In a fan, electrical energy is transformed into

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 72
 Enduring Understandings Essential Knowledge and Practices

mechanical energy. In a toaster, electrical energy is

transformed into thermal energy (5.4 d). Students do not
need to account for all energy transformations within a
system.
 A current flowing through a wire creates a magnetic field.
Wrapping a wire around certain iron-bearing metals (e.g.,
an iron nail) and creating a closed circuit is an example of a
simple electromagnet. The strength of an electromagnet is
mainly affected by the number of coils, the amount of
current, the gauge of the wire, and the iron core (5.4 e).

5.5 The student will investigate and understand that sound can be produced and transmitted. Key ideas include
a) sound is produced when an object or substance vibrates;
b) sound is the transfer of energy;
c) different media transmit sound differently; and
d) sound waves have many uses and applications.

Central Idea: Energy can be transmitted through different media (solids, liquids, gases) in waves. The transfer of energy in waves
causes vibrations that can produce sound.

Vertical Alignment: Students are introduced to sound as a vibrating movement of an object in first grade (1.2). In Physical Science,
the understanding of sound waves is expanded to include sound wave characteristics and interactions (PS.6).

Enduring Understandings Essential Knowledge and Practices

Waves transmit energy from one place to another. Sound is In order to meet this standard, it is expected that students will
produced as these waves cause vibrations as they travel  explain how sounds are formed (5.5 a, b)
through matter.
collaboratively plan and conduct an investigation to
 Sound is a form of mechanical energy produced and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 73
 Enduring Understandings Essential Knowledge and Practices

transmitted by vibrating matter. Mechanical energy is the demonstrate that vibrating materials can produce sound
energy an object has due to its motion or position (5.5 a, and transmit energy, determine data that should be
b). collected and organized to identify patterns, and
communicate findings (5.5 a)
 In sound waves, energy is transferred through the vibration
of particles of the medium through which the sound travels  compare sound traveling through a solid and sound
(5.5 a). traveling through the air (5.5 c)
 Sound travels in compression waves and must have a  analyze and explain how different musical instruments
medium through which to travel. Sound also travels in produce sound (5.5 d)
liquids and solids (5.5 a). design and construct an instrument that produces at least
 Sound travels more quickly through solids than through two different pitches; record design changes made based
liquids and gases because the particles of a solid are closer on testing outcomes, and communicate results and
together. Sound travels the slowest through gases because challenges (5.5 d)
the particles of a gas are farthest apart (5.5 c).  identify applications of sound in the home and community
 Objects vibrating rapidly have a higher pitch than objects (5.5 d).
vibrating more slowly (5.5 c).
 Musical instruments vibrate to produce sound. There are
many different types of musical instruments and each
instrument causes vibrations in different ways (5.5 d).

5.6 The student will investigate and understand that visible light has certain characteristics and behaves in predictable
ways. Key ideas include
a) visible light is radiant energy that moves in transverse waves;
b) the visible spectrum includes light with different wavelengths;
c) matter influences the path of light; and
d) radiant energy can be transformed into thermal, mechanical, and electrical energy.

Central Idea: Visible light is a form of radiant energy that can be seen and can interact in different ways when it contacts an object.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 74
Vertical Alignment: Students are introduced to the sun as a source of light and warmth in first grade (1.6). In Physical Science, the
concept of light is expanded to include the electromagnetic spectrum. Characteristics of light and its interactions are discussed as
students build a more sophisticated understanding of technological applications of electromagnetic radiation (PS.7).

Enduring Understandings Essential Knowledge and Practices

Energy may take different forms, including radiant energy. In order to meet this standard, it is expected that students will
Radiant energy that can be seen by the human eye is called  explain the relationship between energy and visible light
visible light. (5.6 a)
 The sun produces radiant energy. Many types of radiant construct a model of a transverse wave and label a
energy cannot be seen (5.6 a). Students do not need to wavelength, crest, and trough (5.6 a)
identify the electromagnetic spectrum.
 describe the relationship between wavelength and color of
 Light travels in transverse waves and does not need a light (5.6 b)
medium through which to move (5.6 a).
create models illustrating high- and low-energy light waves
 Light waves are characterized by their wavelengths. A (5.6 b)
wavelength is the distance between any two corresponding
points on successive waves (usually crest-to-crest or plan and conduct an investigation using water, mirrors, and
trough-to-trough). The wavelength can be measured from prisms to explore the reflection and refraction of light (5.6
any point on a wave provided it is measured to the same b, c)
point on the next wave (5.6 b). plan and conduct an investigation to determine how
 Frequency is the number of waves passing a given point in different materials interact with light (5.6 c)
a designated time. The greater the frequency, the greater  compare the reflection and refraction of light (5.6 c)
the amount of energy (5.6 b).
 describe examples of radiant energy transfer in both nature
 The visible spectrum has a range of colors that are and the manmade world (5.6 d).
determined by wavelength. The colors of the spectrum
from the longest wavelength to the shortest wavelength are
red, orange, yellow, green, blue, and violet (ROYGBV).
The sum of these colors is white light (5.6 b). Students are
not responsible for indicating wavelengths associated with
color.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 75
 Enduring Understandings Essential Knowledge and Practices

 Light travels in straight paths until it hits an object, where

it is reflected, refracted, transmitted, and/or absorbed (5.6
c). Examples of refraction, or bending of waves, include
o refraction causing a setting sun to look flat
o a spoon appearing to bend when immersed in a cup of
water
o a glass prism dispersing white light into its individual
colors as the colors refract at different angles (as visible
light exits the prism, it is refracted and separated into
the visible spectrum).
 Light can be reflected when light bounces off an object. An
example of this is light hitting a mirror (5.6 c).
 Light passes through some materials easily (transparent
materials), through some materials partially (translucent
materials), and through some not at all (opaque materials).
The relative terms transparent, translucent, and opaque
indicate the amount of light that passes through objects
(5.6 c).
o Examples of transparent materials include clear glass,
clear plastic wrap, water, and air.
o Examples of translucent materials include wax paper,
frosted glass, thin fabrics, and thin paper.
o Examples of opaque materials include metal, wood, and
bricks.
 Light transfers radiant energy. For example, energy
radiated from the sun is transferred to Earth by light. When
this light is absorbed, it warms Earth’s land, air, and water
and facilitates plant growth through the process of
photosynthesis. Current technology also transforms light

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 76
 Enduring Understandings Essential Knowledge and Practices

energy into mechanical and electrical energy; an example

of this is the use of solar panels to produce electrical power
(5.6 d).

Matter
5.7 The student will investigate and understand that matter has properties and interactions. Key ideas include
a) matter is composed of atoms;
b) substances can be mixed together without changes in their physical properties; and
c) energy has an effect on the phases of matter.

Central Idea: Matter is defined as anything that has mass and takes up space. Properties of various types of matter
determine their uses.

Vertical Alignment: Students are introduced to solutions in third grade as materials interact with water (3.3). In sixth grade, students
further develop their understanding of atoms, as they learn about subatomic particles, compounds, and chemical change (6.5).

Enduring Understandings Essential Knowledge and Practices

Matter consists of atoms that have different properties. These In order to meet this standard, it is expected that students will
properties determine interactions that can occur among make observations and measurements to identify materials
different atoms. Different substances with different properties based on their properties (5.7)
are suited to different uses.
 define matter (5.7 a)
 Matter is anything that has mass and takes up space (has
volume) (5.7 a). construct a simple model to show that matter is composed of
atoms and identify the advantages and the limitations of the
 Mass is the amount of matter in an object (5.7 a). Students model (5.7 a)
are not responsible for explaining the weight or proportion
of weight on various planets and moons. plan and conduct an experiment to separate two or more
types of matter within a mixture (5.7 b)
 Matter of any type can be subdivided into particles called
 explain the role of energy in changing the phase of matter

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 77
 Enduring Understandings Essential Knowledge and Practices

atoms that are too small to see but can be detected by other of a substance (5.7 c)
means. Examples include blowing up a balloon, measure and graph quantities to demonstrate that, regardless
compressing air in a syringe, and dissolving sugar in water of the type of change that occurs when heating, cooling, or
(5.7 a). Students are not expected to identify the structure mixing substances, the total mass of matter is unchanged
of the atom or subatomic particles. (5.7 c).
 Sometimes when two or more substances are combined,
they do not lose their identifying characteristics. These
substances are called mixtures. Examples of mixtures
include soil, concrete, and a mud puddle (5.7 b).
 Solutions are a special type of mixture in which one
substance is uniformly dissolved in a liquid. Examples
include sugar water, salt water, and soda (5.7 b). Students
are not responsible for the terms solubility, solute, and
solvent.
 Many kinds of matter change from a solid to a liquid to a
gas when undergoing a temperature increase. As
temperature decreases, that matter changes from a gas to a
liquid to a solid (5.7 c).
 Matter does not gain or lose mass during phase changes
(5.7 c).

Earth and Space Systems

5.8 The student will investigate and understand that Earth constantly changes. Key ideas include
a) Earth’s internal energy causes movement of material within the Earth;
b) plate tectonics describe movement of the crust;
c) the rock cycle models the transformation of rocks;
d) processes such as weathering, erosion, and deposition change the surface of the Earth; and
e) fossils and geologic patterns provide evidence of Earth’s change.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 78
Central Idea: Earth’s geosystem is constantly changing; these changes are modeled in the rock cycle and through plate tectonics.

Vertical Alignment: Students describe the importance of Virginia’s minerals and ores, including quartz, coal, granite, and limestone
in fourth grade (4.8). In sixth grade, students investigate water’s role in weathering (6.6).

Enduring Understandings Essential Knowledge and Skills

A system is a set of interrelated parts that make up a unified In order to meet this standard, it is expected that students will
whole. The Earth system is composed of interrelated parts to  describe the structure of Earth in terms of its major layers:
include the atmosphere (air), geosphere (solid Earth), biosphere crust, mantle, inner core, and outer core (5.8 a)
(organisms), and hydrosphere (water). Systems are seamlessly
connected through the flow of matter and energy. model the movements of plates at tectonic boundaries
(divergent, convergent, and transform), explain how the
 Earth is constantly changing; these changes occur both on movement of tectonic plates relates to the changing surface
and beneath Earth’s surface (5.8). of Earth, and describe the benefits and limitations of the
 Earth is composed of four concentric layers—the crust, models created (5.8 b)
mantle, outer core, and inner core—each with its own  compare the origins of igneous, sedimentary, and
distinct characteristics. The outer two layers are composed metamorphic rocks (5.8 c)
primarily of rocky material. The innermost layers are
composed mostly of iron and nickel. Pressure and  draw and label a simple diagram of the rock cycle and
temperature increase with depth beneath the surface (5.8 describe the major processes and rock types involved (5.8
a). c)
 Earth’s thermal energy causes movement of material  compare the formation of igneous, sedimentary, and
within Earth. Large continent-size plates move slowly metamorphic rocks (5.8 c)
about Earth’s surface, driven by that thermal energy (5.8 use a dichotomous classification key to identify rocks (5.8
a). c)
 Most earthquakes and volcanoes are located at the make observations and/or measurements to provide
boundaries of the plates (faults). Plates can move toward evidence of the effects of weathering or the rate of erosion
each other (convergent boundaries), apart from each other by water, ice, or wind (5.8 d)
(divergent boundaries), or slip past each other horizontally
(transform boundaries) (5.8 b). Students are not expected model weathering, erosion, and deposition and explain the
to use the terminology when demonstrating Earth’s benefits and limitations of the model(s) created (5.8 d)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 79
 Enduring Understandings Essential Knowledge and Skills

movement. locate, chart, and report weathering, erosion, and

deposition at home or on the school grounds; create and
 Geological features in the oceans (including trenches and
implement a plan to reduce weathering, erosion, and/or
mid-ocean ridges) and on the continents (mountain ranges,
deposition problems that may be found and discuss the
including the Appalachian Mountains) are caused by
results of the experiment (5.8 d)
current and past plate movements (5.8 b).
identify evidence from patterns in rock formations and
 Rocks move and change due to heat and pressure within
fossils in rock layers to support an explanation for changes
Earth and due to weathering, erosion, and deposition at the
in a landscape over time (5.8 e).
surface. These and other processes constantly change rock
from one type to another (5.8 c).
 Depending on how rocks are formed, they are classified as
sedimentary (layers of sediment cemented together),
igneous (melted and cooled), and metamorphic (changed
by heat and pressure) (5.8 c). Students are not responsible
for identifying specific examples of sedimentary,
metamorphic, or igneous rocks.
 Rocks and other materials on Earth’s surface are constantly
being broken down by both chemical and physical
weathering. The products of weathering include clay, sand,
rock fragments, and soluble substances (5.8 d).
 Materials can be moved by water and wind (erosion) and
deposited in new locations as sediment (deposition) (5.8 d).
 Fossils provide information about life and conditions in the
past. Fossils may be found in different rock layers, which
allows scientists to infer changes in landscapes (5.8 e).

Earth Resources
5.9 The student will investigate and understand that the conservation of energy resources is important. Key ideas include

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 80
 a) some sources of energy are considered renewable and others are not;
b) individuals and communities have means of conserving both energy and matter; and
c) advances in technology improve the ability to transfer and transform energy.

Central Idea: Some resources are considered renewable and others are not. It is possible to conserve energy.

Vertical Alignment: Students learn about the importance of Virginia’s natural resources in fourth grade (4.8). In sixth grade, students
will learn how to manage the resources and the cost and benefits of that maintenance (6.9).

Enduring Understandings Essential Knowledge and Practices

Energy cannot be created or destroyed; however, the availability In order to meet this standard, it is expected that students will
of certain energy sources differs. Most of the energy used in the  compare energy sources, including their benefits and
United States comes from non-renewable sources. limitations (5.9 a)
 Energy and fuels that humans use derive from natural  identify the type(s) of energy used in the home or school to
sources (5.9 a). power devices and research the origin of the identified
 Nonrenewable energy sources are natural resources that energy, including how long it takes to form, and classify it as
cannot be replaced after they are used because they take either a renewable or nonrenewable source (5.9 a)
millions of years to form. Fossil fuels such as petroleum, analyze and interpret data showing human consumption of
coal, and natural gas are all nonrenewable energy sources energy over the last century and infer what might happen if
(5.9 a). the trend in energy consumption continues (5.9 b)
 Renewable energy sources come from resources that are create and implement a plan to conserve energy in the home
replaced naturally and can be used again. Wind energy, or school (5.9 b)
water behind dams, and sunlight are examples of renewable
energy sources (5.9 a).  provide examples of current technology that use energy efficiently
(5.9 c).
 Energy use affects the environment in many ways. In
general, fossil fuels do more harm to the environment than
the use of renewable energy sources. Some harmful
consequences of energy use include air and water pollution
and wildlife and habitat loss (5.9 a).
 There are many ways to conserve energy. In the home,

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 81
 Enduring Understandings Essential Knowledge and Practices

actions such as turning off the lights and electronic devices

when not in use, taking shorter hot showers, and adjusting
the thermostat by a few degrees (higher in summer, lower in
winter) will conserve energy. Walking or biking instead of
taking the car for short trips also conserves energy (5.9 b).
 Advances in technology continually improve our ability to
harness and use energy more efficiently (5.9 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 82
 Grade Six

Our world; our responsibility

In sixth grade, students are transitioning from elementary to middle school. The science standards support that transition as students
examine more abstract concepts, providing a foundation in the disciplines of science. They explore the characteristics of their world,
from the Earth’s placement in the solar system to the interactions of water, energy, air, and ecosystems on the Earth. As students more
closely examine the use of resources, they also consider how their actions and choices affect future habitability of Earth. Students
continue to develop scientific skills and processes as they pose questions and predict outcomes, plan and conduct investigations,
collect and analyze data, construct explanations, and communicate information about the natural world. Mathematics and
computational thinking gain importance as students advance in their scientific thinking. Students continue to use the engineering
design process to apply their scientific knowledge to solve problems.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
6.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
● ask questions to determine relationships between independent and dependent variables
● develop hypotheses and identify independent and dependent variables
● offer simple solutions to design problems
b) planning and carrying out investigations
● independently and collaboratively plan and conduct observational and experimental investigations; identify
variables, constants, and controls where appropriate, including the safe use of chemicals and equipment
● evaluate the accuracy of various methods for collecting data
● take metric measurements using appropriate tools
● use tools and/materials to design and/or build a device to solve a specific problem

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 83
 c) interpreting, analyzing, and evaluating data
● organize data sets to reveal patterns that suggest relationships
● construct, analyze, and interpret graphical displays of data
● compare and contrast data collected by different groups and discuss similarities and differences in findings
● use data to evaluate and refine design solutions
d) constructing and critiquing conclusions and explanations
● construct explanations that include qualitative or quantitative relationships between variables
● construct scientific explanations based on valid and reliable evidence obtained from sources (including the
students’ own investigations)
● generate and compare multiple solutions to problems based on how well they meet the criteria and constraints
e) developing and using models
● use scale models to represent and estimate distance
● use, develop, and revise models to predict and explain phenomena
● evaluate limitations of models
f) obtaining, evaluating, and communicating information
● read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information
● gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy,
and possible bias of each publication
● construct, use, and/or present an oral and written argument supported by empirical evidence and scientific
reasoning

Grade Six Science Content

6.2 The student will investigate and understand that the solar system is organized and the various bodies in the solar
system interact. Key ideas include
a) matter is distributed throughout the solar system;
b) planets have different sizes and orbit at different distances from the sun;
c) gravity contributes to orbital motion; and
d) the understanding of the solar system has developed over time.

Central Idea: The solar system is a set of interrelated and interdependent elements that are seamlessly connected through
the flow of matter and energy.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 84
Vertical Alignment: Students are introduced to the solar system, to include characteristics and position of planets in fourth grade
(4.5). Students will extend the concept of change over time of the universe, the size and spatial relationships of matter (including
celestial bodies), and the nature of science and discovery through human and technological exploration in Earth Science (ES.2).

Enduring Understanding Essential Knowledge and Practices

The solar system is a set of interrelated and interdependent In order to meet this standard, it is expected that students will
elements that are seamlessly connected through the flow of  name the components of the solar system and describe their
matter and energy. Characteristics of these elements within characteristics (6.2 a, b)
the solar system are determined by their composition.
 describe the planets and their relative positions from the sun
 The solar system consists of the sun, moon, Earth, other (6.2 b)
planets and their moons, meteors, asteroids, and comets.
Each body has its own characteristics and features (6.2 a,  identify characteristics of other components of the solar
b). system including dwarf planets, meteors, asteroids, and
comets (6.2a, b)
 The distance between planets and the sizes of the planets
vary greatly. The outer gas planets are very large, and the design, construct, and interpret a scale model of the Earth-
four inner planets are comparatively small and rocky (6.2 moon-sun system and the solar system to Jupiter (6.2 b)
b).  explain the role of gravity in the formation of the solar
Gravitational interactions are attractive and depend on the system and in orbital motion (6.2 c)
masses of interacting objects. Gravity is the force that keeps  evaluate changes in the understanding of the solar system
the planets in motion around the sun. Gravity acts over time as changes in technology provided more
everywhere in the universe (6.2 c). information (6.2 d)
Technological advances, breakthroughs in interpretation,  interpret a timeline of major developments in understanding
and new observations continuously refine our understanding the organization and workings of the solar system and assess
of the Earth and solar system. the role of technology and mathematics in that development
 The invention of the telescope provided powerful and (6.2 d).
confounding observations that rapidly challenged the
Earth-centered model. The development of mathematical
physics provided a scientific explanation for the motion
of the nearby planets (6.2 d).
 With the development of new technology over the last

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 85
 Enduring Understanding Essential Knowledge and Practices

half-century (e.g., manned and robotic space craft,

powerful Earth-based and space telescopes, and computer
analyses of huge data sets), our knowledge of the solar
system has increased substantially (6.2 d). Students are
not responsible for memorizing specific missions or
contributions.

6.3 The student will investigate and understand that there is a relationship between the sun, Earth, and the moon. Key
ideas include
a) Earth has unique properties;
b) the rotation of Earth in relationship to the sun causes day and night;
c) the movement of Earth and the moon in relationship to the sun causes phases of the moon;
d) Earth’s tilt as it revolves around the sun causes the seasons; and
e) the relationship between Earth and the moon is the primary cause of tides.

Central Idea: Earth’s position in the solar system resulted in characteristics that support life.

Vertical Alignment: Students learn about the relationships among the Earth, moon, and sun and how these lead to day and night, the
seasons, and the phases of the moon in fourth grade (4.6). Students will extend the cause-and-effect relationship within the sun-Earth-
moon system and the stability and outcomes created by the Earth-moon relationship in Earth Science (ES.2).

Enduring Understanding Essential Knowledge and Practices

The proximity of the Earth to the sun and moon in our solar In order to meet this standard, it is expected that students will
system influences Earth systems and enables life to exist on Earth.  describe the unique properties of Earth that enable it to
 Earth is a rocky planet, extensively covered with large oceans support life (6.3 a)
of liquid water, with ice caps in its polar regions. Earth has a model and describe how day and night and the phases of
protective atmosphere consisting predominantly of nitrogen the moon occur (6.3 b, c)
and oxygen and has a magnetic field. The atmosphere and the
magnetic field help shield Earth’s surface from harmful solar model and explain the effect of Earth’s axial tilt and its

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 86
 Enduring Understanding Essential Knowledge and Practices

radiation (6.3 a). annual orbit around the sun on the seasons (6.3 d)
 Scientific evidence indicates that Earth is about 4.5 billion  explain and illustrate the relationship between the
years old (6.3 a). gravitational pull of the moon and the cycle of tides (6.3
e).
The interactions and orientations of the sun, Earth, and moon
lead to patterns that are evidenced in seasons, eclipses, and the
phases of the moon.
 As Earth rotates, different sides of Earth face toward or
away from the sun, causing day and night, respectively (6.3
b).
 The relative positions of the moon, Earth, and sun give rise
to moon phases (6.3 c).
 Seasons are caused by a combination of the tilt of Earth on
its axis, the curvature of Earth’s surface, and the angle at
which sunlight strikes the surface of Earth during its annual
revolution around the sun (6.3 d).
 Tides are the result of the gravitational pull of the moon and
sun on the surface waters of Earth (6.3 e).

6.4 The student will investigate and understand that there are basic sources of energy and that energy can be transformed.
Key ideas include
a) the sun is important in the formation of most energy sources on Earth;
b) Earth’s energy budget relates to living systems and Earth’s processes;
c) radiation, conduction, and convection distribute energy; and
d) energy transformations are important in energy usage.

Central Idea: The major source of energy on Earth is solar radiation.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 87
Vertical Alignment: Students learn that energy can occur in different forms and can be transformed from one form to another in fifth
grade (5.4). This energy cannot be created or destroyed within a closed system. The study of energy transfer and transformation
continues into Life Science as students learn about photosynthesis and cellular respiration (LS.4).

Enduring Understanding Essential Knowledge and Practices

All Earth’s processes are the result of energy flowing and mass In order to meet this standard, it is expected that students will
cycling within and among Earth’s systems. The energy is  explain the importance of the sun in the formation of most
derived from the sun and from Earth’s hot interior. energy sources on Earth (6.4 a)
 Solar radiation is made up of different types of radiation analyze and interpret a chart or diagram showing Earth’s
(including infrared, visible light, and ultraviolet) (6.4 a). energy budget (6.4 b)
 Earth receives only a very small portion of the sun’s energy,  explain and illustrate how convection currents distribute
yet this energy is responsible for powering the motion of the thermal energy in the atmosphere and oceans (6.4 c)
atmosphere, the oceans, and many processes at Earth’s
surface. Earth’s surface is heated unequally (6.4 b).  explain the role of radiation, conduction, and convection
in the distribution of Earth’s energy through the
 Earth’s energy budget refers to the tracking of how much atmosphere (6.4 c)
energy is flowing into and out of the Earth’s climate, where
the energy is going, and if the energy coming in balances model and identify energy transformations from the sun to
with the energy going out (6.4 b). energy sources on Earth (6.4 d)
 The Earth’s energy budget includes the solar energy entering create and interpret a model or diagram of an energy
and exiting Earth’s atmosphere. Excess carbon dioxide and transformation (6.4 d)
other gases affect the energy budget, creating a greenhouse  describe the transformations of energy involved with the
effect (6.4 b). formation and burning of coal and other fossil fuels (6.4
 When air or water is heated, the molecules move faster and d)
farther apart, reducing their density and causing them to rise. investigate how light energy (radiant energy) can be
Cooler air or water molecules move more slowly and are transformed into other forms of energy (e.g., mechanical,
denser than warm air or water. Warm air or water rising chemical, and electrical) (6.4 d).
coupled with cooler air or water descending forms a cyclic
rising/falling pattern called convection (6.4 c).
 Radiation and convection from Earth’s surface transfer

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 88
 Enduring Understanding Essential Knowledge and Practices

thermal energy. This energy powers the global circulation of

the atmosphere and the oceans on our planet (6.4 c).
Energy is continuously transferred from one place to another and
transformed among various forms.
 Secondary sources of energy, such as electricity, are used to
store, move, and deliver energy easily in usable form (6.4 d).
 Thermal and radiant energy can be converted into
mechanical energy, chemical energy, and electrical energy
and back again (6.4 d).

6.5 The student will investigate and understand that all matter is composed of atoms. Key ideas include
a) atoms consist of particles, including electrons, protons, and neutrons;
b) atoms of a particular element are similar but differ from atoms of other elements;
c) elements may be represented by chemical symbols;
d) two or more atoms interact to form new substances, which are held together by electrical forces (bonds);
e) compounds may be represented by chemical formulas;
f) chemical equations can be used to model chemical changes; and
g) a few elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere.

Central Idea: Atoms are the basic building blocks of all matter.

Vertical Alignment: Students are introduced to the atom in fifth grade (5.7). Sixth grade is the first time students are introduced to
subatomic particles. Knowledge of basic chemistry concepts is fundamental to understanding the physical sciences, life processes, and
earth and environmental science ideas. In Physical Science, students will learn more about the different types of bonding and how to
balance simple equations. Students are introduced to the periodic table in Physical Science (PS.4).

Enduring Understandings Essential Knowledge and Practices

Atoms are the basic building blocks of all matter. The properties In order to meet this standard, it is expected that students will

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 89
 Enduring Understandings Essential Knowledge and Practices

of an atom are based on the number and arrangement of its create and interpret a simplified, modern model of the
subatomic particles. structure of an atom (6.5 a)
 The basic structural components of a typical atom are  compare the atomic structure of two elements (6.5 b)
electrons, protons, and neutrons. Protons and neutrons  explain that elements are represented by symbols (6.5 c)
comprise the nucleus of an atom (6.5 a).
 describe the role of bonding in the formation of new
 An element is a form of matter made up of one type of atom. substances (6.5 d)
The atoms of an element have the same number of protons
and electrons, although the number of neutrons may vary (6.5  identify the name and number of each element present in a
b). simple molecule or compound (6.5 e)
 The atoms of one element differ from those of another model a simple chemical change with an equation and
element in the number of protons (6.5 b). account for all atoms (6.5 e)
 Elements can be represented by chemical symbols (6.5 c).  distinguish the types of elements and number of each
element in the chemical equation (6.5 f)
In a chemical process, the atoms that make up the original
substance (reactants) are regrouped into different molecules and interpret data to identify the predominant elements found in
the new substances (products) have different properties from the the atmosphere, the oceans, living matter, and Earth’s crust
properties of the reactants. (6.5 g).
 Two or more atoms of different elements may combine to
form a compound (6.5 d).
 Chemical bonds are the forces that hold atoms together to
form new substances. These bonds are formed with electrons
(6.5 d).
 Compounds can be represented by chemical formulas. Each
element in the compound is represented by its unique
symbol. The number of each type of element in the
compound (other than one) is represented by a small number
(the subscript) to the right of the element symbol (6.5 e).
Matter is conserved because atoms are conserved in chemical

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 90
 Enduring Understandings Essential Knowledge and Practices

and physical processes.

 Chemical equations can be used to model chemical changes,
illustrating how elements become rearranged in a chemical
reaction (6.5 f). Students are not responsible for balancing
equations.
 A limited number of elements form the largest portion of
Earth’s crust, living matter, the oceans, and the atmosphere
(6.5 g).

6.6 The student will investigate and understand that water has unique physical properties and has a role in the natural and
human-made environment. Key ideas include
a) water is referred to as the universal solvent;
b) water has specific properties;
c) thermal energy has a role in phase changes;
d) water has a role in weathering;
e) large bodies of water moderate climate; and
f) water is important for agriculture, power generation, and public health.

Central Idea: Due to water’s properties, it is a fundamental compound necessary for Earth’s processes.

Vertical Alignment: Students are introduced to the water cycle (3.7) and water conservation (4.8) in elementary science. The role of
water in biological processes continue in Life Science (LS.4, LS.5).

Enduring Understanding Essential Knowledge and Practices

Water has unique properties that are essential to Earth processes. In order to meet this standard, it is expected that students will
 Due to water’s structure, many substances will dissolve in plan an investigation to demonstrate the ability of water to
water. For this reason, water is often called the universal dissolve materials (6.6 a)
solvent (6.6 a).  describe the properties of water and identify examples of

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 91
 Enduring Understanding Essential Knowledge and Practices

 Water is the only compound that commonly exists in all three cohesion, adhesion, and surface tension (6.6 b)
states (solid, liquid, gas) on Earth (6.6 b).  compare the effects of adding or subtracting thermal
 The structure of water molecules allows for the attraction of energy to the states of water (6.6 c)
these molecules to each other, leading to cohesion. Their  relate the three states of water to the water cycle (6.6 c)
structure also allows water molecules to stick to other
surfaces, leading to adhesion (6.6 b). model the action of freezing water on rocks (6.6 d)
 Surface tension is the property of the surface of a liquid that plan and conduct an investigation to determine the action
allows it to resist an external force. This property is due to of acidified water on building materials such as concrete,
the cohesive nature of water molecules (6.6 b). limestone, or marble (6.6 d)
 Solid water is less dense than liquid water (6.6 b). chart, record, and describe evidence of chemical and
physical weathering in the local environment (6.6 d)
Thermal energy added to a system increases the kinetic energy
of molecules and results in temperature and phase changes.  analyze and explain the difference in average winter
temperatures among areas in central and western Virginia
 Water can absorb thermal energy without showing relatively and cities and counties along the Chesapeake Bay and
large changes in temperature (6.6 c, e). Atlantic coast (6.6 e)
 Large bodies of water act to moderate the climate of  explain the role of water in power generation (6.6 f)
surrounding areas by absorbing thermal energy in summer
and slowly releasing that energy in the winter. For this  describe the importance of careful management of water
reason, the climate near large bodies of water is slightly resources (6.6 f).
milder than in areas without large bodies of water (6.6 c, e).
Water shapes landscapes and is a powerful agent in weathering
and erosion.
 Water (rain, ice, snow) has shaped our environment by
physically and chemically weathering rock and soil and
transporting sediments. Freezing water can break rock
without any change in the minerals that form the rock
(physical weathering). This usually produces small particles
and sand. Water, along with dissolved gases and other

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 92
 Enduring Understanding Essential Knowledge and Practices

chemicals, causes the minerals in rocks to be changed,

leading to the deterioration of the rock (chemical
weathering). Erosion is the movement of the materials by
water or wind (6.6 d).
Humans affect the quality, availability, and distribution of
Earth’s water.
 Most of Earth’s water (97 percent) is salt water in the oceans.
Available fresh water, used by humans and other organisms,
makes up less than one percent of the water on Earth (6.6 f).
 Water is essential for agriculture and in power generation
(6.6 f).
 Accessibility of clean, fresh water is critical in maintaining
public health (6.6 f).

6.7 The student will investigate and understand that air has properties and that Earth’s atmosphere has structure and is
dynamic. Key ideas include
a) air is a mixture of gaseous elements and compounds;
b) the atmosphere has physical characteristics;
c) properties of the atmosphere change with altitude;
d) there is a relationship between air movement, thermal energy, and weather conditions;
e) atmospheric measures are used to predict weather conditions; and
f) weather maps give basic information about fronts, systems, and weather measurements.

Central Idea: The Earth’s atmosphere is a dynamic system that changes in response to inputs and outflows of energy and matter.

Vertical Alignment: Students learn about weather and climate in fourth grade (4.4). Although the students have been introduced to
weather throughout their elementary years, the concept of the atmosphere and the interactions that occur to affect both the biotic and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 93
abiotic portions of Earth is new to students. Students will study the atmosphere as a complex, dynamic system in Earth Science
(ES.11).

Enduring Understandings Essential Knowledge and Practices

Earth’s atmosphere is comprised of interacting and In order to meet this standard, it is expected that students will
interdependent elements that are subject to change in response to  identify the composition and physical characteristics of the
inputs and outflows of energy and matter. atmosphere (6.7 a)
 Air is a mixture of gaseous elements and compounds. These analyze and interpret charts and graphs of the atmosphere
include nitrogen, oxygen, water, argon, and carbon dioxide. in terms of temperature and pressure (6.7 b)
Nitrogen makes up the largest proportion of air (6.7 a).
measure and record air temperature, air pressure, and
 The atmosphere is made up of layers (troposphere, humidity, using appropriate units of measurement and tools
stratosphere, mesosphere, and thermosphere) that have (6.7 b)
distinct characteristics (6.7c). Students are not expected to
know specific altitudes or temperatures at each layer. predict weather conditions based on air temperature,
barometric pressure, and humidity (6.7 b, e)
 Naturally occurring ozone is also found in the atmosphere
and helps to shield Earth from ultraviolet radiation (6.7 c). differentiate among the layers of the atmosphere in terms
of general characteristics and changes in altitude (6.7 c)
The atmosphere is dynamic because of the number of factors that
affect it, such as pressure and temperature, which change with  explain the impact of the addition of thermal energy on air
altitude and latitude. movement (6.7 d)
 Air exerts pressure. Air pressure decreases as altitude  compare types of precipitation (6.7 e)
increases (6.7 b).  compare weather-related phenomena, including
 Moisture in the air is called humidity (6.7 b). thunderstorms, tornadoes, hurricanes, and drought (6.7 e)
 Temperature decreases as altitude increases in the lowest interpret basic weather maps, including the identification of
layer of the atmosphere (6.7 b). warm and cold fronts (6.7 f)
 Data on characteristics such as barometric pressure, map the movement of cold and warm fronts and interpret
temperature, wind speed and direction, humidity, and dew their effects on observable weather conditions (6.7 f).
point can be collected, analyzed, and used to predict weather
(6.7 b, d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 94
 Enduring Understandings Essential Knowledge and Practices

Thermal energy transfer from the sun or from other geosystems

influences air movement and weather conditions.
 The amounts of thermal energy and water vapor in the air
and the pressure of the air largely determine weather
conditions (6.7 d, e).
Models constructed based on patterns in atmospheric conditions
are used to predict weather.
 Most of the air that makes up the atmosphere is found in the
troposphere (the lowest layer). Virtually all weather takes
place there (6.7 c, e).
 Weather maps show useful information about air
measurements, observations, and boundaries between air
masses (fronts). The curved lines showing areas of equal air
pressure and temperature are key features of weather maps.
Weather maps are important for understanding and predicting
the weather (6.7 f).

6.8 The student will investigate and understand that land and water have roles in watershed systems. Key ideas include
a) a watershed is composed of the land that drains into a body of water;
b) Virginia is composed of multiple watershed systems which have specific features;
c) the Chesapeake Bay is an estuary that has many important functions; and
d) natural processes, human activities, and biotic and abiotic factors influence the health of a watershed system.

Central Idea: Watershed systems are dynamic and complex; interactions within these systems may influence the overall health of the
watershed.

Vertical Alignment: Students are introduced to the interactions among the biotic and abiotic factors within ecosystems in fourth
grade (4.3). Watersheds as natural resources and the conservation of watersheds is emphasized at that time (4.8). Dynamics within
ecosystems are investigated in Life Science, although watersheds are not explicitly covered again until Earth Science (ES.8).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 95
 Enduring Understanding Essential Knowledge and Practices

All ecosystems, including watershed ecosystems, are affected by In order to meet this standard, it is expected that students will
complex biotic and abiotic interactions involving exchanges of  identify abiotic and biotic features in the students’ local
matter and energy. watershed (6.8 a, b)
 An ecosystem is made up of the biotic (living) community use maps to determine the location and size of Virginia’s
and the abiotic (nonliving) factors that affect it. The health regional watershed systems (6.8 b)
of an ecosystem is directly related to water quality (6.8 a).
 locate the local watershed and the rivers and streams
 A watershed is the land that water flows across or through associated with it (6.8 b)
on its way to a stream, lake, wetland, or other body of water
(6.8 a).  explain the importance of the Virginia watersheds (6.8 c)
 Abiotic factors determine ecosystem type and its  explain and appraise the value of wetlands to ecosystems,
distribution of plants and animals, as well as the usage of including humans (6.8 d)
land by people. Abiotic factors include water supply,  explain the importance of estuaries, including their
topography, landforms, geology, soils, sunlight, and air importance to people (6.8 d)
quality/O2 availability (6.8 a).
 propose ways to maintain water quality within a watershed
 Water-quality monitoring is the collection of water samples (6.8 d)
to analyze chemical and/or biological parameters. Simple
parameters include pH, temperature, salinity, dissolved  explain the factors that affect water quality in a watershed
oxygen, turbidity, and the presence of macroinvertebrate and how those factors can affect an ecosystem (6.8 d)
organisms (6.8 a). forecast potential water-related issues that may become
 Areas of higher elevations, such as ridgelines and divides, important in the future (6.8 d)
separate watersheds (6.8 b). locate and critique a media article or editorial (print or
 The watershed systems in Virginia lead to three main bodies electronic) concerning water use or water quality and
of water. These are the Chesapeake Bay, the North Carolina analyze and evaluate the science concepts involved (6.8 d)
sounds, or the Gulf of Mexico (6.8 b).  argue for and against commercially developing a parcel of
 Wetlands form the transition zone between dry land and land containing a large wetland area (6.8 d)
bodies of water such as rivers, lakes, or bays. Both tidal and design and defend a land-use model that minimizes negative
non-tidal wetlands perform important water-quality impact (6.8 d)
functions, including regulating runoff by storing flood

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 96
 Enduring Understanding Essential Knowledge and Practices

waters; reducing erosion by slowing down run-off; measure, record, and analyze a variety of water quality
maintaining water quality by filtering sediments, trapping indicators and describe what these mean to the health of an
nutrients, and breaking down pollutants; and recharging ecosystem (6.8 d).
groundwater. Wetlands also provide food and shelter for
wildlife and fish and nesting and resting areas for migratory
birds (6.8 b).
 Estuaries perform important functions, such as providing
habitat for many organisms (including serving as nurseries
for their young) (6.8 c).
 The Chesapeake Bay is an estuary where fresh and saltwater
meet and are mixed by tides. It is the largest estuary in the
contiguous United States and one of the most productive (6.8
c).
Human actions and geologic processes affect the availability of
freshwater resources.
 Human activities can alter abiotic components and thus
accelerate or decelerate natural processes (6.8 d).

6.9 The student will investigate and understand that humans impact the environment and individuals can influence public
policy decisions related to energy and the environment. Key ideas include
a) natural resources are important to protect and maintain;
b) renewable and nonrenewable resources can be managed;
c) major health and safety issues are associated with air and water quality;
d) major health and safety issues are related to different forms of energy;
e) preventive measures can protect land-use and reduce environmental hazards; and
f) there are cost/benefit tradeoffs in conservation policies.

Central Idea: Natural resource management and health and safety issues related to the use of resources should be considered in the
development of public policy.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 97
Vertical Alignment: Students continue building an understanding of the importance of Earth’s natural resources in fourth grade.
(4.9). The complexity of resource use is further explored in Earth Science (ES.6).

Enduring Understanding Essential Knowledge and Practices

Natural resources have different properties, making them suitable In order to meet this standard, it is expected that students will
for different uses. Natural resources are limited and are distributed construct an argument supported by evidence for how
unevenly around the planet. increases in human population and per-capita consumption
 People, as well as other living organisms, are dependent upon of natural resources affect Earth’s systems (e.g., climate,
the availability of clean water and air and a healthy oceans, rainforest) (6.9 a)
environment (6.9 a, c). ● differentiate between renewable and nonrenewable
 Local, state, and federal governments have significant roles resources (6.9 b)
in managing and protecting air, water, plant, and wildlife ● describe the role of local and state conservation
resources (6.9 b). professionals in managing natural resources, including
 Modern industrial society is dependent upon energy. Fossil wildlife protection; forestry and waste management; and air,
fuels are the major sources of energy in developed and water, and soil conservation (6.9 b)
industrialized nations and should be managed to minimize analyze resource-use options in everyday activities and
adverse impacts (6.9 d). determine how personal choices have costs and benefits
 Renewable resources should be managed so that they related to the generation of waste (6.9 f)
produce continuously. Sustainable development focuses analyze how renewable and nonrenewable resources are
decisions about long-term use of the land and natural used and managed within the home, school, and community
resources on maximum community benefit for the longest (6.9 b)
time with the least environmental damage (6.9 b).
 describe ways that water and air pollution affect human
 Preventing pollutants from entering the air and water can health and safety (6.9 c)
protect the health of living things. Water pollutants such as
pesticides, fertilizers, and chemicals affect the limited  compare energy sources and their effects on human health
amount of fresh water available for living things to maintain and safety (6.9 d)
life processes. These pollutants may also lead to an increase investigate practices that can reduce environmental hazards
in bacterial, viral, and parasitic diseases (6.9 c). or improve land use (6.9 e)
 Conservation of resources and environmental protection analyze reports, media articles, and other narrative materials

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 98
 Enduring Understanding Essential Knowledge and Practices

include individual acts of stewardship (6.9 f). related to waste management and resource use to determine
various perspectives concerning the costs and benefits in
 Human use of resources has a cause-and-effect impact on
real-life situations (6.9 f)
Earth systems and on the global economy (6.9 f).
evaluate the effects of resource use, waste management, and
 There are advantages and disadvantages to using any energy
pollution prevention in the school and home environment (6.9
source. These advantages and disadvantages may affect the
f).
environment and have economic implications (6.9 d).
 Human health can be affected when pollutants, in the form of
particulates and thermal energy released into the atmosphere,
disrupt the natural balance in the system (6.9 c, d).
Earth scientists and engineers develop new technologies to
extract resources while reducing the pollution, waste, and
ecosystem degradation caused by extraction.
 Preventive measures, such as pollution prevention or
thoughtfully planned and enforced land-use restrictions, can
reduce future damage (6.9 e).
 Regulations, incentives, and voluntary efforts help conserve
resources and protect environmental quality (6.9 f).
 Use of renewable (water, air, soil, plant life, animal life) and
nonrenewable resources (coal, oil, natural gas, nuclear
power, and mineral resources) must be considered in terms of
their cost/benefit tradeoffs (6.9 f).
 Pollution prevention and waste management are less costly
than cleanup (6.9 f).
Life Science

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 99
The Life Science standards emphasize a more complex understanding of change, cycles, patterns, and relationships in the living world.
Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms;
the dynamic relationships among organisms, populations, communities, and ecosystems; and change as a result of the transmission of
genetic information from generation to generation. Students build on scientific investigation skills by independently identifying
questions and planning investigations. Students evaluate the usefulness and limits of models and support their conclusions using
evidence. Mathematics, computational thinking, and experience in the engineering design process gain importance as students advance
in their scientific thinking.
Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
LS.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask questions and develop hypotheses to determine relationships between independent and dependent variables
 offer simple solutions to design problems
b) planning and carrying out investigations
 independently and collaboratively plan and conduct observational and experimental investigations; identify
variables, constants, and controls where appropriate and include the safe use of chemicals and equipment
 evaluate the accuracy of various methods for collecting data
 take metric measurements using appropriate tools and technologies including the use of microscopes
c) interpreting, analyzing, and evaluating data
 identify, interpret, and evaluate patterns in data
 construct, analyze, and interpret graphical displays of data
 compare and contrast data collected by different groups and discuss similarities and differences in their findings
 consider limitations of data analysis and/or seek to improve precision and accuracy of data
 use data to evaluate and refine design solutions
d) constructing and critiquing conclusions and explanations

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 100
  construct explanations that include qualitative or quantitative relationships between variables
 construct scientific explanations based on valid and reliable evidence obtained from sources (including the
students’ own investigations)
 differentiate between a scientific hypothesis and theory
e) developing and using models
 construct and use models and simulations to illustrate, predict, and/or explain observable and unobservable
phenomena, life processes, or mechanisms
 evaluate limitations of models
f) obtaining, evaluating, and communicating information
 read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information
 gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy,
and possible bias of each publication
 construct, use, and/or present an argument supported by empirical evidence and scientific reasoning
Life Science Content

LS.2 The student will investigate and understand that all living things are composed of one or more cells that support life
processes, as described by the cell theory. Key ideas include
a) the development of the cell theory demonstrates the nature of science;
b) cell structure and organelles support life processes;
c) similarities and differences between plant and animal cells determine how they support life processes;
d) cell division is the mechanism for growth and reproduction; and
e) cellular transport (osmosis and diffusion) is important for life processes.

Central Idea: All living things are composed of cells; these cells have different structures and organelles that support life processes.
Cell theory describes the current understanding of cells. Theories and laws in science are used by scientists to describe natural
phenomena. Theories and law are equal in terms of scientific validity.

Vertical Alignment: In fourth grade, students learn that plants and animals have structures that distinguish them from one another
and play a vital role in their ability to survive (4.2). In Biology, students build on the concept of cell theory and focus on the
relationships and interactions of organelles in biochemical processes (BIO.2, BIO.3).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 101
 Enduring Understandings Essential Knowledge and Practices

The nature of science refers to the foundational concepts that In order to meet this standard, it is expected that students will
govern the way scientists formulate explanations about the  make connections among the components of the nature of
natural world. The nature of science continually tests and refines science, their investigations, and the greater body of
our understanding of the natural world. The nature of science scientific knowledge and research (LS.2 a)
includes the concept that
o the natural world is understandable  differentiate among a scientific hypothesis, theory, and law
o science is based on evidence—both observational and (LS.2 a)
experimental  identify the three components of the original cell theory
o science is a blend of logic and innovation (LS.2 a)
o scientific ideas are durable yet subject to change as new
data are collected  provide examples to illustrate how the development of cell
o science is a complex social endeavor theory illustrates the nature of science (LS.2 a)
o scientists try to remain objective and engage in peer  explain how advances in microscope technology have
review to help avoid bias. improved our understanding of cells and their parts (LS.2
Theories and laws are two different types of knowledge used by a)
scientists to describe natural phenomena. They are equal in conduct an investigation to provide evidence that living
terms of scientific validity. Theories are generally used to things are made of cells, either one cell or many different
explain complex natural processes not easily quantifiable (e.g., numbers and types of cells (LS.2 a)
cells, evolution). Laws often use mathematical formulas to show
relationships and make predictions about the natural world (e.g.,  identify and relate cellular organelles (cell membrane,
heredity). cytoplasm, nucleus, cell wall, vacuole, mitochondrion,
endoplasmic reticulum and chloroplast) with the life
 The cell theory is a shared understanding that encapsulates processes they perform within a living cell (LS.2 b)
our current understanding of the cell. The development of
this theory illustrates the nature of science (LS.2 a). Students develop and use a model to demonstrate how organelles
are not responsible for identifying the contributions of function as a system to carry out life processes within the
specific scientists. cell (LS.2 b)

Scientists and engineers use two-dimensional (2-D), three- evaluate limitations of models to accurately represent the
dimensional (3-D), mathematical, and virtual models to cell and its organelles (LS.2 b)
represent, predict, and elaborate upon objects and systems and  compare plant and animal cells and their parts, using

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 102
 Enduring Understandings Essential Knowledge and Practices

their interactions. Scientists use models when the object of microscopes and microscopic images (LS.2 c)
investigation is too large, too small, or too complex to be studied  explore differences in the structure and function of animal
directly. and plant cells (LS.2 c)
 Science and technology are tightly linked. Science seeks to  relate the parts of a cell to the life functions they perform
understand the natural world through observation and within the cell (LS.2 c)
experimentation. Technologies are developed to aid in
gathering data. New data bring fresh insights, raise new  explain how the parts of a cell work as a system to carry
questions, and prompt further investigation. In this way, out life processes in the cell and the organism (LS.2 c)
scientific knowledge evolves slowly over time (LS.2 a).  sequence the steps and recognize images of each stage in
 A good example of the link between science and technology the cell cycle, including mitosis (LS.2 d)
is how advances in microscopes have helped us investigate  identify and explain the role of each stage of mitosis to
cells—the smallest part of living things—and how they work ultimately support successful cell division (LS.2 d)
to sustain life processes (LS.2 a).
 explain why cell division is essential to the growth and
Sustaining life requires substantial energy and matter inputs. The reproduction of all living things (LS.2 d)
complex structural organization of organisms accommodates the
capture, transformation, and elimination of the matter and  differentiate between the purpose of mitosis and meiosis
energy needed to sustain them. (LS.2 d)
 Living cells are full of highly organized organelles that model how materials move into and out of cells in the
function as a system to carry out life processes within the processes of osmosis, diffusion, and selective permeability
cell. Life processes include growth and repair, reproduction, (LS.2 e)
gas exchange, metabolism, and response (LS.2 b). predict and provide an explanation to account for the net
movement of materials across a selectively-permeable
 Metabolism refers to all interactions among molecules within membrane during osmosis and diffusion (LS.2 e).
the well-ordered environment of the cell. Photosynthesis and
cellular respiration are two important metabolic activities
within living cells (LS.2 b). Students are not responsible for
explaining specific endothermic and exothermic metabolic
pathways.
The structure of an object or living thing determines many of its

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 103
 Enduring Understandings Essential Knowledge and Practices

properties and functions.

 Animal and plant cells may differ in shape, size, and the
organelles they contain. Most often these differences in
structure are related to the function of the cell (LS.2 c).
 Similarities and differences between plants and animals are
evident at the cellular level (LS.2 c).
 Plant cells differ from animal cells in that plant cells contain
cell walls, chloroplasts, and large, central vacuoles to aid in
photosynthesis that help them convert matter and energy to
usable forms (LS.2 c).
Reproduction is a life process (system) by which living things
transfer genetic information to their offspring.
 All living things grow and reproduce. As an organism grows
and repairs itself, the number of its cells increase. For this to
happen, existing cells divide through the process of mitosis
so that new cells can be made. The cells which divide go
through the cell cycle. The cell cycle has two main
components—interphase and mitosis (LS.2 d).
 During mitosis, a body cell first duplicates its chromosomes
and then divides into two identical daughter cells, each one
with a complete set of chromosomes identical to the original
parent cell (LS.2 d).
 The purpose of mitosis is to produce new cells for growth
and repair that are identical to the parent cell. The purpose
of meiosis is to produce reproductive (sex) cells that carry
half the genetic material of the parent (LS.2 d).
Living things must move materials into, out of, and within the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 104
 Enduring Understandings Essential Knowledge and Practices

cell.
 Two passive processes that allow for this exchange of
materials are diffusion and osmosis. These processes require
no energy on the part of the cell. Substances merely move
toward equilibrium (from an area of high concentration to an
area of low concentration) (LS.2 e).
 Osmosis is the movement of water molecules across a cell
membrane. Diffusion is the movement of substances other
than water across a cell membrane. Cell membranes are
selectively permeable to various substances (LS.2 e).
Students are not responsible for describing facilitated
diffusion, tonicity, and active transport.

LS.3 The student will investigate and understand that there are levels of structural organization in living things. Key ideas
include
a) patterns of cellular organization support life processes;
b) unicellular and multicellular organisms have comparative structures; and
c) similar characteristics determine the classification of organisms.

Central Idea: Among organisms, there is a universality of the functions that maintain life.

Vertical Alignment: Students use classification to identify organisms in fourth grade (4.3). In Biology, students investigate how cell
specialization leads to differentiation, comparative structures, and how the modern classification system can be used as an
organizational tool in the study of organisms in their respective domains, kingdoms, and phyla (BIO.3, BIO.4, BIO.6).

Enduring Understandings Essential Knowledge and Practices

Organisms are complex, organized, and built on a hierarchical In order to meet this standard, it is expected that students will
structure, with each level providing the foundation for the next,  explain the relationship among cells, tissue, organs, and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 105
 Enduring Understandings Essential Knowledge and Practices

from the chemical foundation of elements and atoms, to the cells organ systems (LS.3 a)
and systems of individual organisms, to species and populations  differentiate among common examples of unicellular and
living and interacting in complex ecosystems. multicellular organisms (LS.3 b)
 Organisms range in composition from unicellular  compare how unicellular and multicellular organisms
microorganisms to multicellular organisms (LS.3 a). perform various life functions, including the application of
 In multicellular organisms, large groups of cells work knowledge about systems in organisms and division of
together to form systems of tissues and organs that are labor (LS.3 b)
specialized and aid the organism in carrying out its life provide evidence to support the idea that a cell’s form fits its
processes of growth, reproduction, gas exchange, function within a multicellular organism (LS.3 b)
metabolism, and response (LS.3 a).
 classify organisms based on a comparison of key physical
 Multicellular organisms exhibit a hierarchy of cellular features and activities (LS.3 c)
organization allowing for a division of labor when carrying
out life processes (LS.3 b).  arrange organisms in a hierarchy according to similarities
and differences in features (LS.3 c)
 A key concept in science is that form fits function. In
multicellular organisms, cells have specialized shapes that  apply classification criteria to categorize examples of
enable them to perform specific roles within the organism organisms as representatives of the three domains:
(LS.3 b). Archaea, Bacteria, and Eukarya (LS.3 c)
Classification is useful in explaining relationships and  apply classification criteria to categorize examples of four
organizing objects or processes into groups. Classification relies kingdoms of Eukarya: protists, fungi, plants, and animals
on careful observation of patterns of similarities and differences. (LS.3 c)
 Biological classification (taxonomy) uses a systematic  apply classification criteria to categorize examples of
method to name, organize, and show relationships among organisms as representative of major animal phyla and
species (LS.3 c). plant divisions (LS.3 c)
 Any grouping of organisms into domains or kingdoms is  recognize scientific names as part of a binomial
based on several factors, including the presence or absence nomenclature (LS.3 c).
of cellular structures, such as the nucleus, mitochondria, or
a cell wall; whether the organisms exist as single cells or
are multicellular; and how the organisms get their food

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 106
 Enduring Understandings Essential Knowledge and Practices

(LS.3 c).
 As living things are investigated, new attributes (physical
and chemical) are revealed that affect the relationships and
taxonomic group into which an organism is placed (LS.3
c).
 Information about the physical features and activities of
living things are organized into a hierarchy of increasing
specificity. The levels in this hierarchy include domain,
kingdom, phylum, class, order, family, genus, and species
(LS.3 c).
 Classifications at one scale may not be valid at a different
scale. For example, classification of organisms based on
physical traits may not be the same as those based on DNA
sequences (LS.3 c).
 The current biological classification system groups
organisms into three domains: Archaea, Bacteria, and
Eukarya (LS.3 c).
 A group of similar-looking organisms that can interbreed
under natural conditions and produce offspring that are
capable of reproduction defines a species which are
differentiated using binomial nomenclature (LS.3 c).

LS.4 The student will investigate and understand that there are chemical processes of energy transfer which are important
for life. Key ideas include
a) photosynthesis is the foundation of virtually all food webs; and
b) photosynthesis and cellular respiration support life processes.

Central Idea: Energy from the sun enters the food web through photosynthesis which produces sugar (glucose) and then is
transferred through the food web. Animal and plant cells use glucose for energy through the process of cellular respiration.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 107
Vertical Alignment: Students learn that plants have structures that enable them to use photosynthesis to obtain energy and survive in
fourth grade (4.2). In Biology, the processes of photosynthesis and cellular respiration are investigated as essential processes for the
flow of energy (BIO.2).

Enduring Understandings Essential Knowledge and Practices

Energy is continually transferred from one object to another and In order to meet this standard, it is expected that students will
transformed between various forms. As matter and energy flow construct a scientific explanation based on evidence for the
through different organizational levels of living systems, role of photosynthesis in the cycling of matter and flow of
chemical elements are recombined to form different products. energy into and out of organisms (LS.4 a)
The result of these chemical reactions is that energy is
transferred from one system of interacting molecules to another.  relate the importance of photosynthesis to the role of
producers as the foundation of food webs (LS.4 a)
 Some organisms obtain energy for life processes by storing
energy from the sun in chemical bonds. This process is plan and conduct an investigation related to photosynthesis
called photosynthesis (LS.4 a, b). Students are not (LS.4 a)
responsible for explaining the biochemical mechanisms of  explain how organisms use energy stored from the
photosynthesis. products of photosynthesis (LS.4 b)
 Photosynthesizing organisms, including green plants, algae,  demonstrate an understanding of the interaction of reactants,
and phytoplankton, produce their own food (sugar), and are products, plant parts, and cellular organelles in the process of
called producers (LS.4 a). photosynthesis (LS.4 a, b)
 No process is more important for life on Earth than  explain how the processes of photosynthesis and cellular
photosynthesis. Producers are the foundation of virtually all respiration serve to make energy available for life processes
food webs (LS.4 a). within living systems (LS.4 b)
Sustaining life processes requires substantial energy and matter provide evidence to demonstrate the interdependence of
inputs. The complex structural organization of organisms photosynthesis and cellular respiration (LS.4 b)
accommodates the capture, transformation, and elimination of
the matter and energy needed to sustain them. develop a model of cellular respiration to describe how food
is rearranged through chemical reactions, forming new
 Two organelles—chloroplasts and mitochondria—act as molecules that support growth and/or release energy as this
change agents within the cells of living things to make matter moves through an organism (LS.4 b)
energy available for life processes (LS.4 b).
 discuss how matter and energy are conserved in chemical

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 108
 Enduring Understandings Essential Knowledge and Practices

 The organelles, cells, tissues, organs, and organ systems of changes within biological systems (individual cells to
plants work as a system to obtain the raw materials (sunlight, ecosystems) (LS.4 b)
water, and carbon dioxide) and produce the products (sugars create plausible hypotheses about the effects of changes in
and oxygen) in photosynthesis (LS.4 b). available materials on the rate of photosynthesis or cellular
 Chloroplasts, organelles found in some plant cells, convert respiration; evaluate whether the hypotheses are testable in
radiant energy from sunlight into chemical energy. your laboratory, and test the hypotheses if possible (LS.4 a,
Chloroplasts do this with the help of the pigment b).
chlorophyll. Chlorophyll aids in the energy transformation of
sunlight (radiant energy) to chemical energy in sugar (LS.4
b).
 The sugar molecules produced from photosynthesis can be
used immediately by plants and animals for energy, stored
for later use, or rearranged into other compounds to carry out
life processes (LS.4 b). Students are not responsible for
identifying the details of the complex chemical reactions for
photosynthesis.
 Cellular respiration occurs in the mitochondria of all cells
(including plant cells). In this process, sugar molecules
combine with oxygen to release energy in a form that cells
can more easily use (LS.4 b). Students are not responsible
for identifying the details of the complex chemical
reactions for respiration.
 Although they occur in different organelles, photosynthesis
and cellular respiration are interdependent processes. The
products of one process are the reactants for the other
process and vice versa (LS.4 b).
 Matter and energy are conserved in chemical processes. This
is true of all biological systems, from individual cells to

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 109
 Enduring Understandings Essential Knowledge and Practices

ecosystems (LS.4 b).

Living things are composed of systems which are dynamic and
change in response to inputs and outflows of energy and matter.
 The availability of raw materials and other factors can
affect the life processes of living things, including the rate
of photosynthesis and cellular respiration (LS.4 b).
 Factors affecting the rate of photosynthesis are light
intensity, carbon dioxide concentration, and temperature
(LS.4 b).
 Cellular respiration also releases the energy needed to
maintain body temperature, despite ongoing energy loss to
the surrounding environment (LS.4 b).

LS.5 The student will investigate and understand that biotic and abiotic factors affect an ecosystem. Key ideas include
a) matter moves through ecosystems via the carbon, water, and nitrogen cycles;
b) energy flow is represented by food webs and energy pyramids; and
c) relationships exist among producers, consumers, and decomposers.

Central Idea: Both biotic and abiotic factors affect the movement of matter and energy within an ecosystem.
Vertical Alignment: Students investigate the flow of energy in food webs and within an ecosystem in fourth grade (4.3). In Biology,
students expand their understanding of the nutrient cycle and energy flow and apply it to interactions of populations (BIO.8).

Enduring Understandings Essential Knowledge and Practices

As matter and energy flow through different organizational levels In order to meet this standard, it is expected that students will
of living systems, many important elements and compounds cycle  differentiate among key processes in the water, carbon, and
through the living (biotic) and nonliving (abiotic) components of
nitrogen cycles and provide examples to illustrate how they
the environment. This chain of events continuously repeats. The support life (LS.5 a)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 110
Enduring Understandings Essential Knowledge and Practices

cycling of matter ensures its availability for life processes. develop and/or use a model to illustrate the cycling of matter
and flow of energy among living and nonliving parts of an
 Biotic factors are all the living, or once living, things that
ecosystem (LS.5 a)
directly or indirectly affect an organism and its
environment. Biotic factors also include the presence of analyze local aquatic and terrestrial ecosystems, identify
organisms, their parts, and wastes. In addition, parasites and biotic and abiotic components, and describe their roles in the
diseases are classified as biotic factors (LS.5). cycling of matter and flow of energy (LS.5 a)
 Abiotic factors are nonliving components that determine the  explain and provide examples to illustrate the cause-and-
types and numbers of organisms that exist in an effect relationship of human activity on the cycling of matter
environment. Some examples include annual rainfall, the pH and flow of energy in an ecosystem (LS.5 a)
level in lakes and ponds, levels of minerals in the soil, and  explain matter and energy transfer as modeled through food
the amount of light at different depths of the ocean (LS.5). webs and energy pyramids (LS.5 b)
 The carbon, nitrogen, and water cycles serve to transfer  determine the relationship between a population’s position in
matter through all levels of the ecosystem to support life a food web and its size (LS.5 b)
processes (LS.5 a).
interpret energy pyramids to determine the relative amount of
 The processes of the nitrogen cycle include nitrogen energy available at each trophic level (LS.5 b)
fixation, nitrification, assimilation, ammonification, and de-
nitrification (LS.5 a). Students are not responsible for develop and/or interpret a model of a food web using
identifying the names of these processes. organisms found in a local ecosystem and classify organisms
as producers or first-, second-, or third-order consumers (LS.5
 The main processes of the carbon cycle include b, c)
photosynthesis, respiration, combustion, and decomposition
(LS.5 a).  recognize examples of common producers, consumers, and
decomposers and explain the role of each in the flow of
 The main processes of the water cycle include precipitation, energy and cycling of matter through an ecosystem (LS.5 c)
evaporation, condensation, and transpiration (LS.5 a).
 provide examples to illustrate the effects of human activity on
Within natural and designed systems, it is possible to track the the activity of producers, consumers, and decomposers in an
flow, cycles, and conservation of matter and energy. ecosystem (LS.5 c).
 Food chains and webs illustrate how energy is transferred
from producers to different levels of consumers in an

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 111
Enduring Understandings Essential Knowledge and Practices

ecosystem (LS.5 b).

 The amount of energy available decreases from producer to
first-order, second-order, and third-order consumers. This
concept can be modeled through an energy pyramid (LS.5
b).
 No energy conversion is perfectly efficient. Each level of the
energy pyramid has less energy to pass on to the next with
roughly one-tenth of the energy in one level available for the
next. Energy is given off to the environment as thermal
energy through metabolism (LS.5 b).
The life processes of plants and animals are interdependent and
contribute to the flow of energy and cycles of matter within an
ecosystem. The need to obtain matter and resources drives the
behavior and interactions among living things within an
ecosystem.
 Producers are consumed (eaten) by consumers. When either
producers or consumers die, they are broken down and
consumed by decomposers. Decomposers return nutrients to
the environment where they can be used by producers (LS.5
c).
 Human actions can positively and negatively affect the
populations of producers, consumers, and decomposers in an
ecosystem (LS.5 c).

LS.6 The student will investigate and understand that populations in a biological community interact and are
interdependent. Key ideas include
a) relationships exist between predators and prey and these relationships are modeled in food webs;
b) the availability and use of resources may lead to competition and cooperation;
c) symbiotic relationships support the survival of different species; and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 112
 d) the niche of each organism supports survival.

Central Idea: Each organism exists as a member of a population and interacts with other members in a population in a variety of
ways. Members of different populations interact in a variety of ways within communities.
Vertical Alignment: Students investigate the relationships among organisms in an ecosystem in third grade (3.5). In fourth grade,
students study the interrelationships in populations, communities, and ecosystems, as well an organism’s niche (4.3). These concepts
are expanded in Biology to include limiting factors and carrying capacities (BIO.8).

Enduring Understandings Essential Knowledge and Practices

The life processes of plants and animals are interdependent and In order to meet this standard, it is expected that students will
contribute to the flow of energy and cycles of matter within an  explain how the interactions of populations form
ecosystem. communities within an ecosystem (LS.6 a)
 The interaction between a consumer that captures and  formulate inferences based on graphs and other data about
consumes another consumer is the predator-prey predator-prey populations (LS.6 a)
relationship (LS.6 a).
argue based on empirical evidence and scientific reasoning
 Many animals exhibit social behaviors that help them to support an explanation for how characteristic animal
obtain resources. Herbivores often exhibit herding behaviors help them to obtain resources (LS.6 a)
behaviors, which can protect the group from predators.
Predators often work together to hunt, capture, and share analyze and interpret data to predict and explain the effects
their prey as well as to raise offspring (LS.6 a). of resource availability on organisms and populations in an
ecosystem (LS.6 b)
 Organisms may exist as members of a population;
populations interact and are interdependent with other  predict the effect of limiting factors on organisms,
populations in a community (LS.6 a). populations, and/or communities in a food web/ecosystem
(LS.6 b)
Members of a population interact with other populations in a
community. They compete to obtain the matter and energy they  provide examples to illustrate how organisms cooperate
need for basic resources, mates, and territory, and cooperate to and/or compete with one another for resources (LS.6 b)
meet basic needs and carry out life processes. analyze and interpret data about the effects of resource
 Organisms or populations that rely on each other for basic availability on organisms and populations of organisms in an
needs form interdependent communities, where a change in ecosystem (LS.6 a)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 113
 Enduring Understandings Essential Knowledge and Practices

the population of one organism will affect the survival of  differentiate among the types of symbiosis and recognize
others (LS.6 b). and/or provide examples of each (LS.6 c)
 Environmental factors (biotic and abiotic), which determine infer the niche of organisms from their physical
the types and number of organisms of a species in an characteristics (LS.6 d).
ecosystem, are called limiting factors. Many limiting factors
affect the growth of populations in nature (LS.6 b).
 Symbiosis is a close relationship between individuals of two
different species living together. Symbiotic relationships
include mutualism (whereby both organisms benefit),
commensalism (whereby one organism benefits and the other
is unaffected), and parasitism (whereby one organism
benefits and the other is harmed) (LS.6 c).
 The physical location where organisms live is called their
habitat. Each living thing fills a specific role, or niche, in
its habitat. A niche helps an organism meet basic needs for
life processes (LS.6 d).

LS.7 The student will investigate and understand that adaptations support an organism’s survival in an ecosystem. Key
ideas include
a) biotic and abiotic factors define land, marine, and freshwater ecosystems; and
b) physical and behavioral characteristics enable organisms to survive within a specific ecosystem.

Central Idea: Populations adapt to survive within an ecosystem.

Vertical Alignment: Students begin to explore physical and behavioral adaptations as well as the living and nonliving components of
the environment in third grade (3.5). In fourth grade, students are introduced to the ocean environment and the interactions of
organisms in the oceans. These concepts are extended in Biology, to include changes in populations through time. Evidence of these
changes, to include fossil records and DNA analysis, is provided as support to the theory of evolution (BIO.7).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 114
 Enduring Understandings Essential Knowledge and Practices

Ecosystems and their characteristics are the result of complex In order to meet this standard, it is expected that students will
interactions among Earth’s systems (biosphere, geosphere,  compare the biotic and abiotic factors that distinguish land,
atmosphere, and hydrosphere). marine, and freshwater ecosystems (LS.7 a)
 Earth’s tilt on its axis, combined with its revolution around  analyze and describe how physical characteristics and
the sun, plays a major role in determining the climate of a behaviors enable organisms to survive in an ecosystem (LS.7
given location. Other factors, such as latitude, temperature, a, b)
precipitation, topography, elevation, and human actions can
also influence climate (LS.7 a). investigate how structural adaptations among populations
allow organisms to survive with ecosystems (LS.7 b).
 Ecosystems can be large or small, terrestrial or aquatic
(LS.7 a).
 Ecosystems are dynamic, experiencing shifts in population
composition and abundance and changes in the physical
environment over time, which ultimately affects the
stability and resilience of the entire system (LS.7 a).
Organisms possess physical characteristics and behaviors that
enable them to survive in their environment and obtain resources
to meet basic needs and carry out life processes, increasing their
chances of survival (LS.7 b).

LS.8 The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic
and change over time. Key ideas include
a) organisms respond to daily, seasonal, and long-term changes;
b) changes in the environment may increase or decrease population size; and
c) large-scale changes such as eutrophication, climate changes, and catastrophic disturbances affect ecosystems.

Central Idea: As conditions change, organisms, populations, communities, and ecosystems respond to those changes to survive.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 115
Vertical Alignment: Students learn how organisms respond to changes in temperature, light, and precipitation in first and second
grade (1.7, 2.7). Students investigate the effect of large-scale changes on plants and animals in sixth grade and at a more complex level
in Biology (6.9, BIO.8).

Enduring Understandings Essential Knowledge and Practices

Living things have a range of conditions that are optimal for In order to meet this standard, it is expected that students will
survival. Living things respond to daily, seasonal, and long-term  categorize responses as daily, seasonal, or long-term (LS.8 a)
changes in their environment to survive.
construct a scientific explanation based on evidence to
 To survive, plants require light and water for photosynthesis. explain the benefit(s) of daily, seasonal, and/or long-term
Plants have developed responses, called tropisms, to help responses of organisms to their enhanced survival (LS.8 a)
ensure they grow toward adequate sources of light and water
(i.e., phototropism and geotropism) (LS.8 a).  classify as long-term, short-term, or seasonal the various
types of changes that occur over time in ecosystems,
 Some plants and animals can better survive adverse communities, populations, and organisms (LS.8 b)
environmental conditions through periods of dormancy.
Dormancy occurs when normal physical functions are  predict the effect of changes to living and/or nonliving
slowed down or suspended (LS.8 a). Students are not factors on the size and distribution of populations in an
responsible for defining the terms torpor, and estivation. ecosystem (LS.8 b)
 A circadian rhythm is a roughly 24-hour cycle in the  compare the factors that increase or decrease population
physiological processes of living things, including plants, size (LS.8 b)
animals, fungi, and cyanobacteria. This cycle aids life argue, citing evidence, that changes to physical or
processes (LS.8 a). biological components of an ecosystem affect populations
Systems are dynamic and change in response to inputs and (LS.8 b)
outflows of energy and matter.  predict the effect of large-scale changes on ecosystems and
 Factors can positively and negatively affect the cycles of communities (LS.8 c)
matter and the life processes of living things within an analyze data to determine the effect of a catastrophic event
ecosystem. Disruptions to any component of an ecosystem on a community (LS.8 c)
can lead to shifts in the size and/or distribution of its
populations (LS.8 b).  predict the environmental effects of large-scale changes,
such as climate change, ocean acidification, and sea-level
 Changes in the living and nonliving components of an rise (LS.8 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 116
 Enduring Understandings Essential Knowledge and Practices

ecosystem can accelerate or decelerate natural processes

(LS.8 b).
 Many factors such as pollution, habitat destruction, disease,
and over-harvesting can increase or decrease population size
(LS.8 b).
Systems are comprised of a group of interacting and
interdependent elements forming a complex whole. Systems
change in response to inputs and outflows of energy and matter.
A change in one part of the system affects other parts of the
system.
 Long-term changes may affect entire communities and
ecosystems (LS.8 c).
 When excess nutrients flow into an aquatic ecosystem, a
chain of events may take place which leads to a low
dissolved-oxygen level in the water. This is called
eutrophication (LS.8 c).
 Natural disasters, such as forest fires, floods, and tornados
are disruptive factors that shift the balance with in an
ecosystem and initiate a process of gradual change from one
community of organisms to another (LS.8 c).

LS.9 The student will investigate and understand that relationships exist between ecosystem dynamics and human activity.
Key ideas include
a) changes in habitat can disturb populations;
b) disruptions in ecosystems can change species competition; and
c) variations in biotic and abiotic factors can change ecosystems.

Central Idea: Human interactions affect ecosystem dynamics.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 117
Vertical Alignment: Students study the impact of human activity on air, water, and habitats in both third and sixth grades (3.8, 6.8,
6.9). In Biology, students investigate competition among species and the natural events and human activities that impact ecosystems
and their flora and fauna, specifically in Virginia (BIO.8).

Enduring Understandings Essential Knowledge and Practices

An ecosystem can be viewed as many components that interact In order to meet this standard, it is expected that students will
together to form a complex whole. A change in one part of the  describe ways that human interaction has altered habitats
system affects other parts of the system. positively and negatively (LS.9 a)
 Changes in the interactions among the living and nonliving  describe the relationship between human food harvest and
components of an ecosystem cause change in the system habitat stability (LS.9 a)
(LS.9 a).
debate the pros and cons of human land use vs. ecosystem
 Factors (natural and human-caused) can positively and stability (LS.9 a)
negatively affect the cycles of matter and the life processes
of living things within an ecosystem (LS.9 a, b).  compare population disturbances that affect competition
among species and species survival (LS.9 b)
 Humans are a natural part of the ecosystem. Humans use the
ecosystem to meet their basic needs, such as to obtain food use evidence to describe the impact of human activity on
(LS.9 a). the biotic and abiotic factors within an ecosystem (LS.9 c)
 Human input can disturb the balance of populations in a interpret data obtained through observations and electronic
habitat. These disturbances may lead to a decrease or and print resources to determine the effects of human
increase in a population’s size. Since populations in an interaction on local ecosystems (LS.9 a, b, c)
ecosystem are interdependent, these disturbances can have a plan an investigation examining relationships between
ripple effect throughout the larger ecosystem (LS.9 a, b). ecosystem dynamics and human activity (it may be a
 The interaction of humans with the dynamic ecosystem may complete experimental design or may focus on systematic
lead to changes in climate, water supply, air quality, energy observation, description, measurement, and/or data
production, ocean acidification, and waste management collection and analysis) (LS.9 a, b, c)
(LS.9 c). analyze and critique the experimental design of basic
investigations related to the relationships between
ecosystem dynamics and human activity (LS.9 a, b, c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 118
LS.10 The student will investigate and understand that organisms reproduce and transmit genetic information to new
generations. Key ideas include
a) DNA has a role in making proteins that determine organism traits;
b) the role of meiosis is to transfer traits to the next generation; and
c) Punnett squares are mathematical models used to predict the probability of traits in offspring.

Central Idea: DNA is key in the production and transfer of traits from one generation to another.
Vertical Alignment: Students learn that plants and animals have different structures and processes for creating offspring in fourth
grade (4.7). In Biology, inheritance, DNA as the structure and foundation for protein synthesis, the stages of meiosis, and synthetic
biology are investigated (BIO.5).

Enduring Understandings Essential Knowledge and Practices

The structure and function of DNA are intimately linked. DNA In order to meet this standard, it is expected that students will
is a double helix molecule containing a specific sequence of  use a variety of models to investigate the structure of DNA
nitrogenous bases which create a code for making proteins. (LS.10 a)
Proteins are used to build cells, tissues, organs, and to perform
life processes.  describe the structure and function of DNA (LS.10 a)
 Chromosomes are strands of tightly wound DNA. Genes are  discuss how the contributions and discoveries leading to
sections of a chromosome that carry the code for a particular our current understanding of DNA, genes, chromosomes,
protein (LS.10 a). and traits illustrate the nature of science (LS.10 a)
 Each gene controls the production of specific proteins, which  explain the relationship among genes, chromosomes, and
in turn affects the traits of the organism. Proteins carry out alleles (LS.10 a)
most of the work of cells to perform life functions (LS.10 a).  explain that DNA contains coded instructions that store
 DNA provides the code that tells the cell exactly which and pass on genetic information from one generation to the
proteins to make. The sequence of the bases A, T, C, and G next (LS.10 a)
along a section of DNA forms a code to make each protein develop and use a model to describe why asexual
(LS.10 a). reproduction results in offspring with identical genetic
 The sugar and phosphate molecules on the sides of the DNA information and sexual reproduction results in offspring
molecule are always the same for all living things, so when with genetic variation (LS.10 b)
scientists write out the DNA code, they write only the  compare genetic variation of offspring produced from

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 119
 Enduring Understandings Essential Knowledge and Practices

sequence of the pairs of nitrogenous bases in the center (i.e., sexual and asexual reproduction (LS.10 b)
on the rungs) of the ladder-like DNA molecule (LS.10 a).  explain the significance of gametes contributing half of
 A series of contributions and discoveries has led to our their genetic material through sexual reproduction (LS.10
current understanding of DNA, genes, chromosomes, and b)
traits. This process illustrates the nature of science (LS.10 a).  differentiate between characteristics that can be inherited
Students are not responsible for identifying the contributions and those that cannot be inherited (LS.10 c)
of specific scientists.
 distinguish between dominant and recessive traits (LS.10
A complex system functions to pass characteristics (traits) from c)
one generation to the next. The interaction of heredity
mechanisms and the environment creates both stability from one use Punnett squares to predict the possible genetic
generation to the next and drives the changes that produce the combinations and phenotype expressions from single trait
diversity of life on our planet. crosses using dominant and recessive traits (LS.10 c).
 Living organisms must reproduce to continue the existence
of their species. Through reproduction, new individuals that
resemble their parents are formed. All the organisms alive
today arose from preexisting organisms (LS.10 b).
 Reproduction is a life process (system) by which living
things transfer genetic information to their offspring (LS.10
b).
 Sexual reproduction involves the production of sex cells
through meiosis. Sex cells each carry half the parent’s
genetic material, resulting in variation between parent and
offspring (LS.10 b).
 During meiosis, chromosome pairs independently become
distributed so that each sex cell contains one-half of the
chromosomes of the original cell. The probability of a sex
cell containing either allele from the pair is 50 percent
(LS.10 b). Students are not responsible for describing the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 120
 Enduring Understandings Essential Knowledge and Practices

stages of meiosis.
The Punnett square is one mathematical model that predicts the
probability of the genotype (genetic makeup) and phenotype of
the offspring of a cross between parents.
 A Punnett square predicts the probability of the ratios of
genotypes and phenotypes among offspring (LS.10 c).
Students are not responsible for identifying multi-trait
crosses, multiple alleles, incomplete dominance, and sex-
linked crosses.
 Traits that are expressed through genes can be inherited.
Characteristics that are acquired through environmental
influences, such as injuries or practiced skills, cannot be
inherited (LS.10 c).
 The basic laws of Mendelian genetics explain the
transmission of most traits that can be inherited (LS.10 c).
 Genotype refers to the specific combination of genes.
Phenotype refers to the physical expression of traits.
Dominant traits mask the expression (phenotype) of
recessive traits (LS.10 c).

LS.11 The student will investigate and understand that populations of organisms can change over time. Key ideas include
a) mutation, adaptation, natural selection, and extinction change populations;
b) the fossil record, genetic information, and anatomical comparisons provide evidence for evolution; and
c) environmental factors and genetic variation, influence survivability and diversity of organisms.

Central Idea: Species respond to changes in their environment through adaptation, which is a gradual process that occurs over a long
period of time. The progression of these long-term changes is well documented in the fossil record.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 121
Vertical Alignment: Students investigate and understand how adaptations enable organisms to satisfy life needs and respond to the
environment, which includes behavioral and physical adaptations and the use of fossils as evidence about life in the past, in third grade
(3.4). Students investigate fossil records, genetic variation, natural selection, and evolution in Biology (BIO.7).

Enduring Understandings Essential Knowledge and Practices

The genetic variation in a population will remain stable from In order to meet this standard, it is expected that students will
one generation to the next in the absence of disturbing factors  interpret data from simulations that demonstrate natural
(changes) such as mutations and natural selection. selection (LS.11 a)
 As habitats change, some organisms survive and reproduce,  explain the relationship among mutations, variations in
some move out of or into the transformed habitat, and some traits in a population, and natural selection (LS.11 a)
die (LS.11 a).
 compare natural selection and extinction (LS.11 a)
 A change in the sequence of DNA (and thus the protein
produced) can have a positive, negative, or no effect on an  explain how mutations differ from adaptations (LS.11 a)
organism (LS.11 a). Students are not responsible for construct an evidence-based explanation about how
identifying types of genetic mutations. genetic variations in traits in a population increase some
 Mutations can be caused by random errors during DNA individuals’ probability of surviving and reproducing in a
replication, exposure to radiation, or chemicals (LS.11 a). specific environment (LS.11 a)
 Whereas mutations in the body cells of an organism won’t  describe the role of fossils in determining events in
be passed on to its offspring, mutations in the sex cells of Earth’s history (LS.11 b)
an organism will be passed on to its offspring (LS.11 a).  explain the evidence for evolution from a variety of
 The interaction of heredity mechanisms and the environment sources of scientific data (LS.11 b)
creates both stability from one generation to the next and apply scientific ideas to construct an explanation for the
drives change that produces the diversity of life on our anatomical similarities and differences among modern
planet (LS.11 b). organisms and between modern and fossil organisms to
 Natural selection describes the survival and reproduction infer evolutionary relationships (LS.11 b)
of individuals within a population exhibiting variations for  explain how genetic variations in offspring, which leads to
traits that best enable them to survive in their environment variations in successive generations, can result from the
(LS.11 a). same two parents (LS.11 c)
 The frequency of certain traits in a species can shift over construct an evidence-based explanation about how

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 122
 Enduring Understandings Essential Knowledge and Practices

time in response to natural and artificial selection. This environmental factors and genetic variation can influence
process acts over generations, producing traits that support a species’ survival, reproduction, and diversity (LS.11 c)
successful survival and reproduction in the new  explain what is meant by the phrase, “survival of the
environment (LS.11 a). fittest” (LS.11 a, c).
 Adaptation is any alteration to the structure, function, or
behavior of an organism resulting from natural selection.
Adaptation makes the organism better suited to survive and
reproduce in its environment (LS.11 a).
 If a species does not possess traits that enable survival in
its environment or adaptation to changes in the
environment, then the species may become extinct (LS.11
a).
The fossil record documents the existence, diversity, extinction,
and change of many life forms and their environments through
Earth’s history. The fossil record and comparisons of anatomical
similarities among organisms enables the inference of lines of
evolutionary descent.
 The theory of evolution is a shared understanding that
encapsulates our current understanding of how biological
systems change over time (LS.11 b).
 Mechanisms which drive evolution include mutation,
adaptation, natural selection, and extinction (LS.11 b).
 Evidence for evolution is drawn from a variety of data
sources, including the fossil record, genetic information,
and anatomical similarities across species (LS.11 b).
Organisms can be described by their physical features, such as
color, shape, body covering, and height. Although individuals
within a population have the same basic physical

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 123
 Enduring Understandings Essential Knowledge and Practices

characteristics, close examination will reveal slight variations

for a given trait.
 Genetic variations occur randomly among individuals of
any population and may or may not help the individual
organism survive and reproduce in its environment (LS.11
c).
 The expression of many traits involves both inheritance and
the environment (LS.11 c).
 Individuals of a population each exhibit a range of
variations in a trait as a result of the variations in their
genetic codes. Genetic variations create diversity within a
species (LS.11 c).
 Changes in environmental factors such as habitat loss,
increased pollution, climate change, and invasive species
can challenge the survival of members of a population.
Organisms that survive pass their traits on to offspring
(LS.11 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 124
 Physical Science

Physical Science standards stress an in-depth understanding of the nature and structure of matter and the characteristics of energy.
Major areas covered by the standards include the particle nature of matter; the organization and use of the periodic table; physical and
chemical changes; energy transfer and transformations; properties of longitudinal and transverse waves; electricity and magnetism;
and work, force, and motion. The standards build on skills of systematic investigation with a clear focus on variables and repeated
trials. Validating conclusions with evidence and data becomes increasingly important at this level. Mathematics, computational
thinking, and experiences in the engineering design process gain importance as students advance in their scientific thinking.
Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
PS.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask questions that require empirical evidence to answer
 develop hypotheses indicating relationships between independent and dependent variables
 offer simple solutions to design problems
b) planning and carrying out investigations
 independently and collaboratively plan and conduct observational and experimental investigations; identify
variables, constants, and controls where appropriate and include the safe use of chemicals and equipment
 evaluate the accuracy of various methods for collecting data
 take metric measurements using appropriate tools and technologies
 apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process, or system
c) interpreting, analyzing, and evaluating data
 construct and interpret data tables showing independent and dependent variables, repeated trials, and means
 construct, analyze, and interpret graphical displays of data and consider limitations of data analysis
 apply mathematical concepts and processes to scientific questions

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 125
  use data to evaluate and refine design solutions to best meet criteria
d) constructing and critiquing conclusions and explanations
 construct scientific explanations based on valid and reliable evidence obtained from sources (including the
students’ own investigations)
 construct arguments supported by empirical evidence and scientific reasoning
 generate and compare multiple solutions to problems based on how well they meet the criteria and constraints
 differentiate between a scientific hypothesis, theory, and law
e) developing and using models
 construct, develop, and use models and simulations to illustrate and/or explain observable and unobservable
phenomena
 evaluate limitations of models
f) obtaining, evaluating, and communicating information
 read scientific texts, including those adapted for classroom use, to determine the central idea and/or obtain
scientific and/or technical information
 gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy,
and possible bias of each publication
 construct, use, and/or present an oral and written argument supported by empirical evidence and scientific
reasoning
Physical Science Content
PS.2 The student will investigate and understand that matter is composed of atoms. Key ideas include
a) our understanding of atoms has developed over time;
b) the periodic table can be used to predict the chemical and physical properties of matter; and
c) the kinetic molecular theory is used to predict and explain matter interactions.

Central Idea: Atoms are composed of subatomic particles, each with its own location and characteristics. Atomic structure and
properties are reflected in the periodic table.
Vertical Alignment: Students are introduced to the atom and elements in sixth grade (6.5). In Physical Science, the subatomic
particles are introduced, along with general information that can be found in the periodic table. More detailed information about
atomic structure and periodic trends are investigated in Chemistry (CH.2, CH.6).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 126
 Enduring Understanding Essential Knowledge and Practices

The nature of science refers to the foundational concepts that In order to meet this standard, it is expected that students will
govern the way scientists formulate explanations about the  provide examples to demonstrate how the development of
natural world (refer to LS.2). atomic theory illustrates the nature of science (PS.2 a)
 A series of contributions and discoveries has led to the construct and use models and simulations to represent the
development of the atomic theory. The atomic theory structure of atoms; evaluate the limitations of models used
encapsulates our current understanding of the atom and its (PS.2 a)
structure. The development of this theory illustrates the
nature of science (PS.2 a). Students are not responsible for differentiate among scientific hypotheses, theories, and laws
describing the contributions of specific scientists. (PS.2 a)
 The electron cloud model best represents our current interpret data in the periodic table to predict the chemical and
understanding of the atomic structure. The electron cloud physical properties of main group elements (PS.2 b)
model describes the atom as containing a dense nucleus of construct and use models and simulations to represent and/or
protons and neutrons surrounded by regions of space explain the atom and phases of matter; evaluate the
(clouds) where electrons are most likely to be found (PS.2 a). limitations of models used, when appropriate (PS.2 c)
(Note: the Bohr model is an inaccurate model and does not
depict the 3-D nature of the atom; it implies that electrons develop a model that predicts and describes changes in
are in static orbits.) Students do not need to know electron particle motion, temperature, and state of a pure substance
configurations and the quantum mechanical model. when thermal energy is added or removed (PS.2 c)
Matter consists of atoms held together by electromagnetic  interpret diagrams representing different phases of matter
forces; matter exists as different substances which can be (PS.2 c)
utilized based on their properties. Different substances with compose evidence-based conclusions, explanations, and
different properties are suited to different uses. arguments to identify changes in matter when thermal energy
 Atoms are the basic building blocks of all matter. The is added or taken away (PS.2 c).
properties of an atom are based on the number and
arrangement of its parts (PS.2 a).
 The atom consists of subatomic particles (protons,
neutrons, and electrons) that differ in location, charge, and
relative mass (PS.2 a).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 127
 Enduring Understanding Essential Knowledge and Practices

 The organization of the periodic table can be used to predict

the metallic character and tendency of main group elements
to form ionic or covalent bonds (PS.2 b). Students do not
need to know the properties of transition elements.
 Elements in the same vertical column or group of the
periodic table contain the same number of electrons in
their outer energy levels. These electrons are called
valence electrons and give rise to similar chemical
properties (PS.2 b). Students do not need to determine the
number of valence electrons.
 Elements in the same row of the periodic table contain the
same number of energy levels (PS.2 b). Students do not
need to determine principle energy levels or electron
configurations.
The kinetic molecular theory states that atoms and molecules are
perpetually in motion and have kinetic energy.
 The relative amount of kinetic energy in a group of atoms
or molecules is an important factor in determining its
physical state (PS.2 c).
 The changes of state that occur with variations in
temperature or pressure can be described and predicted using
the kinetic molecular theory (PS.2 c).

PS.3 The student will investigate and understand that matter has properties and is conserved in chemical and physical
processes. Key ideas include
a) pure substances can be identified based on their chemical and physical properties;
b) pure substances can undergo physical and chemical changes that may result in a change of properties;
c) compounds form through ionic and covalent bonding; and
d) balanced chemical equations model the conservation of matter.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 128
Central Idea: During a chemical reaction, atoms stay the same, but rearrange to form new molecules or compounds. The new
substances that results from the reaction have different physical properties from the original substances.

Vertical Alignment: In sixth grade, students learn that all matter is composed of atoms and these atoms may interact to form new
substances. These substances are held together by electrostatic forces called bonds (6.5). Although students learn in sixth grade that
chemical equations model chemical changes, they do not write or balance chemical reactions until grade eight. The chemistry
standards reflect a greater depth of understanding as students study the electron’s role in bonding and create models to show electrons
within the bonds. Students also will classify balanced reactions based on reactants and products (CH.3).

Enduring Understanding Essential Knowledge and Practices

Matter consists of atoms held together by electromagnetic In order to meet this standard, it is expected that students will
forces. Matter exists as different substances which can be  distinguish between physical properties and chemical
utilized based on their properties. Different substances with properties of matter (PS.3 a)
different properties are suited to different uses.
generate, analyze, and interpret data in tables, graphs, charts,
 Matter exists in different physical states (phases) as a solid, diagrams, and/or other displays related to physical and
liquid, gas, or plasma (PS.3 a). chemical properties of matter (PS.3 a)
 Measurements of a variety of properties can be used to apply mathematical and computational thinking to calculate
identify matter (PS.3 a). and compare the densities of substances (PS.3 a)
 Physical properties of matter include temperature, state,  identify and describe a pure substance based on its physical
color, hardness, texture, odor, mass, volume, density, and/or chemical properties (PS.3 a)
conductivity, luster, malleability, boiling point, melting
point, and solubility (PS.3 a). Students are not expected to  provide examples of the specific uses of matter that are
know or apply the terms buoyancy or viscosity. suited to their physical or chemical properties (PS.3 a)
 Density represents the relationship between the mass of plan and conduct investigations to explore the relationship
the substance and its volume (PS.3 a). among mass, volume, and density, collecting and analyzing
data in metric units and the International System of Units
 Some physical properties, such as density, melting point, (SI units) (PS.3 a)
and boiling point are characteristic of a pure substance and
do not depend on the size of the sample. These physical generate, analyze, and interpret data in tables, graphs,
properties can be used to identify unknown pure charts, and/or other displays related to mass, volume, and
substances (i.e., matter that consists only of one type of density (PS.3 a)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 129
 Enduring Understanding Essential Knowledge and Practices
atom, molecule, or compound) (PS.3 a).  distinguish between physical and chemical changes (PS.3 b)
 Chemical properties of matter include reactivity, compose evidence-based conclusions, explanations, and
combustibility, flammability, and acidity/basicity (PS.3 a). arguments from data obtained in an investigation related to
Students are not expected to identify heat of combustion, chemical changes in matter (PS.3 b)
chemical stability, preferred oxidation state, toxicity, or
half-life. analyze and interpret diagrams and/or other displays to
determine if a chemical or physical change has occurred
 Matter can undergo physical and chemical changes (PS.3 b).
(PS.3 b)
 No new substances are created during a physical change,
analyze and interpret data on the properties of substances
although matter may take a different form. The size, shape,
before and after the substances interact to determine if a
state, and color of matter may be modified. Examples of
chemical change has occurred (PS.3 b)
physical changes include (but are not limited to) ice cream
melting, a diamond forming from carbon, and salt use evidence and scientific reasoning to differentiate
dissolving in water (PS.3 b). between a chemical reaction that requires an input of energy
(endothermic) and one that releases energy (exothermic)
 Mixtures consist of two or more substances; however, the
(PS.3 b)
substances are not chemically combined. They can be
separated by physical means (PS.3 b). apply scientific principles and the engineering process to
construct, test, and modify a device that either releases or
 Attraction and repulsion among electric charges at the
absorbs thermal energy by chemical processes (PS.3 b)
atomic level explains the structure, properties, and
transformations of matter (PS.3 b).  differentiate among elements, compounds, and mixtures
(PS.3 b)
 Elements combine in many ways to produce compounds
that make up all other substances on Earth (PS.3 b). apply scientific principles to develop a plan to separate a
mixture (PS.3 b)
 Chemical changes include a rearrangement of the atoms of
one or more substances, leading to the formation of at least  compare ionic and covalent bonding (PS.3 c)
one new substance with different chemical properties.  apply scientific principles to predict if an ionic or covalent
Examples of chemical changes include (but are not limited bond will form when main group metals and non-metals
to) rust forming on an iron nail, burning wood, cooking an are chemically combined (PS.3 c)
egg (PS.3 b).
 identify the reactants and products in a given chemical
 Chemical changes involve the breaking and making of

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 130
 Enduring Understanding Essential Knowledge and Practices
chemical bonds. If the total energy required to break bonds equation (PS.3 d)
in the reactants is more than the total energy released when  apply the law of conservation of matter to balance simple
new bonds are formed in the products, the reaction is chemical equations (PS.3 d).
endothermic. If the total energy required to break bonds in
the reactants is less than the total energy released when
new bonds are formed in the products, the reaction is
exothermic (PS.3 b). Students are not expected to indicate
the type of reaction (synthesis, decomposition, and
replacement reactions).
 To become chemically stable, the atoms of elements gain,
lose, or share electrons (PS.3 c).
 Compounds consist of two or more elements that are
chemically combined in a fixed ratio (PS.3 c).
 A chemical formula is a mathematical model that displays
the number of atoms of each element that form a chemical
compound (e.g., H2O2, C6H12O6) (PS.3 c).
 Compounds can be classified as ionic or covalent based on
the type of chemical bonds they contain (PS.3 c).
 When a metallic element reacts with a non-metallic
element, their atoms gain and lose electrons respectively,
forming ionic bonds. Generally, when two nonmetals
react, atoms share electrons, forming covalent (molecular)
bonds (PS.3 c).
 A chemical equation represents the changes that take place
in a chemical reaction. The chemical formulas of the
reactants are written on the left, an arrow indicates a
change to new substances, and the chemical formulas of
the products are written on the right (PS.3 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 131
 Enduring Understanding Essential Knowledge and Practices
 The law of conservation of matter (mass) states that
regardless of how substances within a closed system are
changed, the total mass remains the same (PS.3 d).

PS.4 The student will investigate and understand that the periodic table is a model used to organize elements based on their
atomic structure. Key uses include
a) symbols, atomic numbers, atomic mass, chemical groups (families), and periods are identified on the periodic table;
and
b) elements are classified as metals, metalloids, and nonmetals.

Central Idea: The periodic table is a foundational organizational tool that outlines knowledge about matter in the discipline of
chemistry. Memorizing information is not nearly as important as being able to use the tool to understand the interactions and nature of
the elements that make up the natural world.
Vertical Alignment: Students begin their study of the atom in sixth grade. Included in the introduction to the atom are subatomic
particles, elements, the fundamentals of bonding, and the chemical equations to model a chemical reaction (6.5). In Chemistry,
students use the periodic table to predict trends within groups and periods and to predict bonding (CH.2).

Enduring Understandings Essential Knowledge and Practices

Predictable properties emerge when elements are arranged In order to meet this standard, it is expected that students will
according to the number of protons. The periodic table models  compare the location, charge, and relative mass of protons,
these patterns and can be used to predict properties of neutrons, and electrons in a single atom (PS.4 a)
elements.
 differentiate between atoms of an element and its isotopes
 All atoms of an element contain the same number of (PS.4 a)
protons and cannot be broken down into simpler
substances using chemical reactions (PS.4 a).  recognize that an atom’s identity is related to the number
of protons in its nucleus (PS.4 a)
 Each element is distinguished by the number of protons in
the nuclei of its atoms (atomic number). The number of  use the periodic table to obtain the following information

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 132
 Enduring Understandings Essential Knowledge and Practices
protons never changes in an atom during chemical or about the atom of an element: symbol, atomic number, and
physical changes (PS.4 a). atomic mass (PS.4 a)
 There are more than 118 known elements. Elements with  describe the organization of the periodic table in terms of
an atomic number greater than 92 are not found naturally atomic number, metals vs. nonmetals, and groups vs.
in measurable quantities on Earth. These elements are periods (PS.4 a)
artificially produced in a laboratory setting (PS.4 a).  use basic information provided for an element (atomic
 The periodic table is a tool used to organize information mass, atomic number, symbol, and name) to determine its
about the elements. The boxes in the periodic table are place on the periodic table (PS.4 a)
arranged in increasing order of atomic number (PS.4 a).  recognize that the number of electrons in the outermost
 Although an element’s atoms all have the same number of energy level determines an element’s chemical properties
protons, they can have different numbers of neutrons (PS.4 or chemical reactivity (PS.4 a)
a).  classify a given element as metal, nonmetal, or metalloid
 Atomic mass is equivalent to the number of protons and based on its position in the periodic table (PS.4 b)
neutrons in the atom of an element (PS.4 a).  given a chemical formula of a compound, identify the
 Atoms of an element with differing numbers of neutrons elements and the number of atoms of each that comprise
are known as isotopes, which leads to a different atomic the compound (PS.4 b).
mass; however, the chemical properties of the isotopes are
the same. The atomic mass presented in the periodic table
represents a population-weighted average of naturally
occurring isotopes (PS.4 a).
 Gaining or losing electrons makes an atom an ion. An ion
has different chemical properties than the original atom
(PS.4 a).
 Elements in the same column (group or family) of the
periodic table have similar properties because they contain
the same number of electrons in their outer energy level
(valence) (PS.4 a). Students are not expected to indicate
the number of valence of electrons of any atom.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 133
 Enduring Understandings Essential Knowledge and Practices

 The horizontal rows of the periodic table are called periods

(PS.4 a). Students are not expected to indicate the number
of principal energy levels.
 The vertical columns in the table are called groups. They are
also commonly referred to as families. Elements in the same
group share many physical and chemical properties because
they contain the same number of electrons in their outer
energy level (valence) (PS.4 a).
 Elements on the left side of the periodic table are metals
(PS.4 b).
 Elements have fewer metallic properties as one reads from
left to right across the periodic table (PS.4 b).
 The nonmetals are located to the right of the stair-step line
on the periodic table (PS.4 b).
 Metalloids, which occur along the stair-step line, have both
metallic and non-metallic properties (PS.4 b).

PS.5 The student will investigate and understand that energy is conserved. Key ideas include
a) energy can be stored in different ways;
b) energy is transferred and transformed; and
c) energy can be transformed to meet societal needs.

Central Idea: Energy is a quantifiable property of a system that depends on the motion and interactions of matter and radiation
within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as,
within the system, energy is continually transferred from one object to another between various forms.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 134
Vertical Alignment: Students investigate energy and energy transformations in fifth grade (5.2). The study of these transformation is
continued in sixth grade as students focus on sun as the primary source of energy (6.4). Mathematical processes will be applied to
matter and energy interactions in Physics (PH.4).

Enduring Understandings Essential Knowledge and Practices

Energy is the ability to cause change. Energy can be transferred In order to meet this standard, it is expected that students will
between components in a system and transformed from one form  identify and give examples of common forms of energy
to another. (PS.5 a)
 Energy exists in two states: potential and kinetic (PS.5 a).  recognize examples of energy causing change (PS.5 a)
 Potential energy is energy based on position or chemical  differentiate between kinetic and potential energy (PS.5 a)
composition. Potential energy can be in the form of
chemical energy (energy in bonds), nuclear energy (the plan and conduct observational and/or experimental
energy that holds the nucleus of an atom together), elastic investigations related to transformations of kinetic and
energy (energy in objects that have a restorative force, such potential energy (PS.5 a)
as springs or rubber bands) and gravitational potential generate, analyze, and interpret data in tables, graphs, charts,
energy (energy of place or position) (PS.5 a). diagrams, and/or other displays to compare relative amounts
 Kinetic energy is energy of motion. Kinetic is the motion of potential and kinetic energy (PS.5 a)
of waves, electrons, molecules, or an object (PS.5 a). construct and use models to show that different amounts of
 When the motion energy of an object changes, there is potential energy are stored in the system when the
inevitably some other change in energy at the same time arrangement of objects interacting at a distance changes
(PS.5 a). (PS.5 a)
 Important forms of energy include radiant, thermal, plan and conduct experimental and/or observational
chemical, electrical, mechanical, and nuclear (PS.5 a). investigations to provide evidence that energy can be
transferred and transformed between its different forms
 Visible light is a form of radiant energy and sound is a (PS.5 b)
form of mechanical energy (PS.5 a).
 identify the energy transformations that occur when energy
 The law of conservation of energy states that energy is used to run a device in the home or school (PS.5 b)
cannot be created or destroyed but only changed from one
form to another (PS.5 b).  identify the energy transformations that occur between
radiant energy in sunlight and the food we eat (PS.5 b)
 In any energy transfer and transformation, some of the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 135
 Enduring Understandings Essential Knowledge and Practices
energy goes into the environment as thermal energy (PS.5 plan and conduct an investigation related to energy transfer
b). through conduction, convection, and radiation (PS.5 b)
 Thermal energy is transferred by conduction, by generate, analyze, and interpret data in graphs, charts,
convection, and by radiation (PS.5 b). diagrams, and/or other displays related to thermal energy
 The amount of kinetic energy in a substance is directly transfer through conduction, convection, and radiation (PS.5
proportional to its Kelvin temperature (PS.5 b). b)
 Heat is the transfer of thermal energy between substances apply scientific principles to design, construct, and test a
due to a difference in temperature. As thermal energy is device that either minimizes or maximizes thermal energy
added, the temperature of a substance increases. The transfer (PS.5 b)
exception is when a phase change occurs (PS.5 b).  compare Celsius and Kelvin temperature scales and use
 A change in state (phase change) occurs when thermal them to describe absolute zero (PS.5 b)
energy is added or taken away from a system. There is no  explain absolute zero in terms of molecular movement
change in temperature during a phase change (freezing, (kinetic energy) (PS.5 b)
melting, condensing, evaporating, boiling, and vaporizing)
as this energy is being used to make or break bonds between  use scientific principles to explain the function of a
molecules (PS.5 b). thermometer (PS.5 b)
 Energy is spontaneously transferred out of hotter regions or analyze a time/temperature graph of a phase change to
objects and into colder ones (PS.5 b). determine the temperature at which the phase change
occurs (freezing point, melting point, or boiling point)
 Temperature is the average kinetic energy of molecules of (PS.5 b)
a substance. Increased temperature means greater kinetic
energy of the molecules in the substance being measured, ask questions and define problems related to electrical
and most substances expand when heated. The temperature energy production in Virginia (PS.5 c)
of absolute zero (-273oC/0 K) is the theoretical temperature  describe energy systems, to include transformations in nature
at which molecular motion stops (PS.5 b). and those that are used to meet societal needs (PS.5 c)
 The amount of energy transfer needed to change the evaluate and use credible, accurate, and unbiased sources of
temperature of a matter sample by a given amount depends print and electronic media to gather and summarize scientific
on the nature of the matter, the size of the sample, and the and technical information to describe how energy and fuels
environment (PS.5 b). (fossil, renewable, and nuclear) are derived from natural

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 136
 Enduring Understandings Essential Knowledge and Practices
Energy and fuels that humans use derive from natural sources, resources and how their uses affect the environment (PS.5 c).
and their use affects the environment in multiple ways. Some
resources are renewable over time and others are not.
 Humans depend on Earth’s land, ocean, atmosphere, and
biosphere for many different resources. Minerals, fresh
water, and biosphere resources are limited, and many are not
renewable or replaceable over human lifetimes. These
resources are distributed unevenly around the planet as a
result of past geological processes. Renewable energy
resources, and the technologies to exploit them, are being
rapidly developed (PS.5 c).
 Electrical energy is produced through a series of energy
transformations from a variety of original forms which
include coal, oil, solar, nuclear, wind, biomass, and natural
gas (PS.5 c).
 Nuclear energy is the energy stored in the nucleus of an
atom. This energy can be released by joining nuclei together
(fusion) or by splitting nuclei (fission), resulting in the
conversion of minute amounts of matter into energy. In
nuclear reactions, a small amount of matter produces a large
amount of energy. However, there are potential negative
effects of using nuclear energy, including the dangers of
radioactive nuclear waste storage and disposal (PS.5 c).

PS.6 The student will investigate and understand that waves are important in the movement of energy. Key ideas include
a) energy may be transferred in the form of longitudinal and transverse waves;
b) mechanical waves need a medium to transfer energy;
c) waves can interact; and
d) energy associated with waves has many applications.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 137
Central Idea: Waves transfer energy and can exist in the form of longitudinal and transverse waves. Wave interactions include
reflection, refraction, diffraction, and interference.
Vertical Alignment: Students are introduced to the concept of waves in fifth grade through the study of sound and visible light (5.5).
In Physics, the concept of waves is extended to include all waves and their role in transferring energy (PH.5).

Enduring Understandings Essential Knowledge and Practices

Waves transmit energy from one place to another without a In order to meet this standard, it is expected that students will
permanent transfer of mass.  describe the role of waves in transferring energy (PS.6 a)
 One wavelength is measured from any point on a wave to the  explain the relationship between frequency and wavelength
corresponding point on the next wave (PS.6 a). (PS.6 a)
 The amplitude of a wave depends on the type of wave and construct and use models and simulations to represent
will be described for two types below. As the energy carried waves, including how the amplitude of a wave is related to
by a wave increases, the amplitude of the wave increases its energy (PS.6 a)
(PS.6 a).
model a longitudinal (compression) wave and diagram,
 Wave frequency is the number of waves produced over a label, and describe the components (wavelength,
given period. There is an inverse relationship between compression, and frequency) (PS.6 a)
frequency and wavelength. As the frequency of a wave
increases, wavelength decreases. A wave with a higher model a transverse wave and diagram, label and describe
frequency (shorter wavelength) carries more energy than a the components (wavelength, amplitude, frequency, crest,
wave with a lower frequency (longer wavelength) (PS.6 a). and trough) (PS.6 a)
 The speed of a wave is defined as the distance a point on a  compare longitudinal and transverse waves and their
wave travels over time. It is expressed in units of characteristics (PS.6 a)
meters/second (m/s). Waves can reflect, refract, and plan and conduct investigations related to the refraction,
diffract (PS.6 a). reflection, and diffraction of longitudinal and transverse
 Refraction occurs when a wave passes through different waves (PS.6 a)
materials, resulting in a change in the speed of the wave develop and use a model to describe mechanical waves being
(PS.6 a). reflected, absorbed, or transmitted through various materials
 Reflection occurs when a wave bounces from a surface back (PS.6 b)
toward its source (PS.6 a). plan and conduct an investigation related to sound (the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 138
 Enduring Understandings Essential Knowledge and Practices
 Diffraction is a characteristic of all wave types and occurs investigation may be a complete experimental design or
when a wave encounters irregular surfaces. This causes the may focus on systematic observation, description,
waves to change direction and be scattered. Diffraction is measurement, and/or data collection and analysis) (PS.6 b)
the bending of longitudinal waves around small obstacles interpret graphs and charts to determine factors that
or the spreading out of waves beyond openings (PS.6 a). determine the speed of sound through various materials
 Longitudinal waves are caused by vibrations carried through (PS.6 b)
a substance, sometimes referred to as a medium (solid,  identify the property of a sound wave that corresponds to its
liquid. or gas) (PS.6 a). loudness (PS.6 b)
 When energy is being transferred through a medium by a apply scientific principles to compose an argument as to
longitudinal wave, the particles of the medium vibrate back which of several wires of different lengths would produce
and forth along the same path that the wave travels. The the highest-pitch sound (PS.6 b)
particles in a longitudinal wave do not move along the wave
—only energy travels from one place to another (PS.6 a).  identify examples illustrating interference and/or resonance
of transverse or longitudinal waves (PS.6 c)
 A compression (longitudinal) wave consists of a repeating
pattern of compressions and rarefactions. Wavelength is evaluate and use credible, accurate, unbiased sources of print
measured as the distance from one compression to the next and electronic media to gather and summarize scientific and
compression (PS.6 a). technical information about technological applications of
sound and water waves and how each application functions
 The amplitude of a longitudinal wave is the largest distance (PS.6 d).
the particles vibrate from their rest (starting) positions. A
wave with greater amplitude carries more energy. For
example, a longitudinal sound wave with greater amplitude
will be louder than one with less amplitude (PS.6 a).
 When energy passes through a medium (matter) in a
transverse wave, particles vibrate in an up-and-down motion.
The particles move across, or at right angles to, the direction
the wave is going. A wave moving on a rope is an example
of a transverse wave. Radiant energy travels in transverse
waves (PS.6 a).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 139
 Enduring Understandings Essential Knowledge and Practices
 A wavelength on a transverse wave is the distance from one
point to the next corresponding point (e.g., from the tip of
one crest to the tip of the next crest) (PS.6 a).
 The amplitude of a transverse wave is the distance from the
rest position to the crest of a wave or to the trough of a wave.
It is the maximum distance the particles of a medium vibrate
from their rest position. A wave with a high amplitude
carries more energy than a wave with a small amplitude
carries (PS.6 a).
 Mechanical waves (also called compression or longitudinal
waves) are caused by vibrations carried through a substance,
sometimes referred to as a medium (solid, liquid. or gas).
When energy is being transferred through a medium by a
longitudinal wave, the particles of the medium vibrate back
and forth along the same path that the wave travels (e.g.,
vocal chords of a person, the vibrating string and sound
board of a guitar or violin, the vibrating prongs of a tuning
fork, or the vibrating diaphragm of a radio speaker) (PS.6 b).
 The speed of a longitudinal wave depends on several factors,
including the medium through which it travels. For example,
the speed of sound is slowest in a gas, faster in liquids, and
fastest in solids. Sound does not go through empty space (a
vacuum). Temperature also affects the speed of a
longitudinal wave. For example, the warmer the medium, the
faster sound travels (PS.6 b).
 Sound, a form of mechanical energy, is propagated through
longitudinal waves and needs a medium through which it is
transmitted (PS.6 b).
 Sound is caused when something vibrates, making particles

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 140
 Enduring Understandings Essential Knowledge and Practices
vibrate back and forth in the direction of the wave. Loudness
(of sounds) is related to the amplitude of the mechanical
wave. Greater amplitudes equate with louder sounds. Pitch
(of sounds) is related to the frequency of the mechanical
wave. Higher frequencies equate with higher pitches (PS.6
b).
 Interference is the addition of two or more waves, resulting
in a new wave pattern. Interference can be constructive or
destructive. Waves of the same type that encounter each
other pass through each other and exhibit interference
(PS.6 c).
 Resonance is the tendency of a system to vibrate at
maximum amplitude at certain frequencies. For instance,
when several musical instruments of the same kind play the
same notes, the waves may combine to produce a louder
sound (PS.6 c).
 Wave-based technology has many applications. Examples
include (but are not limited to) sonar, ultrasonography,
vehicle parking sensors, and wave power generators (PS.6
d).

PS.7 The student will investigate and understand that electromagnetic radiation has characteristics. Key ideas include
a) electromagnetic radiation, including visible light, has wave characteristics and behavior; and
b) regions of the electromagnetic spectrum have specific characteristics and uses.

Central Idea: All electromagnetic waves travel at the speed of light and exhibit the behavior and properties of waves. Due to the
amazing range of frequencies and wavelengths, diffraction and reflection vary greatly.
Vertical Alignment: Students are introduced to the concept of waves in fifth grade through the study of sound and visible light (5.5,
5.6). In Physics, the concept of visible light is expanded to include all forms of electromagnetic radiation (PH.5).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 141
 Enduring Understandings Essential Knowledge and Practices

Radiant energy travels through space in transverse waves of In order to meet this standard, it is expected that students will
varying lengths and frequencies. The different wavelengths  describe the wave behavior of visible light (PS.7 a)
and frequencies of radiant energy are referred to as
electromagnetic radiation.  compare the various types of electromagnetic waves in
terms of wavelength, frequency, and energy (PS.7 a)
 Electromagnetic radiation consists of changing electric
and magnetic fields (PS.7 a). construct and use models and simulations to represent how
waves are reflected, absorbed, or transmitted through
 All types of electromagnetic radiation travel at the speed various materials (PS.7 a)
of light but differ in frequency (PS.7 a).
 apply an understanding of the law of reflection to explain
 The sun gives off radiant energy of all frequencies in the why objects appear as specific colors (PS.7 a)
electromagnetic spectrum. The energy transmitted by
various wavelengths of radiant energy (electromagnetic  identify the images formed by concave, convex, and plane
radiation) may be converted to other forms of energy only mirrors (PS.7 a)
after it is absorbed by matter (PS.7 a). plan and conduct investigations related to the reflection of
 Scientists have divided the wavelengths of electromagnetic visible light (PS.7 a)
radiation (radiant energy) into a spectrum. Electromagnetic  identify the images formed by concave and convex lenses
waves are arranged on the electromagnetic spectrum (PS.7 a)
according to wavelength and frequency (PS.7 a).
plan and conduct investigations related to the refraction of
 The electromagnetic spectrum includes gamma rays, X- visible light (PS.7 a)
rays, ultraviolet, visible light, infrared, microwaves, and
radio waves (PS.7 a).  identify and explain in general terms the uses of mirrors and
lenses in everyday life (PS.7 b)
 Radio waves are the lowest-energy waves and have the
longest wavelength and the lowest frequency. Gamma  compare the various types of electromagnetic waves in
rays are the highest energy waves and have the shortest terms of wavelength, frequency, and energy (PS.7 b)
wavelength and the highest frequency. Visible light lies in  describe an everyday application of each of the major
between and makes up only a small portion of the forms of electromagnetic energy (PS.7 b).
electromagnetic spectrum (PS.7 a).
 Radiant energy travels in straight lines until it strikes an
object where it can be reflected, absorbed, or transmitted

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 142
 Enduring Understandings Essential Knowledge and Practices

(PS.7 a).
 When a wave encounters a new material, the new material
may absorb the energy of the wave by transforming it to
another form of energy, usually thermal energy. The
material may reflect the wave or the material may transmit
the wave, allowing it to pass through (PS.7 a).
 When visible light shines on an object, it is reflected,
absorbed, or transmitted through the object, depending on
the object’s material and the frequency (color) of the light
(PS.7 a).
 The color of an object is due to the wavelengths of
reflected visible light coming from the object to the
viewer’s eye. For example, when a ball looks blue, it is
because it reflects blue light wavelengths; other
wavelengths of visible light are absorbed by the ball. A
black object absorbs all wavelengths of visible light (PS.7
a).
 Mirrors reflect light. The direction of the reflected light rays
is predicted by the law of reflection (PS.7 a).
 The law of reflection states that the incident light ray, the
reflected light ray, and the normal surface of the mirror all
lie on the same plane. Furthermore, the angle of reflection
is equal to the angle of incidence (PS.7 a).
 A concave mirror focuses light rays to a point and produces
an upright, magnified image if the mirror is close to the
object (e.g., make-up mirrors). If the concave mirror is far
from the object, the image is inverted and smaller than the
object (PS.7 a).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 143
 Enduring Understandings Essential Knowledge and Practices

 A convex mirror spreads light rays and produces only

upright, smaller images (PS.7 a).
 The path that light travels can be traced as straight lines,
except at surfaces between different transparent materials
(e.g., air and water, air and glass) where the light path bends
(PS.7 a).
 As visible light travels through different media, it
undergoes a change in speed that may result in refraction
(PS.7 a).
 Refraction occurs when a wave passes through different
materials which results in a change in the speed of the wave
(PS.7 a).
 Lenses refract visible light rays. When visible light enters a
lens, it bends toward the thickest part of the lens (PS.7 a).
 Optical instruments such as cameras, telescopes, binoculars,
and microscopes use lenses and combinations of lenses to
change the path of light rays and produce a specific type of
image (PS.7 a).
 A concave lens spreads light rays, forming a smaller,
upright image (PS.7 a).
 A convex lens focuses light rays to a point. When the object
is far from the lens, the image formed is smaller and
inverted. When the object is close to the convex lens, the
image is larger than the object and is upright (PS.7 a).
 Electromagnetic radiation has many practical uses in
everyday life, such as in medicine, security, and
telecommunications (PS.7 b).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 144
 Enduring Understandings Essential Knowledge and Practices

 Electromagnetic radiation is used for communications and

transmission of information. The waves that are used in this
way are radio waves, microwaves, infrared radiation, and
visible light. Digitized signals encode and transmit
information more reliably than analog signals (PS.7 b).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 145
PS.8 The student will investigate and understand that work, force, and motion are related. Key ideas include
a) motion can be described using position and time; and
b) motion is described by Newton’s laws.

Central Idea: Newton’s laws of motion describe the relationship between a body and the forces acting upon it, and its motion in
response to those forces.

Vertical Alignment: The concept of force is interwoven throughout elementary science instruction. Fifth grade science lays a
foundation for motion depending on position and time and how forces, both of contact and at a distance, can affect motion (5.3). In
Physics, Newton’s laws continue to be a focus as students study velocity, acceleration, and linear, circular, and projectile motion
(PH.2).

Enduring Understanding Essential Knowledge and Practices

Object positions, force directions, and motions are compared In order to meet this standard, it is expected that students will
using a chosen reference frame and chosen units of size.  apply the concept of frame of reference to motion
 Speed is the change in position of an object per unit of scenarios (PS.8 a)
time. Speed always has a positive value and is non-  apply the concepts of speed, velocity, and acceleration
directional (PS.8 a). when describing motion (PS.8 a)
 Velocity is the speed an object moves. Velocity may have  compare the speed of two or more objects (PS.8 a)
a positive or a negative value depending on the direction of
the change in position (PS.8 a). develop hypotheses, identify constants, variables, and apply
repeated trials when conducting experimental investigations
 Acceleration is the change in velocity per unit of time. An related to motion (PS.8 a)
object moving with constant velocity has no acceleration.
A decrease or increase in velocity are considered make measurements and apply mathematical and
acceleration. A distance-time graph for an accelerating computational thinking to calculate and analyze speed,
object is always a curve. Objects moving with circular velocity, and acceleration (PS.8 a)
motion are constantly accelerating because direction (and generate, analyze, and interpret data in tables, graphs, charts,
hence velocity) is constantly changing (PS.8 a). diagrams, models, equations, and/or other displays related to
 Formulas (mathematical models) are used to calculate speed, motion (PS.8 a)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 146
 Enduring Understanding Essential Knowledge and Practices

velocity, and acceleration (PS.8 a). Students are not construct and use models and simulations to represent and/or
expected to memorize formulas. explain motion (PS.8 a)
 Graphs (2-D models) are constructed to better understand critique and improve an investigation about forces (PS.8 b)
relationships and patterns of motion (PS.8 a). Students are plan and conduct an investigation to provide evidence that
not responsible for describing more complex curves, only the change in an object’s motion depends on the sum of the
simple linear relationships. forces on the object and the mass of the object (PS.8 b)
Forces cause motion. Forces can cause objects to move, stop  differentiate between mass and weight (PS.8 b)
moving, change speed, or change direction. Newton’s laws
describe the motion of all common objects. Force is measured plan and conduct investigations related to mass and weight,
in Newtons (PS.8 b). collecting and analyzing data in metric and SI units where
appropriate (PS.8 b)
 The motion of an object is determined by the sum of the
forces acting on it; if the total force on the object is not zero,  identify situations that illustrate each of Newton’s laws of
its motion will change. The greater the mass of the object, motion (PS.8 b)
the greater the force needed to achieve the same change in  apply an understanding of scientific principles and laws to
motion. For any given object, a larger force causes a larger describe and predict motion (PS.8 b)
change in motion (PS.8 b).
construct and use models and simulations to represent and/or
 Mass and weight are not equivalent. Mass is the amount of explain Newton’s laws of motion (PS.8 b)
matter in a given substance. Weight is a measure of the
force due to gravity acting on a mass. Weight is measured plan and conduct an investigate regarding Newton’s second
in Newtons and mass in kilograms (PS.8 b). law of motion to show the relationship among force, mass,
 A variety of models can be used to illustrate Newton’s laws and acceleration (PS.8 b)
of motion (PS.8 b).  explain how force, mass, and acceleration are related (PS.8
 Newton’s first law states that an object at rest will remain at b)
rest and an object in motion will remain in constant straight apply Newton’s third law of motion to design a solution to a
motion unless acted on by an external force (PS.8 b). problem involving the motion of two colliding objects (PS.8
 Newton’s second law states that force equals mass times b)
acceleration. Net force and acceleration are directly  state the direction of motion after the interaction of two
proportional. As the net force increases, the acceleration

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 147
 Enduring Understanding Essential Knowledge and Practices

increases by the same proportion. Acceleration and mass are objects (PS.8 b)
inversely proportional (PS.8 b).  explain how the concept of work, force, and motion apply
 Newton’s third law states that for every force there is an to everyday uses and current technologies (PS.8 b)
equal and opposite force. Forces always occur in pairs  recognize the direction of the force of friction (PS.8 b)
(PS.8 b).
 explain why force must be exerted continually to keep an
 For any pair of interacting objects, the force exerted by the object sliding across a carpeted surface (PS.8 b)
first object on the second object is equal in strength to the
force that the second object exerts on the first, but in the  recognize examples of mechanical work (PS.8 b)
opposite direction (Newton’s third law) (PS.8 b). apply mathematical and computational thinking to solve
 Work is done when an object is moved through a distance basic problems related to work (PS.8 b)
in the direction of the applied force (PS.8 b). make measurements and apply mathematical and
 Friction impedes motion when two surfaces are in contact computational thinking to calculate the power of an object
(PS.8 b). (PS.8 b)
 Power is the rate at which work is done (PS.8 b). use models to illustrate and explain concepts related to work
and power (PS.8 b).
 A simple machine is a device that makes work easier.
Simple machines have different purposes: to change the
effort needed, to change the direction or distance through
which the force is applied, to change the speed at which the
resistance moves, or a combination of these. Due to
friction, the work put into a machine is always greater than
the work output (PS.8 b).

PS.9 The student will investigate and understand that there are basic principles of electricity and magnetism. Key ideas
include
a) an imbalance of charge generates static electricity;
b) materials have different conductive properties;
c) electric circuits transfer energy;
d) magnetic fields cause the magnetic effects of certain materials;

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 148
 e) electric current and magnetic fields are related; and
f) many technologies use electricity and magnetism.

Central Idea: Electricity is a form of energy resulting from the existence of charged particles (such as electrons or protons), either
statically as an accumulation of charge or dynamically as a current. In the majority of applications, it is the electron that is in motion to
transfer charge and thus create a flow of electrical current. Changing electric fields are the cause of magnetic fields and changing
magnetic fields can cause electrical charge to move.
Vertical Alignment: Students are introduced to the concept of electricity as a means of transmitting energy in fifth grade. This
energy is then transformed by devices into other forms of energy. Terminology concerning circuits are used as students build simple
circuits. Electromagnets are also introduced and constructed in fifth grade (5.4). In Physics, students will build on Physical Science
standards to include calculations using Ohm’s law as applied to series and parallel circuits (PH.8).

Enduring Understandings Essential Knowledge and Practices

Electric charge is a property of an object or system that affects In order to meet this standard, it is expected that students will
its interactions with other objects or systems containing charge. model the transfer of electrons that results in a static charge
 Friction can cause electrons to be transferred from one object (PS.9 a)
to another. The resulting imbalance in static electrical  provide examples of materials that are good electrical
charges can build up on an object and be discharged slowly conductors, semiconductors, and insulators (PS.9 b)
or rapidly. This is often called static electricity (PS.9 a).
apply scientific principles and the engineering process to
 A conductor is a material that transfers an electric current. use a battery, several wires, and a bulb to determine if an
An insulator is material that does not transfer an electric object is an electrical conductor or insulator and create a
current. A semiconductor is a material that is in between a model to help explain your solution (PS.9 b)
conductor and an insulator in terms of transferring electric
current (PS.9 b).  define and recognize examples of voltage, current, and
resistance in electric circuits (PS.9 c)
 Several factors affect how much electricity can flow through
a system. Resistance is a property of matter that affects the construct simple series and parallel circuits to determine
flow of electricity. Some substances have more resistance the relationship among voltage, resistance, and current
than others (PS.9 b). (PS.9 c)
 Voltage is the potential difference in charge between two  describe the energy flow and transformation in a circuit
points (PS.9 c). containing a power source and no more than three loads

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 149
 Enduring Understandings Essential Knowledge and Practices

 Current is the uniform flow of electrons through a circuit (PS.9 c)

(PS.9 c).  discuss the advantages of electronic over electrical circuits
 Resistance is a measure of the degree to which an object (PS.9 c)
opposes the passage of an electric current (PS.9 c). evaluate and use credible, accurate, and unbiased sources of
 Basic principles applicable to circuits include print and electronic media to gather and summarize scientific
o electrons need a complete, conducting pathway (circuit) and technical information about current applications of
o electrons must receive energy (voltage) from a source semiconductors (e.g., diodes and transistors) (PS.9 c)
o electrons move around the circuit, traveling from high to conduct an investigation and evaluate the experimental
low potential through a device (current) design to provide evidence that fields exist between objects
o electrons transfer energy to perform some useful function
exerting forces on each other, even though the objects are
(work) not in contact (PS.9 d)
o thermal energy is transferred to the surroundings (PS.9
c).  identify technologies that utilize electromagnetism (PS.9 e)
 An electronic circuit is composed of individual electronic  apply an understanding of electromagnetic induction to
components, such as transistors and diodes, connected by explain the current produced when a coil of wire is moved
conductive wires through which electric current can flow. through a magnetic field (PS.9 e)
Many common devices utilize electronic circuits (PS.9 c). plan and conduct an investigation to determine the factors
Students are not responsible for describing other that affect the strength of electric and magnetic forces
components of electronic circuits such as capacitors, (PS.9 e)
inductors, and resistors.
 compare generators and motors and how they function
 Electronic circuits have advantages over electric circuits, (PS.9 f)
providing transfer of data and miniaturization (PS.9 c).
 identify everyday appliances and technologies that utilize
 Transistors are semiconductor devices made from silicon, motors and generators (PS.9 f).
and other semiconductor materials. These are used to
amplify electrical signals (in stereos or radios) or to act like a
light switch, turning the flow of electricity on and off (PS.9
c).
 Forces that act at a distance can be explained by fields that

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 150
 Enduring Understandings Essential Knowledge and Practices

extend through space and can be mapped by their effect on a

test object (PS.9 d).
Electric and magnetic (electromagnetic) forces can be
attractive or repulsive. The sizes of these forces depend on the
magnitudes of the charges, currents, or magnetic strengths
involved and on the distances between the interacting objects.
Many technologies use principles of electromagnetism to
operate.
 Moving electricity can produce a magnetic field and cause
iron and steel objects to act like magnets (PS.9 e).
 Electromagnets are temporary magnets that lose their
magnetism when the electric current is removed. Both a
motor and a generator have magnets (or electromagnets)
and a coil of wire that creates another magnetic field (PS.9
e).
 Changing magnetic fields can produce electrical current in
conductors. This phenomenon is called electromagnetic
induction (PS.9 e).
 A generator is a device that converts mechanical energy
into electrical energy. Most of the electrical energy we use
comes from generators (PS.9 f).
 Electric motors convert electrical energy into mechanical
energy that is used to do work. Examples of motors include
those in many household appliances, such as blenders and
washing machines (PS.9 f).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 151
 Biology

The Biology standards are designed to provide students with a detailed understanding of living systems. Students investigate
biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the
changes in organisms through time. Skills necessary to examine scientific explanations, conduct experiments, analyze and
communicate information, and gather and use information in scientific literature continues to be important. The importance of
scientific research that validates or challenges ideas is emphasized at this level. Tools and technology, including calculators,
computers, probes and sensors, and microscopes are used when feasible. Students will use chemicals and equipment safely.
Mathematics, computational thinking, and experiences in the engineering design process are important as students advance in their
scientific thinking.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.
BIO.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask questions that arise from careful observation of phenomena and/or organisms, from examining models and
theories, and/or to seek additional information
 determine which questions can be investigated within the scope of the school laboratory or field to determine
relationships between independent and dependent variables
 generate hypotheses based on research and scientific principles
 make hypotheses that specify what happens to a dependent variable when an independent variable is
manipulated
b) planning and carrying out investigations
 individually and collaboratively plan and conduct observational and experimental investigations

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 152
  plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of
environmental, social, and personal effects
 determine appropriate sample size and techniques
 select and use appropriate tools and technology to collect, record, analyze, and evaluate data
c) interpreting, analyzing, and evaluating data
 construct and interpret data tables showing independent and dependent variables, repeated trials, and means
 construct, analyze, and interpret graphical displays of data
 use data in building and revising models, supporting an explanation for phenomena, or testing solutions to
problems
 analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an
optimal design solution
d) constructing and critiquing conclusions and explanations
 make quantitative and/or qualitative claims regarding the relationship between dependent and independent
variables
 construct and revise explanations based on valid and reliable evidence obtained from a variety of sources
including students’ own investigations, models, theories, simulations, and peer review
 apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions
 compare and evaluate competing arguments or design solutions in light of currently accepted explanations and
new scientific evidence
 construct arguments or counterarguments based on data and evidence
 differentiate between a scientific hypothesis and theory
e) developing and using models
 evaluate the merits and limitations of models
 develop, revise, and/or use models based on evidence to illustrate or predict relationships
 develop and/or use models to generate data to support explanations, predict phenomena, analyze systems,
and/or solve problems
f) obtaining, evaluating, and communicating information
 compare, integrate, and evaluate sources of information presented in different media or formats to address a
scientific question or solve a problem
 gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing
the evidence and credibility of each source
 communicate scientific and/or technical information about phenomena in multiple formats

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 153
Biology Content

BIO.2 The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas
include
a) water chemistry has an influence on life processes;
b) macromolecules have roles in maintaining life processes;
c) enzymes have a role in biochemical processes;
d) protein synthesis is the process of forming proteins which influences inheritance and evolution; and
e) the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

Central Idea: Organisms are complex systems that require energy and materials to support biochemical processes that maintain
metabolism.

Vertical Alignment: Students are introduced to the fundamental life processes in Life Science to include the transfer of energy
through photosynthesis and cellular respiration, the flow of matter via the carbon, water, and nitrogen cycles, and the role of DNA in
making proteins (LS.4, LS.5, LS.10). In Biology, these life processes are explored at greater depth as students explore the mechanics
of each of these processes and the effects of the processes at the system level (cellular, organism, population, and ecosystem).

Enduring Understandings Essential Knowledge and Practices

The structure of an object or living thing determines many of its In order to meet this standard, it is expected that students will
properties and functions.  relate the chemical and physical properties of water that
 Water has chemical and physical properties that facilitate contribute to metabolism (BIO.2 a)
metabolic activities in living cells. Water is a solvent and  recognize that living cells are composed of relatively few
dissolves chemicals, minerals, and nutrients that are used to elements (BIO.2 b)
support life processes. The polarity of water molecules
causes them to be strongly attracted to one another and gives  differentiate the four major categories of macromolecules
rise to surface tension and cohesion. Water is also a thermal (lipids, carbohydrates, proteins, and nucleic acids) through
regulator in living systems (BIO.2 a). their primary roles and functions (BIO.2 b)
 Carbon and other elements play a key role in determining the  describe the structure of enzymes and explain their role in
structure and function of macromolecules needed to sustain acting as catalysts to control the rate of metabolic reactions
life processes. Life processes include growth and repair, (BIO.2 c)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 154
 Enduring Understandings Essential Knowledge and Practices
reproduction, gas exchange, metabolism, and response plan and conduct an investigation to determine the effect of
(BIO.2 b). an enzyme on a biochemical reaction and apply biological
principles and evidence to explain the results (BIO.2 c)
 Cells make a variety of macromolecules needed for life
processes from a relatively small set of monomers. These  explain the process of protein synthesis, including
macromolecules include carbohydrates, proteins, nucleic transcription and translation (BIO.2 d)
acids, and lipids (BIO.2 b).  use a DNA or RNA codon chart to determine protein
 Carbon, hydrogen, and oxygen from sugar molecules may strands based on a segment of nucleic acid (BIO.2 d)
combine with other elements to form amino acids and/or  explain how biological systems use energy and matter to
other large carbon-based molecules (BIO.2 b). maintain organization, to grow, and to reproduce (BIO.2 e)
The structure of enzymes moderates their function in chemical illustrate and explain the process in which photosynthesis
reactions in living things. transforms light energy into stored chemical energy (BIO.2
 Enzymes are a group of proteins that function to moderate e)
the rate of metabolic reaction by acting as catalysts (BIO.2  explain the interrelatedness of photosynthesis and cell
c). respiration, including energy transfer (BIO.2 e)
The structure of DNA serves as a code for the production of  describe how the presence of oxygen affects the amount of
proteins through the process of protein synthesis. energy available to an organism (BIO.2 e).
 Proteins carry out the essential functions of life processes
through systems of specialized cells (BIO.2 d).
 Protein synthesis is a biochemical process that uses
information coded in DNA to construct proteins (BIO.2 d).
Sustaining life processes requires substantial energy and matter
inputs. The complex structural organization of organisms
accommodates the capture, transformation, and elimination of
the matter and energy needed to sustain life.
 As matter and energy flow through different organizational
levels of living systems, chemical elements are recombined
in different ways to form different products. As a result of

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 155
 Enduring Understandings Essential Knowledge and Practices
these complex chemical processes, energy is transferred
from one system of interacting molecules to another
(BIO.2 e).
 The breakdown of nutrient molecules provides energy to
the cell. This energy is stored in specific chemicals that are
used to carry out the life functions of the cell (BIO.2 e).
 Metabolism refers to all interactions among molecules
within the well-ordered environment of the cell.
Photosynthesis and cellular respiration are two important
metabolic activities within living cells important in the
transfer and transformation of energy for life processes.
Energy transfer and transformation are subject to
conservation laws (BIO.2 e).
 Chloroplasts and mitochondria act as change agents within
the cells of plants to make energy available for life
processes (BIO.2 e).
 Plant cells and many microorganisms use solar energy to
combine molecules of carbon dioxide and water into
complex, energy-rich organic compounds and release
oxygen into the environment (BIO.2 e).
 Chloroplasts convert radiant energy from sunlight into
chemical energy with the help of the pigment chlorophyll.
Chlorophyll aids in the energy transformation of sunlight
(radiant energy) to chemical energy in sugar (BIO.2 e).
 The sugar molecules produced from photosynthesis can be
used immediately by plants and animals for energy, stored
for later use, or rearranged into other compounds to carry
out life processes (BIO.2 e).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 156
 Enduring Understandings Essential Knowledge and Practices
 Within individual organisms, food moves through a series
of chemical reactions in which it is broken down and
rearranged to form new molecules, to support growth, or to
release energy. In most animals and plants, oxygen reacts
with carbon-containing molecules (sugars) to provide
energy (in the form of ATP) and produce carbon dioxide
and water (BIO.2 e).
 Cellular respiration is a chemical reaction in which the
bonds of food molecules and oxygen molecules are broken
and new compounds are formed that store energy in a
useful form for use by living cells (BIO.2 e). Students are
not expected to know the complex multistep processes of
photosynthesis and respiration.
 The energy released during cellular respiration comes from
chemical bonds. When these bonds are broken, energy is
released. Most of this energy is lost as thermal energy but
some is captured in the bonds of small molecules of ATP.
ATP bonds are broken each time energy is needed by the
cell for life processes (BIO.2 e).

BIO.3 The student will investigate and understand that cells have structure and function. Key ideas include
a) the cell theory is supported by evidence;
b) structures in unicellular and multicellular organisms work interdependently to carry out life processes;
c) cell structures and processes are involved in cell growth and division;
d) the structure and function of the cell membrane support cell transport; and
e) specialization leads to the development of different types of cells.

Central Idea: All living things are composed of cells. Although there are many different types of cells in terms of size, structure, and
function, all cells have certain characteristics in common. The cell theory encapsulates the current understanding of the cell. Both
theories and laws describe natural phenomena and are equal in terms of scientific validity.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 157
Vertical Alignment: Students are introduced to cell structure as a critical part of the system that allows for processes such as
photosynthesis, cellular respiration, and asexual reproduction (mitosis) in Life Science (LS.2). In Biology, students learn of the role of
cells in performing and maintaining life processes in both unicellular and multicellular organisms. The processes include, but are not
limited to, mitosis and meiosis, protein synthesis, aerobic and anaerobic respiration, photosynthesis and cellular respiration, and cell
transfer.

Enduring Understandings Essential Knowledge and Practices

The cell theory is a shared understanding that encapsulates our In order to meet this standard, it is expected that students will
current understanding of the cell. The development of this  provide examples to illustrate how additions to the original
theory illustrates the nature of science. cell theory illustrate the nature of science (BIO.3 a)
Advances in science and technology have added to our  differentiate among a scientific hypothesis, theory, and law
understanding of the cell. In addition to the original three tenets (BIO.3 a)
of the cell theory (which students learned about in Life Science),
the current cell theory contains the following: metabolism  compare how life processes are maintained within cells and
occurs within cells, hereditary information (DNA) is passed within organisms (BIO.3 b)
from one cell to another, and all cells have the same basic  explain how the organelles function individually and in a
composition (BIO.3 a). Students are not responsible for system to support life processes (BIO.3 b)
describing the contributions of specific scientists.
 explain how the levels of cellular organization contribute
Organisms are complex, organized systems built on a to division of labor in multicellular organisms (BIO.3 b)
hierarchical structure, with each level providing the matter and
energy foundations for the next. This occurs from the chemical use an argument supported by evidence for how the body is
foundation of elements and atoms, to the cells and systems of a system of interacting subsystems composed of groups of
individual organisms, to species and populations living and cells (BIO.3 b)
interacting in complex ecosystems. plan and conduct an investigation to provide evidence that
 Multicellular organisms have a hierarchical structural mechanisms maintain homeostasis within living things,
organization, in which any one system is made up of such as heart rate response to exercise, stomate response to
numerous parts and is itself a component of the next level moisture and temperature, and root development in
(BIO.3 b). response to water levels (BIO.3 b)
 Cells and organisms have structures that perform specific model and describe the parts of cell cycle to include the
functions that allow for the movement of matter and processes involved in each stage of mitosis (BIO.3 c)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 158
 Enduring Understandings Essential Knowledge and Practices
energy to maintain life processes (BIO.3 b).  explain the importance of DNA replication in cell division
(BIO.3 c)
 Some organisms exist as a single cell, while others are
composed of many cells, each specialized to perform  describe how the composition of the cell membrane
distinct metabolic functions. A single-celled organism has contributes to cell function (BIO.3 d)
to conduct all life processes by itself. A multicellular construct and use models and simulations to represent and
organism has groups of cells that specialize to perform explain how substances move across the cell membrane by
specific functions (BIO.3 b). osmosis, diffusion, facilitated diffusion, and active
 Cellular activities necessary for life include chemical transport; evaluate the limitations of models used when
reactions that facilitate energy acquisition, reproduction, appropriate (BIO.3 d)
and the maintenance of life processes (BIO.3 b).  describe how the cell’s surroundings influence the
Reproduction is a life process by which living things transfer direction and type of cell transport (BIO.3 d)
genetic information to their offspring. Reproduction (of cells plan and conduct investigations related to how
and organisms) is essential to the existence of all living things. concentration affects the rate of diffusion across a
In multicellular organisms, cell division creates new cells for semipermeable membrane, using proper sampling
growth, development, and repair. techniques, data collection, and analysis procedures (BIO.3
 A typical cell goes through a process of growth, d)
development, and reproduction called the cell cycle (BIO.3  compare the energy needed to move substances across the
c). cell membrane by osmosis, diffusion, facilitated diffusion,
 Mitosis refers to division of the nuclear material and and active transport (BIO.3 d)
produces two genetically identical cells. Cytokinesis is the  describe the role of cell specialization (or lack thereof) in the
division of the cytoplasm and organelles (BIO.3 c). life processes of unicellular and multicellular organisms
 During DNA replication, enzymes unwind and unzip the (BIO.3 e)
double helix and each strand serves as a template for  provide evidence to support the idea that a cell’s form fits its
building a new DNA molecule. Free nucleotides bond to function within a multicellular organism (BIO.3 e).
the template (A-T and C-G), forming a complementary
strand. The final products of replication are two identical
DNA molecules (BIO.3 c).
Living things must move materials into, out of, and within the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 159
 Enduring Understandings Essential Knowledge and Practices
cell.
 The life processes of a cell are maintained by the plasma
membrane, which is comprised of a variety of organic
molecules. The membrane controls the movement of
material in and out of the cell, communication between
cells, and the recognition of cells to facilitate multiple
metabolic functions (BIO.3 d).
 Substances can move across the cell membrane passively
(i.e., osmosis and diffusion) or actively (i.e., active
transport) (BIO.3 d).
 Two passive processes that allow for this exchange of
materials are diffusion and osmosis. These processes require
no energy on the part of the cell. Substances merely move
toward equilibrium (from an area of high concentration to an
area of low concentration) (BIO.3 d).
 The processes of diffusion, osmosis, and facilitated
diffusion require no energy (BIO.3 d).
 Active transport requires energy. Endocytosis and
exocytosis are examples of active transport (BIO.3 d).
A key concept in science is that form fits function. In
multicellular organisms, cells have specialized shapes that
enable them to perform specific roles within the organism.
 Organisms differ from one another in cell structure and
chemistry. The diversity that exists ranges from simple
prokaryotic cells to complex multicellular organisms
(BIO.3 e).
 Multicellular organisms possess different types of cells to
carry out life processes. Each specialized cell type has a

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 160
 Enduring Understandings Essential Knowledge and Practices
specific structure that helps it perform a specific function
(BIO.3 e).
 Organelles perform specific functions in the cell. Different
types of cells have different numbers and types of
organelles (BIO.3 e).

BIO.4 The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas
include
a) viruses depend on a host for metabolic processes;
b) the modes of reproduction/replication can be compared;
c) the structures and functions can be compared;
d) bacteria and viruses have a role in other organisms and the environment; and
e) the germ theory of infectious disease is supported by evidence.

Central Idea: Bacteria have diverse structures and metabolic functions and affect other organisms and the environment. Viruses have
similarities to living organisms but are not living, even though they affect host organisms.

Vertical Alignment: Students have studied the classification of organisms and general characteristics of each of the domains and
kingdoms in Life Science (LS.3); however, Biology is the first time students will take an in-depth look at both bacteria and viruses.

Enduring Understandings Essential Knowledge and Practices

Viruses can dramatically affect living things. The influenza, In order to meet this standard, it is expected that students will
West Nile, and Ebola viruses have killed millions of people.  explain in simple terms how viruses infect host organisms
Plants, too, can be infected by viruses. By studying viruses, (BIO.4 a)
scientists can develop vaccines and antiviral medicines to
reduce their lethality.  use evidence to support the description of bacteria as living
and viruses as nonliving (BIO.4 a)
 Viruses are small, infectious agents that replicate only
inside the living cells of organisms. Because viruses  compare a virus and a bacterium in relation to genetic

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 161
 Enduring Understandings Essential Knowledge and Practices
transmit DNA or RNA into the host cell, they can introduce material and reproduction (BIO.4 b, c)
genetic variation into the hosts. Viruses that infect bacteria  examine effects of bacteria and viruses on human health
may give an organism a selective advantage and enable it (BIO.4 d)
to fight off an infection (BIO.4 a).
provide an evidence-based explanation that connects the
 Viruses do not share many of the characteristics of living germ theory to the nature of science, such as describing the
organisms. Viruses are not cells. Basic viral structure effects of Pasteur’s and Koch’s experiments on the
consists of a nucleic acid core surrounded by a protein coat. understanding of disease transmission (BIO.4 e)
Viruses can reproduce only inside a living cell, the host cell
(BIO.4 a).  describe how germ theory exemplifies the nature of science
as supported by evidence (BIO.4 e)
 Viruses reproduce through the lytic cycle. The lysogenic
cycle results in delayed viral reproduction but eventually use evidence from scientific literature and research to
concludes with the lytic cycle (BIO.4 b). support a claim on the use or misuse of vaccines or
antibiotics (BIO.4 e).
 Virus structure consists of a nucleic acid (single or double-
stranded RNA or DNA) and a protein coat (capsid) which
serves as a protective covering (BIO.4 c).
 Viruses are important microbial predators that influence
global biochemical cycles and drive microbial evolution
(BIO.4 d).
Bacteria play important roles in the global ecosystem,
including a lead role in the cycling of nutrients (BIO.4 d).
 Bacteria reproduce sexually (conjugation) and asexually
(budding and binary fission). Sexual reproduction in
bacteria is rare (BIO.4 b). Students are not expected to
know other types of sexual reproduction in bacteria or the
mechanisms of either sexual or asexual reproduction in
bacteria.
 Bacteria can also be classified according to how they obtain
energy for cellular respiration or fermentation. Bacteria

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 162
 Enduring Understandings Essential Knowledge and Practices
may be heterotrophs, photoautotrophs, or chemoautotrophs
(BIO.4 c).

The germ theory is a shared understanding that encapsulates our

current understanding of disease transmission. The development
of this theory illustrates the nature of science.
 Throughout history, people have created explanations for
disease. The introduction of the germ theory led to the
understanding that many diseases are caused by
microorganisms. Changes in health practices have resulted
from the acceptance of the germ theory of disease (BIO.4
e).
 Modern health practices emphasize sanitation, the safe
handling of food and water, aseptic techniques to keep
germs out of the body, and the development of
vaccinations and other chemicals and processes to destroy
microorganisms (BIO.4 e).
 Vaccines and antibiotics are used to prevent or cure
diseases. Vaccines are used to prevent diseases by
exposing hosts to a dead or weakened forms of a virus.
The body’s immune system builds an immune response
that will be employed with future exposure to the same
virus. Antibiotics are used to cure a bacterial disease by
killing the bacterium (BIO.4 e).

BIO.5 The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include
a) DNA has structure and is the foundation for protein synthesis;
b) the structural model of DNA has developed over time;
c) the variety of traits in an organism are the result of the expression of various combinations of alleles;
d) meiosis has a role in genetic variation between generations; and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 163
 e) synthetic biology has biological and ethical implications.

Central Idea: Traits of living things are influenced by genetic makeup and can be predicted using genetic information. Genetic
information can be determined and altered through synthetic means.

Vertical Alignment: Students begin their study on the mechanisms for heredity in Life Science through an introduction to the
process of meiosis (LS.10). Although this process is introduced, the steps involved in meiosis are outside the scope of Life Science.
Students predict the probability of a trait being expressed with monohybrid crosses. Terminology is introduced in Life Science to
include: homozygous, heterozygous, dominant, recessive, gametes, genotype, and phenotype (LS.10).

Enduring Understandings Essential Knowledge and Practices

The structure and function of DNA are intimately linked. In order to meet this standard, it is expected that students will
 Scientists use 2-D, 3-D, and virtual models to represent the compare a variety of DNA models and evaluate them for
structure of DNA. Models are used when the object is too their effectiveness in explaining its structure and function
small or too complex to be studied directly (BIO.5 a). (BIO.5 a)
 DNA is a helical macromolecule consisting of nucleotides.  provide examples to illustrate how modern advances
Each nucleotide is identified by the base it contains: adenine related to DNA structure and function illustrate the nature
(A), guanine (G), cytosine (C) or thymine (T) (BIO.5 a). of science (BIO.5 b)
 Nucleotides are connected by covalently bonded sugar and  relate the expression of a phenotype to a given genotype
phosphate molecules (BIO.5 a). (BIO.5 c)
 The information encoded in DNA molecules provides use a Punnett square to predict all possible combinations of
instructions for assembling amino acids, which ultimately gametes and the likelihood that a given combination will
form protein molecules. The code for specific amino acids occur in monohybrid and dihybrid crosses (BIO.5 c)
is virtually the same for all life forms (BIO.5 a).  predict possible genotypes and phenotypes of non-Mendelian
 Modern advances (since 1990) in science and technology traits (BIO.5 c)
have added to our understanding of the structure of DNA  identify sources of genetic diversity and explain how it can
and its function (e.g., Sanger technique, Human Genome be an advantage for populations (BIO.5 c)
Project, sequencing chromosomes) (BIO.5 b). Students are
not responsible for describing the contributions of specific apply concepts of statistics and probability to explain the
scientists. variation and distribution of expressed traits in a population

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 164
 Enduring Understandings Essential Knowledge and Practices
A complex system functions to pass characteristics (traits) from (BIO.5 c)
one generation to the next. The interaction of heredity  describe in general terms the stages of meiosis and explain
mechanisms and the environment creates both stability from one the processes occurring at each stage; differentiate these
generation to the next and drives change that produces the from the end products of mitosis (BIO.5 d)
diversity of life on our planet.
 explain why meiosis is important for sexual reproduction
 All cells contain genetic information in the form of DNA (BIO.5 d)
molecules. Genes are regions in the DNA that contain the
instructions that code for the formation of proteins (BIO.5  compare the process of mitosis and meiosis and determine
a). which conditions are necessary for each process to occur
(BIO.5 d)
 Organisms transfer their genetic information to their
offspring when they reproduce (BIO.5 c). make and defend a claim based on evidence from scientific
literature that inheritable genetic variations may result from
 Sexual reproduction involves the production of sex cells o new genetic combinations through meiosis
(gametes). Sex cells each carry half the parent’s genetic o viable errors occurring during replication
material (on chromosomes) (BIO.5 c). o environmental factors (BIO.5 c, d)
 In sexual reproduction, each parent contributes half of the evaluate and use credible, accurate, and unbiased resources
genetic information acquired by the offspring, resulting in to gather and summarize scientific and technical information
variation between parent and offspring (BIO.5 c). about how genetic engineering tools and technologies can be
 Genes and chromosomes are present in pairs (e.g., allele B or used to alter the genome of an organism (BIO.5 e)
b) in individuals (for diploid organisms). All genes assort debate the pros and cons of synthetic biology (BIO.5 e)
independent of other genes during sex cell production in
meiosis. The probability of a sex cell containing either allele evaluate data from databases or experimentation to support
from the pair is 50 percent (BIO.5 c). an argument for the transmission of traits across generations
(BIO.5 e).
 Asexual reproduction produces offspring which are
genetically identical to the parent (mitosis) (BIO.5 c).
 Genetically diverse populations are more likely to survive
changing environments. Recombination and mutation
provide for genetic diversity. Some new gene combinations
have little effect, some can produce organisms that are

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 165
 Enduring Understandings Essential Knowledge and Practices
better suited to their environments, and others can be
deleterious (BIO.5 c).
 Each chromosome consists of a single, very long DNA
molecule, and each gene on the chromosome is a particular
segment of that DNA. The instructions for forming
species’ characteristics are carried in DNA. All cells in an
organism have the same genetic content, but the genes used
(expressed) by the cell may be regulated in different ways.
Not all DNA codes for a protein; some segments of DNA
are involved in regulatory or structural functions, and some
have no as-yet-known function (BIO.5 c).
 Mendel’s laws of heredity are based on his mathematical
analysis of observations of patterns of inheritance of
dominant-recessive traits (BIO.5 c).
 Geneticists apply mathematical principles of probability to
Mendel’s laws of heredity to predict the results of simple
genetic crosses. The laws of probability govern simple
genetic recombinations (BIO.5 c).
 A Punnett square is a mathematical model that shows the
probability of certain genetic combinations in offspring
(BIO.5 c).
 Genotype describes the genetic make-up of an organism
and phenotype describes the organism’s appearance based
on its genes. Phenotype describes the observable physical
or biochemical characteristics of the organism (BIO.5 c).
 Variations of dominant-recessive expression of alleles
include incomplete dominance and co-dominance (BIO.5
c). Students are not responsible for describing sex-linked

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 166
 Enduring Understandings Essential Knowledge and Practices
and polygenic inheritance.
In eukaryotes, heritable information is passed to the next
generation via processes that include the cell cycle and mitosis
or meiosis plus fertilization.
 Meiosis refers to division of the nuclear material.
Cytokinesis is the division of the cytoplasm and organelles
(BIO.5 d). Students are not responsible for identifying the
stages of meiosis.
 Many organisms combine genetic information from two
parents to produce offspring. Sex cells (gametes) are
produced through meiosis. This allows sexually
reproducing organisms to produce genetically differing
offspring and maintain their number of chromosomes
(BIO.5 c).
Science and technology are tightly linked. Technologies have
improved our understanding of DNA, its function, and how its
code can be manipulated for a variety of purposes.
 Genetic engineering techniques are used in a variety of
industries, in agriculture, in basic research, and in
medicine. There is great benefit in terms of useful products
derived through genetic engineering (e.g., human growth
hormone, insulin, and pest- and disease-resistant fruits and
vegetables) (BIO.5 e).
 Synthetic biology combines many different science
disciplines to design and build new biological parts,
devices, and systems. Synthetic biology has many different
applications (BIO.5 e).
 Tools and techniques are used in genetic engineering, such

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 167
 Enduring Understandings Essential Knowledge and Practices
as polymerase chain reaction, restriction enzymes, gel
electrophoresis, DNA ligase, bacterial plasmids, and
CRISPR have improved our ability to genetically alter the
DNA or organisms for a specific purpose. Synthetic
biology employs different tools, depending on the desired
product (BIO.5 e).

BIO.6 The student will investigate and understand that modern classification systems can be used as organizational tools for
scientists in the study of organisms. Key ideas include
a) organisms have structural and biochemical similarities and differences;
b) fossil record interpretation can be used to classify organisms;
c) developmental stages in different organisms can be used to classify organisms;
d) Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;
e) the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within
the Eukarya kingdoms; and
f) systems of classification are adaptable to new scientific discoveries.

Central Idea: Taxonomic classification is a hierarchal system for classifying organisms. Organisms are classified based on
physiological structures, embryology and ontogeny, and phylogenetic relationships. Evidence shows how species can change over
time. Species are related to varying degrees, which can be determined through evolutionary relationships.

Vertical Alignment: Students are introduced to the concept of classification in elementary science and the concept is expanded in
Life Science. Students learn characteristics of the domains and kingdoms and use this knowledge to classify organisms. Students are
also introduced to the major phyla of the plant and animal kingdoms (LS.3). In Biology, students will build on their classification and
taxonomy knowledge as they compare organisms using biochemical, cellular, and embryologic properties and fossil evidence.

Enduring Understandings Essential Knowledge and Processes

Classification relies on careful observation of patterns of In order to meet this standard, it is expected that students will
similarities and differences. Classification is useful in explaining  arrange organisms in a hierarchy according to similarities

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 168
 Enduring Understandings Essential Knowledge and Processes

relationships and organizing objects or processes into groups. and differences in structural and biochemical
characteristics (BIO.6 a)
 Organisms that live on Earth today, or once lived on Earth,
are classified into a hierarchy of groups and subgroups  recognize scientific names as part of a binomial
based on similarities of physiological structures, nomenclature (BIO.6 a)
embryology and ontogeny (development), and  compare structural characteristics of an extinct organism,
phylogenetic (evolutionary) relationships (BIO.6 f). as evidenced by its fossil record, with present, familiar
 The organisms that live on Earth today share many organisms (BIO.6 b)
physiologic structures and metabolic processes, including analyze and interpret data for patterns in the fossil record
cellular organization; common molecular mechanisms for that document the existence, diversity, extinction, and
energy transformation, utilization, and maintenance of life change of life forms throughout the history of life on Earth
processes; common genetic code; and mechanisms for the (under the assumption that natural laws operate today as in
transmission of traits from one generation to the next the past) (BIO.6 b)
(BIO.6 a, b, c).
interpret a cladogram or phylogenetic tree to make
 Evolutionary relationships can be represented using a inferences about the evolutionary relationships among
branching diagram called a cladogram or phylogenetic organisms (BIO.6 b)
tree, on which they are organized by shared, derived
characteristics (BIO.6 a, b, c, f).  recognize similarities in embryonic stages in diverse
organisms in the animal kingdom, from zygote through
 Biological classification (taxonomy) uses a systematic embryo, and infer relationships (BIO.6 c)
method to name, organize, and show how organisms are
related (BIO.6 d, e, f).  apply classification criteria to categorize examples of
organisms as representatives of the three domains:
 Binomial nomenclature is a standard way of identifying a Archaea, Bacteria, and Eukarya (BIO.6 d)
species with a scientific two-word name. The first word is
the genus name and the second is the species name.  apply classification criteria to categorize examples of
Species is the basic unit of classification (BIO.6 f). organisms as representatives of the six kingdoms:
archaebacteria, eubacteria, protista, fungi, plantae, and
 Similarities among organisms on the structural and animalia (BIO.6 e)
metabolic levels are reflected in the large degree of
similarity in proteins and nucleic acids of different  recognize new attributes (physical and chemical) that
organisms. Diversity is the product of variations in these affect the taxonomic group into which an organism is (or

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 169
 Enduring Understandings Essential Knowledge and Processes
molecules (BIO.6 a). was) placed (BIO.6 f).
 Information about relationships among living organisms
and those that inhabited Earth in the past is gained by
examining and interpreting the fossil record. Fossils
provide a time-ordered record of the unique characteristics
of organisms over millions of years. Data from fossils can
be used to infer phylogenetic relationships among existing
and extinct organisms (BIO.6 b).
A cladogram is a model (diagram) used to show relationships
among organisms. A cladogram uses lines that branch off in
different directions, ending at a group of organisms with a
common ancestor (clade) (BIO.6 b).
 Embryology is the study of an organism’s embryological
development and may reveal that there are features present
in early stages that that are absent in the adult form of the
organism (BIO.6 c).
 Information about the physical features and activities of
living things are organized into a hierarchy of increasing
specificity (BIO.6).
 Characteristics used to classify organisms into domains
include, but are not limited to, whether the organism is
prokaryotic vs. eukaryotic, differences in sequences of
nucleic acids (RNA), and the cell membrane and/or cell wall
structure (BIO.6 d).
Characteristics used to group organisms into kingdoms
include, but are not limited to, prokaryote vs. eukaryote,
unicellular vs. multicellular, cell wall vs. no cell wall, level of
organization of cells into tissues, autotroph vs. heterotroph,

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 170
 Enduring Understandings Essential Knowledge and Processes
and within heterotrophs, decomposer vs. ingestion (BIO.6 e).
 Protists are simple, predominately unicellular, eukaryotic
organisms (BIO.6 e).
 Fungi are unicellular or multicellular, eukaryotic organisms.
The cells of fungi have cell walls but are not organized into
tissues. They are heterotrophs and obtain nutrients through
absorption (BIO.6 e).
 Plants are multicellular, eukaryotic organisms. The cells of
plants have cell walls and are organized into tissues. Plants
are autotrophs and obtain nutrients through photosynthesis
and absorption. Plant divisions include mosses, ferns,
conifers, and flowering plants (BIO.6 e).
 Animals are multicellular, eukaryotic organisms. The cells of
animals do not have a cell wall. Animals are heterotrophs
and are mobile for at least a part of their life cycles (BIO.6
e).

BIO.7 The student will investigate and understand that populations change through time. Key ideas include
a) evidence is found in fossil records and through DNA analysis;
b) genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;
c) natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and
d) biological evolution has scientific evidence and explanations.

Central Idea: Similarities and differences in inherited characteristics of organisms alive today or in the past can be used to infer the
relatedness of any two species, changes in species over time, and lines of evolutionary descent. Speciation, extinction, and changes in
population genetics result from evolution.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 171
Vertical Alignment: Students learn about change over time as it relates to mutations that may lead to adaptations within a population
in Life Science. Natural selection, leading to the evolution of a population, is evidenced through fossil records, genetic information,
and anatomical comparisons (LS.11).

Enduring Understandings Essential Knowledge and Skills

Genetic variation, reproductive strategies, and environmental In order to meet this standard, it is expected that students will
pressures affect the survival of populations  determine the relative age of a fossil, given information
 A fossil is any evidence of an organism that lived long ago. about its position in the rock and absolute dating by
Scientists have used the fossil record to construct a history radioactive decay (BIO.7 a)
of life on Earth. Although there is not a complete record of  differentiate between relative and absolute dating based on
ancient life for the past 3.5 billion years, a great deal of fossils in biological evolution (BIO.7 a)
modern knowledge about the history of life comes from the
fossil record (BIO.7 a).  explain how advancements in our understanding of DNA
and its function contribute to the understanding that species
 Having similar DNA is a strong indicator that organisms change over time (BIO.7 a)
share a common ancestor. Identifying DNA sequences
through comparative genomics has helped to identify and provide evidence to support the argument that variations
better understand similarities in DNA sequences across for a given trait within a population may be helpful or
species (BIO.7 a). harmful to the survival of a population when
environmental pressures arise (BIO.7 b)
 Variations within a population for a given trait can arise
through mutations, gene flow, and sexual reproduction.  discuss sources of genetic variation within a population
Mutations are changes in the sequence of DNA nitrogenous (BIO.7 b)
bases. The accumulation of mutations within a population  describe the effect of reproductive strategies and rates on a
over time can result in changes to the gene pool. The population’s survival (BIO.7 b)
movement of genes from one population to another also
provides greater genetic variation. The genetic shuffling that predict the effects of environmental pressures on
takes place during meiosis and sexual reproduction populations (BIO.7 b)
introduces new gene combinations within a population  explain how natural selection leads to changes in gene
(BIO.7 b). frequency in a population over time (BIO.7 c)
 Organisms possess reproductive strategies and rates that  compare punctuated equilibrium with gradual change over
maximize the probability that their offspring, and thus the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 172
 Enduring Understandings Essential Knowledge and Skills
population, can survive (BIO.7 b). time (BIO.7 d)
 Populations produce more offspring than the environment construct an explanation for the anatomical similarities and
can support. Organisms with certain genetic variations will differences among modern organisms and between modern
be favored to survive and pass their variations on to the and fossil organisms to infer evolutionary relationships
next generation (BIO.7 b). (BIO.7 d)
 Variations within populations sometimes arise abruptly in  explain how advancements in genetic technology
response to strong environmental selective pressures contribute to the understanding that species change over
(BIO.7 b). time (BIO.7 a)
Natural selection is a mechanism that leads to adaptations and construct an explanation based on evidence that the process
may lead to the emergence of new species. of evolution primarily results from
o the potential for a species to increase in number
 Natural selection occurs only if there is both variation in the
o the heritable genetic variation of individuals in a
genetic information among organisms in a population and
species due to mutation and sexual reproduction
variation in the expression of that genetic information that
o competition for limited resources
leads to differences in performance among individuals
o the proliferation of those organisms that are better able
(BIO.7 c).
to survive and reproduce in the environment (BIO.7 a,
 The unequal ability of individuals to survive and reproduce b, c, d)
leads to the gradual change in a population, generation after
generation, over many generations (BIO.7 b). evaluate evidence supporting the claim that changes in
environmental conditions may result in an increased number
 Traits that positively affect survival are more likely to be
of some species, the emergence of new species over time,
reproduced and are more common in the population (BIO.7
and/or the extinction of other species (BIO.7 b, c, d).
c).
 Natural selection leads a population dominated by organisms
that are anatomically, behaviorally, and physiologically well
suited to survive and reproduce in a specific environment
(BIO.7 c).
 Depending on the selective pressure, these changes can be
rapid over few generations (i.e., antibiotic resistance) or

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 173
 Enduring Understandings Essential Knowledge and Skills
may take millions of years to develop (BIO.7 d).
 Speciation, the emergence of new species, occurs when a
lineage has split into groups that can no longer naturally
interbreed and produce fertile offspring and/or are no
longer genetically aligned (BIO.7 d).
 If a population is not able to respond to environmental
pressures, it may become extinct (BIO.7 c).
Biological evolution is supported by scientific evidence from
many disciplines.
 Natural selection may lead to the permanent change in the
frequency of a gene in a given population. This is called
biological evolution (BIO.7 c).
 Biological evolution is supported by scientific evidence
from many disciplines such as, but not limited to,
paleontology, geology, embryology, anatomy, biology,
genetics, and biochemistry (BIO.7 d).

BIO.8 The student will investigate and understand that there are dynamic equilibria within populations, communities, and
ecosystems. Key ideas include
a) interactions within and among populations include carrying capacities, limiting factors, and growth curves;
b) nutrients cycle with energy flow through ecosystems;
c) ecosystems have succession patterns; and
d) natural events and human activities influence local and global ecosystems and may affect the flora and fauna of
Virginia.

Central Idea: Organisms are part of living systems and demonstrate interdependence with other organisms and the environment.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 174
Vertical Alignment: Students study both the biotic and abiotic factors that affect an ecosystem, to include the movement of matter
and energy through the ecosystem (including both biochemical cycles and organism interactions) in Life Science. Interactions of
organisms, populations, communities, and ecosystems are emphasized, including human interactions and the impact of these
interactions on ecosystem dynamics (LS.8, LS.9).

Enduring Understandings Essential Knowledge and Practices

All biological systems from cells and organisms to populations, In order to meet this standard, it is expected that students will
communities, and ecosystems are affected by complex biotic and use mathematical representations such as charts, graphs,
abiotic interactions involving exchange in matter and energy. histograms, and population change data, to support
 Carrying capacity is the number of organisms that can be explanations of factors that affect carrying capacity of
supported by the resources in an ecosystem (BIO.8 a). ecosystems (BIO.8 a)
 Ecosystems have carrying capacities, which refer to the make predictions about changes that could occur in
limits to the numbers of organisms and populations population numbers as the result of population interactions
ecosystems can support. These limits result from such (BIO.8 a)
factors as the availability of living and nonliving resources graph and interpret a population growth curve and identify
and from such challenges such as predation, competition, the carrying capacity of the populations (BIO.8 a)
and disease. Organisms would have the capacity to produce
populations of great size were it not for the fact that interpret how the flow of energy occurs between trophic
environments and resources are finite. This fundamental levels in all ecosystems in a
tension affects the abundance (number of individuals) of o food chain
species in any given ecosystem (BIO.8 a). o food web
o pyramid of energy
 Populations are groups of interbreeding individuals that o pyramid of biomass (BIO.8 b)
live in the same place at the same time and compete for
food, water, shelter, and mates (BIO.8 a). develop a model to illustrate the role of photosynthesis and
cellular respiration in the cycling of carbon among the
 Group behavior has evolved because membership can biosphere, atmosphere, hydrosphere, and geosphere (BIO.8
increase the chances of survival for individuals and their b)
genetic relatives (BIO.8 a).
evaluate claims, evidence, and reasoning that the complex
 As any population of organisms grows, it is held in check interactions in ecosystems maintain relatively consistent
by interactions among a variety of biotic and abiotic factors numbers and types of organisms in stable conditions, but
(BIO.8 a).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 175
 Enduring Understandings Essential Knowledge and Practices
 Abiotic factors are the nonliving elements in an ecosystem, changing conditions may result in a new ecosystem BIO.8
such as temperature, moisture, air, salinity, and pH. Biotic
c)
factors are all the living organisms that inhabit the
environment, including predators, food sources, and  recognize and understand the cause-and-effect relationship
competitors (BIO.8 a). between changes in the abiotic and biotic conditions in an
ecosystem and succession (BIO.8 c)
 Communities are composed of populations of organisms
that interact in complex ways. Members of a population  describe the patterns of succession found in aquatic and
interact with other populations in a community. These terrestrial ecosystems of Virginia (BIO.8 c)
organisms compete to obtain the matter and energy they  identify factors leading to primary and secondary
need for basic resources, mates, and territory. They also succession (BIO.8 c)
cooperate to meet basic needs and carry out life processes
(BIO.8 a).  describe the characteristics of a climax community (BIO.8
c)
 Population growth curves exhibit many characteristics,
such as initial growth stage, exponential growth, steady  provide examples to illustrate and explain how habitat
state, decline, and extinction. Limiting factors are the destruction, pollution, introduction of invasive species,
components of the environment that restrict the growth of overexploitation, and climate change can disrupt an
populations (BIO.8 a). ecosystem and threaten the survival of species (BIO.8 d)
Systems are dynamic and change in response to inputs and design, evaluate, and refine a solution for reducing the
outflows of energy and matter. A healthy ecosystem has a state negative effects of human activity on a Virginia watershed
of dynamic equilibrium, when the inflow and outflow of energy or ecosystem (BIO.8 d).
and matter is steady. When one of the variables is out of
balance, the health of the ecosystem changes.
 Ecosystems demonstrate an exchange of energy and
nutrients among inhabiting organisms (BIO.8 b).
 An ecosystem consists of all the interacting species and the
abiotic environment in a given geographic area. All matter,
including essential nutrients, cycle through an ecosystem.
The most common examples of such matter and nutrients

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 176
 Enduring Understandings Essential Knowledge and Practices
include carbon, nitrogen, and water (BIO.8 b).
 Photosynthesis and cellular respiration are important
components for the carbon cycle, in which carbon is
exchanged among the biosphere, atmosphere, oceans, and
geosphere through chemical, physical, geological, and
biological processes (BIO.8 b).
 The main components of the nitrogen cycle include
nitrogen fixation, nitrification, assimilation,
ammonification, and de-nitrification (BIO.8 b).
 The main components of the carbon cycle include
photosynthesis, respiration, combustion, and decomposition
(BIO.8 b).
Ecological succession is the process by which the structure of
a biological community evolves over time.
 Ecological succession is a predictable change in the
sequence of species that establish in an area over time
(BIO.8 c).
 A climax community occurs when succession slows and a
stable community is established. The climax community in
most of Virginia is a deciduous oak-hickory (hardwood)
forest (BIO.8 c).
Human and natural activities affect ecosystems on local,
regional, and global scales.
 As the human population increases, so does the human
impact on the environment. Human activities, such as
reducing the amount of forest cover, increasing the amount
and variety of chemicals released into the environment, and
intensive farming, have changed Earth’s land, oceans, and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 177
 Enduring Understandings Essential Knowledge and Practices
atmosphere. Some of these changes have decreased the
capacity of the environment to support some life forms
(BIO.8 d).
 Large-scale changes that influence ecosystems include the
addition of excess nutrients to the system (eutrophication),
which alters environmental balance; dramatic changes in
climate; and catastrophic events, such as fire, drought, flood,
and earthquakes (BIO.8 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 178
 Chemistry
The Chemistry standards are designed to provide students with a detailed understanding of the interaction between matter and energy.
This interaction is investigated using experimentation, mathematical reasoning, and problem solving. Areas of study include atomic
theory, chemical bonding, chemical reactions, molar relationships, kinetic molecular theory, and thermodynamics. Concepts are
illustrated with current practical applications that should include examples from environmental, nuclear, organic, and biochemistry
content areas. Technology, including graphing calculators, computers, simulations, and probeware are used when feasible. Students
will use chemicals and equipment safely. Mathematics, computational thinking, and experience with the engineering design process
are essential as students advance in their scientific thinking.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.

CH.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
 ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected
results, and/or to seek additional information
 determine which questions can be investigated within the scope of the school laboratory
 make hypotheses that specify what happens to a dependent variable when an independent variable is
manipulated
 generate hypotheses based on research and scientific principles
 define design problems that involve the development of a process or system with interacting components,
criteria and constraints
b) planning and carrying out investigations
 individually and collaboratively plan and conduct observational and experimental investigations
 plan and conduct investigations or test design solutions in a safe manner, including planning for response to
emergency situations

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 179
  select and use appropriate tools and technology to collect, record, analyze, and evaluate data
c) interpreting, analyzing and evaluating data
 record and present data in an organized format that communicates relationships and quantities in appropriate
mathematical or algebraic forms
 use data in building and revising models, supporting explanations for phenomena, or testing solutions to
problems
 solve problems using mathematical manipulations including the International System of Units (SI), scientific
notation, derived units, significant digits, and dimensional analysis
 analyze data using tools, technologies, and/or models (e.g., computational, mathematical) to make valid and
reliable scientific claims or determine an optimal design solution
 analyze data graphically and use graphs to make predictions
 differentiate between accuracy and precision of measurements
 consider limitations of data analysis when analyzing and interpreting data
 analyze data to optimize a design
d) constructing and critiquing conclusions and explanations
 construct and revise explanations based on valid and reliable evidence obtained from a variety of sources
 apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions
 compare and evaluate competing arguments in light of currently accepted explanations and new scientific
evidence
 construct arguments or counterarguments based on data and evidence
 differentiate between scientific hypothesis, theory, and law
e) developing and using models
 evaluate the merits and limitations of models
 develop, revise, and/or use models based on evidence to illustrate or predict relationships
 use models and simulations to visualize and explain the movement of particles, to represent chemical reactions,
to formulate mathematical equations, and to interpret data sets
f) obtaining, evaluating, and communicating information
 compare, integrate, and evaluate sources of information presented in different media or formats to address a
scientific question or solve a problem
 gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing
the evidence and credibility of each source
 communicate scientific and/or technical information about phenomena and/or a design process in multiple
formats

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 180
Chemistry Content

CH.2 The student will investigate and understand that elements have properties based on their atomic structure. The
periodic table is an organizational tool for elements based on these properties. Key information pertaining to the
periodic table includes
a) average atomic mass, isotopes, mass number, and atomic number;
b) nuclear decay;
c) trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy;
d) electron configurations, valence electrons, excited electrons, and ions; and
e) historical and quantum models.

Central Idea: The properties of elements, to include the periodic trends, are based on their atomic structure. The periodic table is an
organizational tool that allows for the prediction of chemical and physical properties.

Vertical Alignment: Students are introduced to the periodic table as a tool that can be used to predict chemical and physical
properties in Physical Science (PS.2, PS.4). Students used the periodic tool to identify groups, periods, atomic numbers, atomic
masses, and valence electrons.

Enduring Understandings Essential Knowledge and Practices

Atoms are the basic building blocks of all matter. The properties In order to meet this standard, it is expected that students will
of an atom are based on the number and arrangement of its parts.  differentiate among a proton, neutron, and electron in terms
 The subatomic particles have specific characteristics of of relative size, composition, charge, and location in the
mass, charge, and location (CH.2). atom (CH.2)
 An isotope is an atom that has the same number of protons calculate the number of electrons in an ion given its charge
as another atom of the same element but has a different (CH.2 a)
number of neutrons. Some isotopes are radioactive. The calculate the weighted average atomic mass (CH.2 a)
average atomic mass for each element is the weighted
average of that element’s naturally occurring isotopes calculate the number of neutrons in an isotope, given its
(CH.2 a). mass number (CH.2 a)
 Nuclear changes involve a change in the composition of the use equations to predict products of nuclear decay, to

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 181
 Enduring Understandings Essential Knowledge and Practices
nucleus of an atom and may result in a new element (CH.2 include those that emit alpha, beta, and gamma radiation
b). (CH.2 b)
 Half–life is the amount of time it takes for half of the use half-life calculations to determine the amount of a
substance to undergo nuclear change and is important in the radioactive substance that remains after a designated period
use and storage of radioactive materials (CH.2 b). (CH.2 b)
 Electron configuration is a numeric representation of the use the periodic table as a model to predict relative
arrangement of electrons around the nucleus of an atom properties of elements based on the patterns of valence
based on their energy levels. The number of paired and electrons; relate the position of an element on the periodic
unpaired electrons determine chemical properties, table to its electron configuration (CH.2 c)
particularly bonding (CH.2 d).  compare elements on the periodic table within a single
 Ions form when atoms gain or lose an electron (CH.2 d). group or single period in terms of electronegativity,
shielding effect, and ionization energy (CH.2 c)
 A valence electron can absorb energy and become excited,
thus moving to a higher principal energy level. The  relate the roles of principal energy levels and number of
subsequent return of the valence electron to the ground protons to the periodic trends (CH.2 c)
state emits energy that is used in many applications (CH.2  use electron configurations to predict bonding (CH.2 d)
d).
 identify the number of valence electrons using an element’s
 Electrons occupy equal-energy orbitals, resulting in a electron configuration (CH.2 d)
maximum number of unpaired electrons (CH.2 d).
 determine the ions formed when selected atoms gain or lose
Predictable patterns of properties emerge when elements are electrons (CH.2 d)
arranged according to the number of valence electrons. The
periodic table models these patterns and can be used to predict  explain how excited electrons result in the release of
properties of elements. electromagnetic radiation (CH.2 d)
 The periodic table is a tool that shows an organization of  explain how the development of the modern atomic theory
elements and allows predictions about physical and chemical reflects the nature of science (CH.2 e).
properties. The periodic table is arranged in order of
increasing atomic numbers (CH.2 a).
 Groups (families) have similar properties because of their
similar valence electron configurations (CH.2 a, d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 182
 Enduring Understandings Essential Knowledge and Practices
 Periods have predictable properties due to an increasing
number of electrons in the outer energy levels (CH.2 c).
 The periodic trends (i.e., electronegativity, ionization
energy, shielding, and atomic radius) are determined by
both the number of principal energy levels of the element
and the number of protons of an element (CH.2 c).
 Atomic radius, electronegativity, ionization energy, and
shielding are periodic trends that explain the chemical
properties of elements (CH.2 c).
 The periodic table changes as new elements are made in
laboratory settings (CH.2).
The Quantum-mechanical model of the atom encapsulates our
current understanding of the atom. The development of these
models illustrates the nature of science (LS.2).
 Discoveries and insights related to the atom’s structure
have changed the model of the atom (CH.2 e). Students are
not responsible for describing the contributions of specific
scientists.

CH.3 The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical
properties of the elements can be used to describe and predict chemical interactions. Key ideas include
a) chemical formulas are models used to represent the number of each type of atom in a substance;
b) substances are named based on the number of atoms and the type of interactions between atoms;
c) balanced chemical equations model rearrangement of atoms in chemical reactions;
d) atoms bond based on electron interactions;
e) molecular geometry is predictive of physical and chemical properties; and
f) reaction types can be predicted and classified.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 183
Central Idea: The law of conservation of mass governs all interactions among atoms. These interactions occur as valence electrons
are shared and transferred between atoms in the process of bonding. Chemical equations model the interactions of atoms in a chemical
reaction and these interactions can be predicted and classified.

Vertical Alignment: Students are introduced to bonding and use simple balanced equations to model chemical reactions in Physical
Science. The practice of balancing equations is used to support the law of conservation of mass (PS.3).

Enduring Understandings Essential Knowledge and Practices

Matter is conserved because atoms are conserved in chemical In order to meet this standard, it is expected that students will
and physical processes. The law of conservation of matter use particulate models and mathematical representations to
(mass) states that, regardless of how substances within a closed support the claim that atoms, and therefore mass, are
system are changed, the total mass remains the same. conserved during a chemical reaction (CH.3)
 Conservation of matter is represented in balanced  name and write the chemical formulas for binary covalent
chemical equations. A coefficient indicates the relative (molecular) and ionic compounds (CH.3 b)
number of particles involved in the reaction (CH.3).
 name and write the chemical formula for ionic compounds
 The products formed in a chemical reaction have different containing polyatomic ions (CH.3 b)
properties than the original reactants (CH.3 c).
 explain how chemical equations support the law of
 Chemical formulas are used to represent compounds. conservation of mass (CH.3 c)
Subscripts represent the relative number of each type of
atom in a molecule or formula unit (CH.3 a).  transform word equations into balanced chemical equations
(CH.3 b, c)
Matter consists of atoms held together by electromagnetic
forces and exists as different substances which can be utilized construct and revise an explanation for the outcome of a
based on their properties. simple chemical reaction, based on the outermost electron
states of the atom, trends in the periodic table, and
 The strong electrostatic forces of attraction between atoms knowledge of the periodic properties (CH.2, CH.3 c)
in a compound are called chemical bonds (CH.3 d).
 identify the intramolecular bonds in compounds and
 Intramolecular bonds form between atoms to achieve predict their physical properties based on the type of bond
stability. Covalent bonds involve the sharing of electrons (CH.3 d)
between nonmetal atoms. Ionic bonds involve the transfer
of electrons between metal and nonmetal ions. Elements conduct an investigation to determine the trends and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 184
 Enduring Understandings Essential Knowledge and Practices
with low ionization energy form positive ions (cations) properties of compounds with ionic and covalent bonds
easily. Elements with high ionization energy form negative (investigation may include melting point, solubility, and
ions (anions) easily (CH.3 d). conductivity) (CH.3 d)
 Polar bonds form between covalently bonded elements with draw Lewis dot diagrams to represent valence electrons in
very different electronegativities. Non-polar bonds form elements and show covalent bonding (CH.3 d)
between covalently bonded elements with similar  compare covalently bonded molecules to determine if the
electronegativities (CH.3 d). intramolecular bonds are polar or non-polar (CH.3 d)
 Some elements, such as hydrogen, oxygen, nitrogen, explain the molecular shape of a covalently bonded
fluorine, chlorine, bromine, and iodine naturally occur as molecule using the VSEPR model (CH.3 e)
diatomic molecules (CH.3 b).
 describe how the valence electrons of carbon impact its
Bonded and non-bonded pairs of electrons can be used to bonding and molecular geometry, allowing it to be
predict molecular geometry. important in both biological and technological applications
 Lewis dot diagrams are used to represent valence electrons (CH.3 e)
in an element. Lewis structures can be used to determine  classify chemical reactions as one of six major types:
the shape of molecules using the valence shell electron pair synthesis, decomposition, single replacement, double
repulsion (VSEPR) model (bent, linear, trigonal planar, replacement, combustion, or neutralization (CH.3 f)
tetrahedral, and trigonal pyramidal) (CH.3 e).
 predict products of single and double replacement
Carbon is an important element in biological systems and reactions, given the reactants (CH.3 f).
combines with oxygen and hydrogen, as well as other
elements, to form compounds that are essential for living
processes. This class of bonds are called organic compounds.
 Carbon atoms can form single, double, and triple bonds
with other carbon atoms (CH.3 e).
 Carbon-based compounds have different shapes based on
their bonding (CH.3 e).
 The flexibility of carbon to bond in various shapes allows
for a wide range of technological application (CH.3 e).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 185
 Enduring Understandings Essential Knowledge and Practices
Classification of chemical equations relies on careful
observation of patterns.
 In a chemical process, the atoms that make up the original
substance are regrouped into different molecules (CH.3 c,
f).
 Many of the products of chemical reactions can be
predicted by recognizing patterns (CH.3 f).

CH.4 The student will investigate and understand that molar relationships compare and predict chemical quantities. Key
ideas include
a) Avogadro’s principle is the basis for molar relationships; and
b) stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.

Central Idea: For chemical equations to be useful, quantities of reactants and products must be able to be measured. Stoichiometry
allows for the quantification of chemical relationships.

Vertical Alignment: Students are introduced to the law of conservation of mass and balanced equations in Physical Science (PS.3).
These topics are covered conceptually; students have no experience with molar relationships prior to Chemistry.

Enduring Understandings Essential Knowledge and Practices

Matter can be tracked in terms of the weight of the substances In order to meet this standard, it is expected that students will
before and after a process occurs. The total weight of the use particulate models and mathematical representations
substances does not change. to model the number of moles in a substance (CH.4 a)
 Atoms and molecules are too small to count by usual understand the significance of Avogadro’s number and
means. A mole is a fundamental unit for counting particles relate Avogadro’s number to the mole (CH.4 a)
(atoms, molecules, and formula units) (CH.4 a).
convert among mass, volume, and moles of a substance
 Stoichiometry involves quantitative relationships in a (CH.4 a)
balanced equation, which are based on mole ratios (CH.4

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 186
 Enduring Understandings Essential Knowledge and Practices
b). determine the empirical and molecular formulas of a
compound, given masses of elements that compose it
 When two elements combine to form two or more
(CH.4 b)
compounds, the ratios of the masses of one element that
combines with the fixed mass of the other are simple whole conduct an investigation to determine the percent
numbers (law of multiple proportions) (CH.4 b). composition and/or the empirical formula of a substance
(CH.4 b)
 Empirical and molecular formulas are used to show the
chemical composition of a compound. These are useful in perform stoichiometric calculations to quantify reactants
determining the formula of a substance based on the mass and/or products in balanced chemical reactions (CH.4 b)
of the elements of an unknown substance (CH.4 b). use particulate models and mathematical representations to
 The limiting reactant (reagent) is the reactant that identify the limiting reactant in a reaction (CH.4 b)
determines the moles of product(s) that can be produced in conduct an investigation to determine the percent yield of a
a reaction. The limiting reactant can be identified by reaction (CH.4 b)
comparing calculated ratios of moles and coefficients of
reactants available at the beginning of the reaction (CH.4 plan and conduct an investigation to show how mass or
b). moles are conserved in a chemical reaction (CH.4 b)
 Although matter is conserved, chemical reactions rarely explain how and why limiting reagents affect the
convert all the reactions to products. Percent yield can be production of industrial products (CH.4 b).
used to determine the efficiency of a reaction as well as the
percent error (CH.4 b).

CH.5 The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas
include
a) molar relationships determine solution concentration;
b) changes in temperature can affect solubility;
c) extent of dissociation defines types of electrolytes;
d) pH and pOH quantify acid and base dissociation; and
e) colligative properties depend on the extent of dissociation.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 187
Central Idea: Solutions are homogeneous mixtures in which the physical properties are dependent on concentration of the solute and
the strength of the interactions among the particles of solute and solvent. Molarity is used to quantify the amount of solute in the liters
of solution.

Vertical Alignment: Students are introduced to solutions in elementary school and have exposure to acids and bases in Physical
Science (PS.3). The concepts in this standard are novel to most students in Chemistry.

Enduring Understandings Essential Knowledge and Practices

Solutions are homogeneous mixtures in which the physical In order to meet this standard, it is expected that students will
properties are dependent on the concentration of the solute and calculate the molarity of a solution (CH.5 a)
the strengths of all interactions among the particles of solutes
and solvents. These forces of attraction are important in interpret solubility curves to determine the effect of
determining properties of a substance. temperature on solution concentration (CH.5 b)
 Temperature influences the solubility of a solute. A  apply the terms dilute, saturated, and supersaturated to
solubility chart indicates the effect of temperature on the solutions (CH.5 c)
solubility of a substance (CH.5 c).  explain the phrase like dissolves like and use it to predict
 Colligative properties are properties dependent on the solubility (CH.5 c)
amount of solute dissolved in a solution (CH.5 e).  apply the terms strong electrolyte, weak electrolyte, and
 As solute particle numbers increase, the boiling point of a non-electrolyte to different solutions (CH.5 c)
solution increases and the freezing point decreases (CH.5 write balanced chemical equations of neutralization
e). Students are not responsible for calculating boiling reactions between strong acids and strong bases (CH.5 d)
point elevation and freezing point depression.
 explain the difference between strength and concentration
 Many substances with ionic bonds dissociate when added to of acids and bases (CH.5 d)
a polar solvent. This dissociation is caused as the different
ions of the solute are attracted to the polar solvent (CH.5 c).  relate the hydronium ion concentration to the pH scale
(CH.5 d)
 Polar substances dissolve ionic or polar substances;
nonpolar substances dissolve nonpolar substances (CH.5 c).  differentiate between the pH and pOH scales and determine
acid and base concentrations using each scale (CH.5 d)
Acids and bases are a subset of solutions and react chemically in
characteristic ways. perform strong acid-strong base titrations, using indicators,
and calculate the concentration of the unknown molarity

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 188
 Enduring Understandings Essential Knowledge and Practices
 Acids and bases form when ionic compounds dissociate, solution (CH.5 d)
producing hydrogen ion (H+) or hydroxide ion (OH-) (CH.5  explain the role of indicators in titrations (CH.5 d)
d).
 explain how the development of the acid-base theories
 The pH scale allows for a comparison of the dissociation of reflects the nature of science (CH.5 d)
an acid or base (CH.5 d).
 explain the role of dissociation of solutes in the boiling
 Acids and bases are described through several theories point and freezing point of a solution (CH.5 e)
(Arrhenius and Bronsted-Lowry theories). The construction
and revising of these theories demonstrate the nature of  describe how colligative properties are used in everyday
science (CH.5 d). applications (CH.5 e).
 Titrations are conducted in the laboratory in conjunction with
calculations to determine the concentration of an acid or base
(CH.5 d).
 Indicators can be used to determine the pH of a solution
(CH.5 d).

CH.6 The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory.
Key ideas include
a) pressure and temperature define the phase of a substance;
b) properties of ideal gases are described by gas laws; and
c) intermolecular forces affect physical properties.
Central Idea: The movement of atoms and the relationship of energy and the phases is outlined in the kinetic molecular theory. The
gas laws describe the relationships among pressure, volume, temperature, and number of particles of a gas.

Vertical Alignment: In Physical Science, students are introduced to the constant movement of atoms and the relationship of the
kinetic energy in a substance and Kelvin temperature, through the study of the kinetic molecular theory. The role of energy in phase
changes is discussed (PS.2).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 189
 Enduring Understandings Essential Knowledge and Practices

The kinetic molecular theory (KMT) of gases is a model that In order to meet this standard, it is expected that students will
helps understand the physical properties of gases at the  explain the behavior of gases, using the kinetic molecular
molecular level (CH.6). theory (CH.6)
 Gases have mass and occupy space. Gas particles are in  explain deviations in the behavior of real gases from the
constant, rapid, random motion and exert pressure as they ideal gas law, using the kinetic molecular theory (CH.6 b)
collide with the walls of their containers. Gas molecules
with the lightest mass travel fastest. Relatively large use the kinetic molecular theory to describe the
distances separate gas particles from each other (CH.6). relationships among volume, temperature, pressure, and the
number of moles in a sample of gas (CH.6 b)
 Equal volumes of gases at the same temperature and
pressure contain an equal number of particles (CH.6 a). solve problems and interpret graphs, including pressure,
temperature, volume, and moles of a gas (CH.6 b)
 Solid, liquid, and gas phases of a substance have different
energy content. Pressure, temperature, and volume changes plan and conduct an experiment that confirms the effect of
can cause a change in physical state. Specific amounts of a change in pressure, temperature, and/or volume of a gas
energy are absorbed or released during phase changes (CH.6 a, b)
(CH.6 a). create a particulate model that shows the relationship
The gaseous state can be modeled through mathematical among temperature, pressure, volume, and/or the number
equations, relating macroscopic properties. of moles of a gas (CH.6 a, b)
 An ideal gas does not exist, but this concept is used to  explain how intermolecular forces account for the physical
model gas behavior. A real gas exists, has intermolecular properties of matter (CH.6 c)
forces and particle volume, and can change states. The  explain how intermolecular forces differ from
ideal gas law states that PV = nRT and includes the intramolecular bonds (CH.6 c).
relationship among pressure, volume, temperature, and the
number of moles (CH.6 b).
 The pressure and volume of a sample of a gas at constant
temperature are inversely proportional (Boyle’s law: P1V1
= P2V2) (CH.6 b).
 At constant pressure, the volume of a fixed amount of gas
is directly proportional to its absolute temperature

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 190
 Enduring Understandings Essential Knowledge and Practices
(Charles’ law: V1/T1 = V2/T2) (CH.6 b).
 The combined gas law (P1V1/T1 = P2V2/T2) relates pressure,
volume, and temperature of a gas (CH.6 b).
 The sum of the partial pressures of all the components in a
gas mixture is equal to the total pressure of a gas mixture
(Dalton’s law of partial pressures) (CH.6 b).
Intermolecular forces play a key role in determining the
properties of a substance.
 Forces of attraction (intermolecular forces) among
molecules determine their state of matter at a given
temperature. Forces of attraction include hydrogen
bonding, dipole-dipole attraction, and London dispersion
(van der Waals) forces (CH.6 c).
 Intermolecular forces are significantly weaker than
intramolecular forces (CH.6 c).
 Vapor pressure is the pressure of the vapor found directly
above a liquid in a closed container. When the vapor
pressure equals the atmospheric pressure, the liquid boils.
Volatile liquids have high vapor pressures, weak
intermolecular forces, and low boiling points. Nonvolatile
liquids have low vapor pressures, strong intermolecular
forces, and high boiling points (CH.6 c).
 Energy is required to break intermolecular forces to allow
a phase change to occur from solid to liquid and from
liquid to gas (CH.6 c).

CH.7 The student will investigate and understand that thermodynamics explains the relationship between matter and energy.
Key ideas include

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 191
 a) heat energy affects matter and interactions of matter;
b) heating curves provide information about a substance;
c) reactions are endothermic or exothermic;
d) energy changes in reactions occur as bonds are broken and formed;
e) collision theory predicts the rate of reactions;
f) rates of reactions depend on catalysts and activation energy; and
g) enthalpy and entropy determine the extent of a reaction.

Central Idea: Thermodynamics is the branch of science that deals with the relationship between heat and other forms of energy.
Chemical systems undergo three main processes that use thermal energy: phase changes, heating/cooling, and chemical reactions.

Vertical Alignment: In Physical Science, students were introduced to energy transfer and transformation to include chemical energy.
The dissolution and formation of bonds during chemical reactions involves chemical energy. Terms such as exothermic and
endothermic are used to explain whether energy is absorbed or released in a chemical reaction (PS.5).

Enduring Understandings Essential Knowledge and Practices

Chemical systems undergo three main processes that change In order to meet this standard, it is expected that students will
their energy: heating/cooling, phase transitions, and chemical  contrast temperature and heat (CH.7 a)
reactions.
 explain how energy transfer plays a role in the heating and
 Temperature is a measurement of the average kinetic cooling of a system, in phase transitions, and in chemical
energy in a sample. There is a direct relationship between reactions (CH.7 a, c)
temperature and average kinetic energy (CH.7 a).
interpret heating curves and reaction diagrams to draw
 A heating curve graphically describes the relationship conclusions about energy transfers with a system (CH.7 b)
between temperature and energy (heat). It can be used to
identify a substance’s phase of matter at a given predict the phase of water if pressure or temperature of a
temperature as well as the temperature(s) at which it substance changes by interpreting a phase diagram of water
changes phase. It also shows the strength of the (CH.7 b)
intermolecular forces present in a substance (CH.7 b). create a particulate model of a phase change (CH.7 a)
 The energy changes in chemical reactions occurs when calculate energy changes, using specific heat capacity
atoms rearrange to form new substances. Breaking bonds (CH.7 a)
requires energy and making bonds releases energy (CH.7 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 192
 Enduring Understandings Essential Knowledge and Practices
Chemical and physical transformations typically involve a use calorimetry to measure the amount of thermal energy
change in energy. The relationship between the temperature and released or absorbed during a chemical reaction (CH.7 a, c)
the total energy of a system depends on the types, states, and  explain the role of energy in bond formation and the
amount of matter. breaking of bonds (CH.7 d)
 All reactions involve the transfer of energy. Enthalpy is a create a particulate model that describes necessary particle
measure of the energy of a chemical or physical system. interactions needed for a chemical reaction to occur
Since enthalpy cannot be directly measured, the change in (collision theory) (CH.7 e)
enthalpy is used to determine the heat given off or
absorbed in a given reaction (CH.7 a, g)  describe the factors that affect the rate of a chemical
reaction (CH.7 e)
 Endothermic reactions require an input of energy to
proceed and are signified by a positive enthalpy (CH.7 c, apply scientific principles and evidence to provide an
g). explanation for the effects of changing temperature or
concentration of the reacting particles on the rate of a
 Exothermic reactions release energy upon completion and reaction (CH.7 e)
are signified by a negative enthalpy (CH.7 c, g).
 explain the role of catalysts in a reaction and describe the
 The enthalpy (ΔH) of a reaction can be determined through effect on a system if a catalyst is not present (CH.7 f)
a variety of ways, to include calorimetry and calculating
bond energies (CH.7 c, d, g). Students are not responsible  distinguish between enthalpy and entropy (CH.7 g)
for calculations of bond energy and the use of Hess’s law.  recognize that there is a natural tendency for systems to
 Calorimetry is an experimental technique that is used to increase entropy (CH.7 g).
determine the thermal energy exchanged/transferred in a
chemical system (CH.7 a).
 Bond energy is the energy required to break a chemical
bond. One way the enthalpy of a reaction can be
determined is by comparing the bond energies associated
with the breaking (endothermic) and forming of bonds
(exothermic) in a reaction (CH.7 d). Students are not
responsible for calculations of bond energy and the use of
Hess’s law.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 193
 Enduring Understandings Essential Knowledge and Practices
 Molar heat of fusion is a property that describes the
amount of energy needed to convert one mole of a
substance between its solid and liquid states. Molar heat of
vaporization is a property that describes the amount of
energy needed to convert one mole of a substance between
its liquid and gas states (CH.7 a).
 Specific heat capacity is a property of a substance that tells
the amount of energy needed to raise one gram of a
substance by one degree Celsius. The values of these
properties are related to the strength of their intermolecular
forces (CH.7 a).
The rates of reactions are influenced by the concentration or
pressure of the reactants, the phase of the reactants or products,
and the environmental factors such as temperature.
 The collision theory is used to predict the rate of chemical
reactions. It assumes that for a reaction to occur, it is
necessary for the reacting species (atoms or molecules) to
come together with the right amount of energy and the
geometric orientation needed to break existing bonds and
to reform new bonds (CH.7 e).
 Activation energy is the amount of energy needed to start a
chemical reaction (CH.7 f).
 A catalyst is a chemical agent that can lower the activation
needed to start a chemical reaction. The catalyst is not
consumed or altered in a chemical reaction (CH.7 f).
 Entropy (S) is a thermodynamic quantity representing the
degree of disorderliness or randomness in a chemical
system (CH.7 g).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 194
 Enduring Understandings Essential Knowledge and Practices
 Enthalpy (H) is related to the internal energy. When a
process occurs at constant pressure, the heat evolved
(either released or absorbed) is equal to the change in
enthalpy. Exothermic reactions are favored (CH.7 g).
Students are not responsible for determining enthalpy that
occurs with changes in pressure.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 195
 Earth Science
The Earth Science standards focus on the complex nature of the Earth system, including Earth’s composition, structure, processes, and
history; its atmosphere, fresh water, and oceans; and its environment in space as a set of complex, interacting, and overlapping
systems. The standards emphasize the nature of science as students learn about the development of scientific thought about Earth and
space. The standards stress the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report
data; and the utilization of science skills in systematic investigation. Problem solving and decision making are integral parts of the
standards, especially as related to the costs and benefits of utilizing Earth’s resources. Mathematics and computational thinking are
important as students advance in their scientific thinking.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.

ES.1 The student will demonstrate an understanding of scientific and engineering practices by
a) asking questions and defining problems
● ask questions that arise from careful observation of phenomena, examination of a model or theory, or
unexpected results, and/or to seek additional information
● determine which questions can be investigated within the scope of the school laboratory or field experience
● generate hypotheses based on research and scientific principles
● make hypotheses that specify what happens to a dependent variable when an independent variable is
manipulated
● define design problems that involve the development of a process or system with multiple components and
criteria
b) planning and carrying out investigations
● individually and collaboratively plan and conduct observational and experimental investigations
● plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of
environmental, social and personal impacts

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 196
 ● select and use appropriate tools and technology to collect, record, analyze, and evaluate data
c) interpreting, analyzing, and evaluating data
● construct and interpret data tables showing independent and dependent variables, repeated trials, and means
● construct, analyze, and interpret graphical displays of data, including scatterplots and line plots and consider
limitations of data analysis
● apply mathematical concepts and processes to scientific questions
● use data in building and revising models, supporting explanations of phenomena, or testing solutions to
problems
● analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or
determine an optimal design solution
d) constructing and critiquing conclusions and explanations
● make quantitative and/or qualitative claims based on data
● construct and revise explanations based on valid and reliable evidence obtained from a variety of sources,
including students’ own investigations, models, theories, simulations, peer review
● apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions
● construct arguments or counter arguments based on data and evidence
● differentiate between a scientific hypothesis, theory, and law
e) developing and using models
● evaluate the merits and limitations of models
● develop, revise, and/or use models based on evidence to illustrate or predict relationships
● construct and interpret scales; diagrams; classification charts; graphs; tables; imagery; models; including
geologic cross sections and topographic profiles
● read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude
f) obtaining, evaluating, and communicating information
● compare, integrate, and evaluate sources of information presented in different media or formats to address a
scientific question or solve a problem
● gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence
and credibility of each source
● communicate scientific and/or technical information about phenomena and/or a design process in multiple
formats

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 197
Earth Science Content

ES.2 The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of
the universe. Key ideas include:
a) the big bang theory is the current scientific explanation of the origin of universe;
b) stars, star systems, and galaxies change over long periods of time;
c) characteristics of the sun, planets, and their moons, comets, meteors, asteroids, and dwarf planets are determined
by materials found in each body; and
d) evidence attained through space exploration has increased our understanding of the structure and nature of our
universe.

Central Idea: By examining the characteristics and motion of objects within our universe, we can use scientific evidence to theorize
how it was created and how it has evolved over time.

Vertical Alignment: Students study the distribution of matter throughout the solar system and as well as the organization of various
celestial bodies in sixth grade (6.2). The spatial relationships, characteristics, and interactions among the various celestial bodies, and
the role of gravity, are emphasized in Earth Science.

Enduring Understandings Essential Knowledge and Practices

The big bang and solar nebular theories encapsulate our current In order to meet this standard, it is expected that students will
understanding of the origin of the universe and the origin of describe the big bang theory and provide evidence used to
stars and planetary systems. The development of these theories support the theory (ES.2 a)
illustrates the nature of science.
 compare the characteristics and evolution of more massive
 The universe is a dynamic system of interacting components stars to that of the sun (ES.2 b)
that is vast in size, still expanding, and about 13.8 billion
years old (ES.2 a).  relate Earth’s ability to sustain life to the sun’s current
stage in its stellar evolution and proximity to the Earth
 The big bang theory is our best current model for the (ES.2 b)
development of the universe. The big bang theory states that
the universe began in a very hot, dense state that expanded use the Hertzsprung-Russel diagram to classify stars and
and eventually condensed into galaxies (ES.2 a). use this classification to determine the projected stellar life
cycle (ES.2 b)
 The big bang theory is based on scientific evidence obtained

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 198
 Enduring Understandings Essential Knowledge and Practices
through astronomical research, including evidence about the analyze the variations in chemical compositions of stars of
nature of light and the red shift, Hubble’s law and the different masses and relate to the process of fusion and the
movement of distant objects, cosmic microwave background star’s stage in its stellar evolution (ES.2 b)
radiation, and the composition and abundance of elements  understand the connection between fusion of elements in
from star and nebular spectra (ES.2 a). stars and the presence and abundance of elements that
 Shortly after the big bang, the very lightest elements (lowest make up our solar system and its contents, including living
atomic number), predominantly hydrogen and helium, were organisms (ES.2 b)
formed. Stars of all sizes initially fuse this hydrogen to analyze recent research findings (i.e., from NASA) about
helium; however, the mass of a star determines what other the terrestrial and gaseous planets; compare their
fusion products it will create during the remainder of its atmospheres, internal composition, surface conditions, size,
lifetime. Stars that are several times more massive than the and rotation; and interpret why each planet has such
sun produce heavier elements, up to iron. The largest stars at characteristics as related to nebular theory (ES.2 b, c)
the end of their lives become supernovae. In those highly
energetic explosions in the presence of abundant neutrons,  compare the classification of the dwarf planet Pluto to the
the heaviest natural elements are created (ES.2 a). planets in relation to its orbit, and its similarity to other
objects in the Kuiper Belt (ES.2 c)
 The solar nebular theory is science’s best current idea for
the formation of stars and planetary systems. The nebular  compare the defining characteristics among moons, comets,
theory explains that stars form through the condensation of meteoroids, and asteroids (ES.2 c)
the nebula. Photographic images show likely examples of  describe how technology (e.g., Galileo’s telescope, Hubble
stellar nurseries and star formation within the galaxy (i.e., telescope, planetary orbiters, landers/rovers) has
Crab Nebula) (ES.2 b). contributed to our scientific understanding of the cosmos
 Stars have finite lifetimes and go through changes over time. (ES.2 d).
The mass of a star controls its evolution, lifespan, and fate.
Stars form by condensation and gravitational compression
of interstellar gas and dust (ES.2 b).
 The Hertzsprung-Russell diagram illustrates the relationship
between the absolute magnitude or luminosity of a star and
the surface temperature of stars. As stars age, their position
on the Hertzsprung-Russell diagram changes (ES.2 b).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 199
 Enduring Understandings Essential Knowledge and Practices
The solar system is a set of interrelated and interdependent
components that are seamlessly connected through the flow of
matter and energy. Characteristics of these components within
the solar system are determined by their composition.
 Galaxies are collections of billions of stars (ES.2 b).
 The solar system is in the Milky Way galaxy (ES.2 b).
 There are essentially two types of planets in our solar
system. The four inner (terrestrial) planets consist mostly of
rocky outer layers and have cores of metallic elements. The
four outer planets are gas giants, consisting mostly of
hydrogen and helium. The nature of the gas planets’
interiors is subject to ongoing research (ES.2 c).
 The dwarf planet, Pluto, is about two-thirds the diameter of
Earth's moon and probably has a rocky core surrounded by a
mantle of water ice. It is part of the Kuiper Belt (ES.2 c).
 Moons are natural satellites of planets that vary widely in
composition and in method of formation (ES.2 c).
 Comets orbit the sun and consist mostly of frozen gases
(ES.2 c).
 There are countless fragments comprised of rock and dust
floating throughout the solar system. Those that enter
Earth’s atmosphere are known as meteors. Meteors that are
large enough to pass through the atmosphere contain
information regarding the age, composition, and evolution
of our solar system, as well as potential signs of life having
developed extra-terrestrially (ES.2 c).
 Asteroids are usually leftover debris from the formation of
the solar system, or creations from the collisions of other

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 200
 Enduring Understandings Essential Knowledge and Practices
asteroids (ES.2 c).
 Technological advances, breakthroughs in interpretation, and
new observations continuously refine our understanding of
Earth and the solar system. Students are not responsible for
describing the contributions of specific scientists or space
missions.
 Much of our knowledge about the solar system is a result of
space exploration efforts. These efforts continue to improve
our understanding of the solar system. For example, ongoing
research including information about magnetic and
gravitational fields, surface features, volcanism, tectonics,
atmospheric composition, and overall density reveals much
about planets’ internal structures, formation, and evolution
(ES.2 d). Students are not responsible for describing the
contributions of specific scientists or space missions.
 A light-year is the distance light travels in one year and is
the most commonly used measurement for distance in
astronomy (ES.2 d).
 Much of the information about our galaxy and the universe
comes from ground-and space-based observations across the
electromagnetic spectrum. Information about other planets
comes from observations and measurements from Earth’s
surface; space telescopes; and interplanetary missions
including landers, flybys, and orbiting spacecraft (ES.2 d).
Students are not responsible for describing the
contributions of specific scientists or space missions.

ES.3 The student will investigate and understand that Earth is unique in our solar system. Key ideas include
a) Earth supports life because of its relative proximity to the sun and other factors; and

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 201
 b) the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

Central Idea: The accretion of nebular materials to form our solar system in its precise location and with its specific characteristics
gives it the unique ability to foster past and current lifeforms on Earth. The location and characteristics also are responsible for
observable, systemic interactions.

Vertical Alignment: Students are introduced to the cause-and-effect relationships of the motion and position of the sun, Earth, and
moon as it pertains to the moon phases, seasons, and tides in sixth grade science (6.3). These concepts and interactions are
investigated further in Earth Science.

Enduring Understandings Essential Knowledge and Practices

The proximity of the Earth to the sun and moon in our solar In order to meet this standard, it is expected that students will
system affects Earth systems and enables life to exist on Earth.  explain the role of the position of Earth in the solar system,
 The solar system consists of many types of celestial bodies. the size of Earth and sun, Earth’s axial tilt, and the
Earth is the third planet from the sun and is located between presence of a large moon, in affecting the planet’s
the sun and the asteroid belt. It has one natural satellite, the evolution and life forms (ES.3 a)
moon. Water occurs on Earth as a solid (ice), a liquid, and a  predict what conditions would need to be in place for
gas (water vapor), due to Earth’s position in the solar system another celestial object to support life (ES.3 a)
(ES.3 a).
create a 3-D scale model of Earth and the orbiting moon
 The sun consists largely of hydrogen gas. Its energy comes and explain the progression of moon phases (ES.3 b)
from nuclear fusion of hydrogen to helium (ES.3 a).
 relate the moon’s orbit and tilt to type and frequency of
The interactions and orientations of the sun, Earth, and moon eclipses (ES.3 b)
lead to patterns that are evidenced in seasons, eclipses, and the
phases of the moon. create a model showing the positions of the Earth, moon,
and sun during a solar and lunar eclipse (ES.3 b)
 Earth revolves around the sun while tilted on its axis. The
axial tilt is responsible for the incidence and duration of explain why solar and lunar eclipses do not occur each
sunlight striking a given hemisphere that varies during the month (ES.3 b)
Earth’s revolution around the sun, thus causing seasons. read and interpret maps, using latitude and longitude
Equinoxes and solstices represent distinct, quarterly points coordinates, to
signaling the cyclic change of seasons (ES.3 b). o locate landmarks and geographic features

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 202
 Enduring Understandings Essential Knowledge and Practices
 The moon revolves around Earth, creating moon phases and o examine the significance of certain lines of latitude
eclipses. Solar eclipses occur when the moon blocks (Tropics of Cancer & Capricorn, Arctic & Antarctic
sunlight from Earth’s surface, while lunar eclipses occur Circles, Equator, and poles) in representing the sun-
when Earth blocks sunlight from reaching the moon’s Earth relationship (ES.3 b).
surface (ES.3 b).
 The tides are the periodic rise and fall of water level caused
by the gravitational pull of the sun and moon (ES.3 b).
 Grid systems of latitude and longitude are used to define
locations and directions on maps, globes, and charts (ES.3).
 Lines of latitude (parallels) run east-west and increase from
0° at the Equator to 90°at the poles. The Equator represents
the center of the Earth, where the sun appears to pass
directly overhead on the spring and fall equinoxes. The
Earth bulges slightly at the equator. Lines of latitude are
spaced equally apart and never intersect (ES.3). Students are
not responsible for memorizing the names or values of
specific latitude lines.
 Lines of longitude run north to south and are not parallel,
intersecting at the poles. As opposed to latitude lines, which
are determined by natural phenomena, longitude lines were
determined arbitrarily, with the Prime Meridian (0°) running
through Greenwich, England and 180° representing the
International Date Line (ES.3).

ES.4 The student will investigate and understand that there are major rock-forming and ore minerals. Key ideas include
a) analysis of physical and chemical properties supports mineral identification;
b) characteristics of minerals determine the uses of minerals; and
c) rock-forming minerals originate and are formed in specific ways.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 203
Central Idea: Minerals can be identified by multiple characteristics, including atomic structure. These characteristics determine the
use of the minerals.

Vertical Alignment: Students learn that there are a limited number of elements that comprise the solid portion of planet Earth in
sixth grade (6.5). The concept that these elements and compounds have unique physical and chemical properties, based on atomic
composition and bonding, is introduced in eighth grade; however, this is not explicitly applied to Earth processes (PS.2, PS.3).

Enduring Understandings Essential Knowledge and Practices

The structure of a mineral determines many of its properties and In order to meet this standard, it is expected that students will
functions. The chemical and physical properties of minerals are  relate the abundance of mineral-forming elements with the
used to classify minerals. Students are not expected to recognize processes and conditions required to form them (ES.4 a)
or identify specific minerals and their uses without a
classification key.  identify minerals at or near Earth’s surface and relate these
to the Earth’s general structure, plate tectonics, and
 Earth materials take many different forms as they cycle chemical and physical weathering (ES.4 a)
through the geosphere (ES.4 a).
 relate how the structure and composition determine the
 A mineral is a naturally occurring, inorganic, solid properties of silicates, carbonates, and oxide minerals
substance (at room temperature), with a definite chemical (ES.4 a)
composition and a defined geometric arrangement of atoms
(a crystalline structure). A mineral can be identified by its  relate cleavage patterns of minerals to atomic structure and
specific chemical and physical properties. The appearance bonding arrangement (ES.4 a)
and properties of the mineral can vary due to inclusion of plan and conduct an investigation to identify minerals
other elements, rate of cooling/crystallization, and space based on their physical and chemical properties, such as
(ES.4 a). hardness, color, luster, density (specific gravity), cleavage,
 Different minerals have different internal arrangements of fracture, streak, and effervescence (ES.4 a)
atoms, with certain minerals having planes of weaker  identify formation processes by attributes observed in rock-
bonds in one or more directions. When hit, some minerals forming and ore mineral samples (ES.4 a)
may tend to break regularly along planes of weakness
(ES.4 a). utilize a table of mineral properties to identify and/or classify
an unknown mineral (ES.4 a)
 The major elements found in Earth’s crust are oxygen,
silicon, aluminum, and iron (ES.4 a).  explain the uses and importance of ore minerals (ES.4 b)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 204
 Enduring Understandings Essential Knowledge and Practices
 Silicate minerals are composed of silica tetrahedra (SiO4-2)  describe the conditions needed to create large and small
that are organized in various patterns and frequently crystals (ES.4 c).
bonded with metal cations. Silicate minerals are the largest
rock-forming group and comprise over 90 percent of
crustal materials (ES.4 a).
 The carbonate group of minerals is composed of the
carbonate ion (CO3-2) and metal cations (ES.4 a).
 The oxide group of minerals is composed of oxygen and a
metal (ES.4 a).
Minerals are suited for different uses.
 Soil, rocks, and minerals provide essential materials for
agriculture, manufacturing, and building (ES.4 b).
 In Virginia, major rock and mineral resources include coal
and natural gas, gravel and crushed stone, silica, titanium,
and limestone (ES.4 b).
Within natural systems, the transfer of energy drives the
cycling of matter. Both the transfer of energy and chemical
composition play a role in the formation of different types of
minerals.
 Minerals can form under a variety of conditions (ES.4 c).
These conditions include
o cooling of molten magma or lava
o evaporation of liquids
o cooling of saturated solutions (liquids)
o high pressure and temperature.
 Minerals that form from lava tend to be very small because
of the lava cooling quickly. Minerals that form from the
cooling of magma are larger due to the relatively long

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 205
 Enduring Understandings Essential Knowledge and Practices
cooling period (ES.4 c).

ES.5 The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform. Key
ideas include
a) Earth materials are finite and transformed over time;
b) the rock cycle models the transformation of rocks;
c) layers of Earth have rocks with specific chemical and physical properties; and
d) plate tectonic and surface processes transform Earth materials.

Central Idea: Rocks transform through different processes that can be described by the rock cycle. The rock cycle is a model of the
transformation of rocks and the actual process is affected by the Earth’s conditions and may not be cyclical. Plate tectonics and surface
processes transform Earth’s materials.

Vertical Alignment: Students are introduced to the role of Earth’s internal energy in moving the crust and transforming rocks
through the theory of plate tectonics and the rock cycle in fifth grade (5.8). The concept is expanded in Earth Science, to include
specifics on the processes as well as the physical and chemical properties of different types of rocks.

Enduring Understandings Essential Knowledge and Practices

Within natural and designed systems, it is possible to track the In order to meet this standard, it is expected that students will
flow, cycles, and conservation of matter and energy. Earth  explain how the model of the rock cycle demonstrates
materials take many different forms as they cycle through the conservation of matter and energy (ES.5 a)
geosphere.
 relate the size of igneous crystals (texture) with rate and
 The processes by which rocks are formed define the three location of cooling (ES.5 b)
major groups of rocks (ES.5 a).
model and interpret a vertical sequence of rocks and label
 The traditional rock cycle is a model that shows the the rock types and the related features in the sequence
processes by which all rocks are formed and shows how (ES.5 b)
basic Earth materials are recycled through time. The rock
cycle does not show the evolutionary nature of processes  describe characteristics of metamorphic and sedimentary

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 206
 Enduring Understandings Essential Knowledge and Practices
that yield the increased volume of less-dense, silica-rich rocks (ES.5 c)
rocks and continental crust over time (ES.5 b). classify rock types as igneous, metamorphic, or
 Rock material in the lithosphere (crust and upper mantle) is sedimentary (ES.5 c)
generally solid and relatively rigid. The rock of the deeper plan and conduct an investigation to identify an unknown
mantle may exhibit plastic flow but is not uniformly rock sample based on chemical and physical characteristics
molten (ES.5 b). (ES.5 c)
 Molten rock develops in the crust and mantle when  differentiate between clastic and non-clastic (chemical, and
o temperature is high enough to bring about partial biological/organic) sedimentary rocks (ES.5 c)
melting
o sudden reduction in pressure (as with faulting) allows  compare distinguishing characteristics of the crystal
melting structure and textures of extrusive and intrusive igneous
o the presence of water (or other volatiles) reduces the rocks (ES.5 c)
melting point of the parent material (ES.5 b).  differentiate between the structure of foliated and non-
 Magmas are highly associated with mid-ocean ridges and foliated metamorphic rocks (ES.5 c)
rift zones, subduction zones, and hot spots (b).  explain how surface processes and Earth’s movement
Similarities and differences in chemical and physical relate to rock formations and the availability of rock (ES.5
properties can be used to sort and classify rocks. Students are d).
not expected to recognize or identify specific rocks and their
uses without a classification key.
 Rocks can be identified by mineral content and texture
(ES.5 c).
 Igneous rock forms from molten rock that cools and
hardens either below or on Earth’s surface. Extrusive
igneous rocks most often have small or no crystals,
resulting in fine-grained or glassy textures. Intrusive
igneous rocks generally have larger crystals and a coarser
texture. The composition and textures of igneous rocks
provide detailed clues about their formation (ES.5 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 207
 Enduring Understandings Essential Knowledge and Practices
 Generally, clastic, sedimentary rocks are made up of
fragments of other rocks (ES.5 c).
 Sedimentary rocks may be formed by many different
processes; thus, some rock types don’t fit neatly into a
standard classification, such as clastic or chemical (ES.5
c).
 Chemical sedimentary rocks are formed through
predominantly inorganic, chemical means (e.g.,
precipitation) (ES.5 c).
 Biochemical or biological sedimentary rocks are formed
from the stratified remains of plant material or carbonate-
shelled organisms (ES.5 c).
 Metamorphic rocks form when any rock is changed by the
effects of heat, pressure, or chemical action. Foliation in
metamorphic rocks includes slaty cleavage, schistosity, and
mineral banding. Non-foliated metamorphic rocks have
little or no mineral banding and are relatively homogenous
(ES.5 c).
Systems are comprised of interacting and interdependent
elements that are subject to change in response to inputs and
outflows of energy and matter. All Earth processes are the
result of energy flowing and mass cycling within and among
Earth’s systems.
 Weathered and unstable rock materials erode from some
parts of Earth’s surface and are deposited in others (ES.5
d).
 Weathering, erosion, and deposition are interrelated
processes that work with Earth’s internal processes to alter

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 208
 Enduring Understandings Essential Knowledge and Practices
the composition of rock material. Uplift and increased
elevation caused by tectonic processes lead to increased
erosion. Weathering is the process by which rocks are
broken down chemically and physically by the action of
water, air, and organisms. Erosion is the process by which
Earth materials are physically incorporated into moving
water, ice, or wind and transported. Deposition is the
process by which Earth materials carried by wind, water,
or ice settle out and are left in a location when energy
levels decrease. The size of the material deposited is
proportional to the available energy in the medium of
transport (ES.5 d).
 The large-scale plate tectonic processes (e.g., subduction,
island arc formation, continental collisions, and orogeny)
occurring at and near plate boundaries are responsible for
significant transformations of Earth materials (ES.5 d).

ES.6 The student will investigate and understand that resource use is complex. Key ideas include
a) global resource use has environmental liabilities and benefits;
b) availability, renewal rates, and economic impact are considerations when using resources;
c) use of Virginia resources has an impact on the environment and the economy; and
d) the selection of various energy sources has environmental and economic impacts.

Central Idea: Earth is our home; its resources mold civilizations, drive human exploration, and drive human endeavors that include
art, literature, and science. Many factors affect the use and the conservation of natural resources to include availability, renewal rates,
and economics. The use and allocation of these resources globally have economic, political, and environmental impacts.

Vertical Alignment: Students study the importance of managing and conserving natural resources as well as reducing environmental
hazards in sixth grade science (6.9). In sixth grade, students also focus on the policy involved with the use and conservation of natural
resources. In Earth Science, the focus shifts to the environmental and economic impacts of natural resource use.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 209
 Enduring Understandings Essential Knowledge and Practices

Natural resources are materials with different properties and In order to meet this standard, it is expected that students will
suited for different uses. Many natural resources are limited and construct an explanation based on evidence for how the
are distributed unevenly around the planet. availability of natural resources have influenced human
 Virginia has many natural resources, including those that activity (ES.6 a)
are renewable and nonrenewable (ES.6 c).  relate the formation of fossil fuels (coal and natural gas) in
 Renewable resources can be replaced by nature at a rate terms of the rock cycle to ancient biologic and
close to the rate at which they are used. Renewable atmospheric/climatic conditions and changes within
resources include vegetation, sunlight, and surface water Virginia (ES.6 b)
(ES.6 a). determine the sources of clean water in their community,
 Nonrenewable resources are replenished very slowly by analyze consumption and supply data, and forecast
natural processes or not at all. Nonrenewable resources potential issues related to sustainability (ES.6 b)
include coal, oil, and minerals (ES.6 a). analyze how Virginia’s production and use of various
Humans resource use has a cause-and-effect impact on Earth natural resources has changed over the last 150 years (ES.6
systems and on the global economy. c)
 Living standards include the use of both renewable and research and analyze various types of recent data (e.g.,
nonrenewable resources (ES.6 b). climate, agriculture, and biomass production) and evaluate
Virginia’s potential as a producer of renewable energy
 Extraction and use of any resource carries an
sources (ES.6 d)
environmental cost that must be weighed against economic
benefit (ES.6 b). assess the role of fossil fuels and renewable energy sources
in the future and compare the environmental benefits and
 Earth scientists and engineers develop new technologies to
costs among the various options (ES.6 d)
extract resources while reducing the pollution, waste, and
ecosystem degradation caused by extraction (ES.6 b). analyze data concerning a range of emerging energy and
mineral resources in Virginia in terms of costs and benefits
 Technologies that harness renewable energy still require an
and create an evidence-based forecast of trends and effects
initial energy and materials investment, thus long-term
on the environment and economy (ES.6 d)
cost-and-benefit analyses need to be considered (ES.6 b).
 Clean water resources, while renewable, are directly
affected by human activity through extraction and pollution

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 210
 Enduring Understandings Essential Knowledge and Practices
(ES.6 b).
 In Virginia, major rock and mineral resources include coal
and natural gas for energy, gravel and crushed stone for
road and building construction, silica for electronics,
zirconium and titanium for advanced metallurgy, and
limestone for making concrete (ES.6 c).
There are advantages and disadvantages to using any energy
source. These advantages and disadvantages may affect the
environment and have economic implications.
 Fossil fuels are nonrenewable in human timescale, create
carbon dioxide when burned, and may cause pollution, but
are relatively cheap and easy to use once they are
extracted. New sources of energy and methods of resource
extraction, such as hydraulic fracturing, create new
economic and environmental tradeoffs (ES.6 d).
 Renewable energy resources include biomass, geothermal,
hydropower, and solar and wind power. Although these are
renewable resources, there are still costs and benefits
associated with each type of energy (ES.6 d).

ES.7 The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic
processes. Key ideas include
a) convection currents in Earth’s interior lead to the movement of plates, creation of the magnetic field, and the
distribution of materials in Earth’s layers;
b) features and processes occur within plates and at plate boundaries;
c) interaction between tectonic plates causes the development of mountain ranges and ocean basins; and
d) evidence of geologic processes is found in Virginia’s geologic landscape.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 211
Central Idea: The theory of plate tectonics is central to many Earth Science concepts as it explains how the structure of the Earth’s
crust and many associated phenomena result from the interaction of rigid lithospheric plates that move slowly over the underlying
mantle.

Vertical Alignment: Students are introduced to the theory of plate tectonics in fifth grade as they describe the role of energy in the
movement of plates and the resulting changes in the Earth’s surface (5.8). The role of convection currents in the creation of Earth’s
magnetic field, the interactions resulting from plate movement, and the impact of these interactions on the crust is the focus of Earth
Science.

Enduring Understandings Essential Knowledge and Practices

Plate tectonic theory is a shared understanding that encapsulates In order to meet this standard, it is expected that students will
our current understanding of geologic processes. use available data (seafloor age, magnetic information,
 Plate tectonic processes serve as the major driver of the seismic profiles, laser-measured motion studies, fossil
transformations of rock materials represented in the evidence, rock types, tectonic history) to support plate
traditional rock cycle. Plate tectonics drive the evolution of tectonics theory (ES.7 a)
Earth’s surface features and materials by fractionating analyze the scientific evidence for plate motion, multiple
material by chemical, mineralogical, and physical continental collisions, and rifting events over the last
properties (ES.7 a). billion years (ES.7 a)
 Earth’s interior is in constant motion through the process of  comprehend and apply the details of plate tectonics theory
convection (ES.7 a). to the formation of continents, mountain chains, island
 Earth consists of a solid, mostly iron inner core; a liquid, arcs, deep open trenches, earthquake zones, and continental
mostly iron outer core; a crystalline but largely plastic and mid-ocean volcanism (ES.7 b)
mantle; and a rocky, brittle crust (ES.7 a). model the composition and structure of the continental and
 Earth's geomagnetic field is thought to be created as a result oceanic lithosphere in terms of, topographic features,
of electric currents generated by convection of molten iron density, thickness, and rates of motion (ES.7 b)
and nickel in the outer core. Heat flow, Earth’s rotation, and  compare different types plate boundaries and resulting
the existence of a solid inner core influence the convection- features. Cite current examples of convergent, divergent,
driven dynamo (ES.7 a). and transform boundaries (ES.7 b)
 The geomagnetic field imprints a magnetic signature in analyze data on the speed, behavior, and paths of different
crystallizing igneous rock, thus leaving information that can

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 212
 Enduring Understandings Essential Knowledge and Practices
types of seismic waves and determine Earth layer
be used to determine the motion and latitude of the Earth’s
composition, density, and viscosity (ES.7 b)
crust over time. Scientific evidence shows that Earth's
geomagnetic field reverses itself periodically (a). analyze field and laboratory evidence and construct an
explanation for the various structures produced in
The cycling of energy and matter in Earth’s interior occurs
convergent continental and oceanic plate boundaries (ES.7
through the process of convection and has important
c)
consequences for Earth’s surface.
 interpret the tectonic history of an area based on the
 Plate motion occurs due to convection in Earth’s mantle,
sequences, structures, and type of rocks found in that area
including upwelling of material from the deep mantle in
(ES.7 c)
rift zones, the lateral movement of tectonic plates, and the
pull of sinking dense, old plates at subduction zones (ES.7  compare the tectonic activity of the east coast and the west
b). coast of North America (ES.7 b, c)
 Earth’s tectonic plates consist of the rocky crust and integrate the rock cycle with plate tectonics theory and
uppermost mantle and move slowly in respect to one another determine how this is reflected in the geology of Virginia’s
(ES.7 b). five physiographic/geologic provinces (ES.7 a, c, d)
 Earth’s lithosphere is divided into plates that are in motion interpret landforms, water features, elevation and elevation
with respect to one another. The lithosphere is composed changes, and other pertinent features on topographic maps
of the crust and upper portion of the mantle. There are two (ES 7 c, d)
different types of lithospheres—oceanic and continental— construct profiles from topographic contours (ES 7 c, d)
that have very different physical and mineralogical
characteristics. The ocean lithosphere is relatively thin,  label on a map the physiographic provinces of Virginia (ES
young, and dense. The continental lithosphere is relatively 7 d)
thick, old, and less dense (ES.7 b).  comprehend the topographic, rock-type and geologic-
 Most large scale, high-energy events of geologic activity structural characteristics of each physiographic province of
(e.g., earthquakes, volcanoes, and mountain building) Virginia (ES.7 d)
occur as a result of relative motion along plate boundaries analyze the geology of Virginia in terms of the rock
(ES.7 c). structures, types, ages, and topography represented in the
 Relative plate motions and plate boundaries are convergent five physiographic provinces and reconstruct a geologic
(subduction and continental collision), divergent (seafloor history (ES.7 d)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 213
 Enduring Understandings Essential Knowledge and Practices

spreading), or transform. Major features of convergent  integrate and interpret the rock cycle, plate tectonics, and
boundaries include collision zones (folded and thrust- Virginia’s geology (ES.7 d).
faulted mountains) and subduction zones (volcanoes and
trenches). Major features of divergent boundaries include
mid-ocean ridges, rift valleys, fissure volcanoes, and flood
lavas. Major features of transform boundaries include
strike-slip faults (ES.7 c).
 All plate boundaries show earthquake activity of varying
energy levels and depths (ES.7 c).
 A volcano is an opening where magma erupts onto Earth’s
surface as lava and/or other extrusive material. Most
volcanic activity is associated with plate boundaries:
subduction, rifting, or seafloor spreading. Hot spot
volcanic activity, such as the volcanic islands of Hawaii, is
exceptional in that it is not related to plate boundaries. A
hot spot is thought to be derived from a deep, localized
heat source known as a mantle plume, though there is some
scientific debate on this (ES.7 c).
 A fault is a break or crack in Earth’s crust along which
movement has occurred (ES.7 c).
 Topographic maps and satellite imagery are 2-D models
that provide information defining 3-D landforms. They
contain extensive information related to geographic as well
as human structures and changes to the land surface and
are useful in understanding geologic processes (ES.7 c).
Earth’s rock and other materials provide a record of Earth’s
geologic movement over time. This history is evidenced in the
features of the different provinces in Virginia; geologic

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 214
 Enduring Understandings Essential Knowledge and Practices

processes produce characteristic structures and features.

 Virginia has over a billion-year-long tectonic and geologic
history (ES.7 d).
 Virginia has five physiographic/geologic provinces
produced by past episodes of tectonic activity and
continuous geologic activity. The five physiographic
provinces (landforms) correspond very closely, but not
completely, to the geologic provinces (underlying rocks
and structures) of the state (ES.7 d).
o The Coastal Plain is a flat area composed of young,
unconsolidated sediments underlain by older crystalline
basement rocks. These layers of sediment were
produced by erosion of the Appalachian Mountains and
Piedmont and then deposited on the Coastal Plain when
sea levels were higher in the past.
o The Piedmont is an area of rolling hills underlain by
mostly ancient igneous and metamorphic rocks. The
igneous rocks are the roots of volcanoes formed during
ancient episodes of subduction that occurred before and
during the formation of the Appalachian Mountains.
o The Blue Ridge is a high ridge separating the Piedmont
from the Valley and Ridge Province. The billion-year-
old igneous and metamorphic rocks of the Blue Ridge
are the oldest in the state.
o The Valley and Ridge province is an area with long
parallel ridges and valleys underlain by ancient folded
and faulted sedimentary rocks. The folding and faulting
of the sedimentary rocks occurred during a collision
between Africa and North America. The collision,
which occurred in the late Paleozoic era, produced the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 215
 Enduring Understandings Essential Knowledge and Practices
Appalachian Mountains.
o The Appalachian Plateau has rugged, irregular
topography and is underlain by ancient, flat-lying
sedimentary rocks. The area is actually a series of
plateaus separated by faults and erosional down-cut
valleys. Most of Virginia’s coal resources are found in
the plateau province.

ES.8 The student will investigate and understand that freshwater resources influence and are influenced by geologic
processes and activities of humans. Key ideas include
a) water impacts geologic processes including soil development and karst topography;
b) the nature of materials in the subsurface affect the water table and future availability of fresh water;
c) weather and human usage impact freshwater resources, including water locations, quality, and supply; and
d) stream processes and dynamics impact the major watershed systems in Virginia, including the Chesapeake Bay and
its tributaries.

Central Idea: Earth is a water planet; it is found everywhere on Earth from the heights of the atmosphere to the depths of the mantle.
Although 70 percent of the planet’s surface is covered in water, only 2.5 percent is in the form of freshwater. Water not only impacts
geologic processes, but the limited amount of freshwater indicates it is a resource that must be conserved.

Vertical Alignment: The importance of water and its properties is studied throughout K-12 science. Students study the properties of
water and water’s role in weathering, moderating climate, agriculture, power generation, and public health in sixth grade (6.6, 6.8). In
Earth Science, the focus is on freshwater resources and their impact on geologic processes.

Enduring Understandings Essential Knowledge and Practices

Systems are comprised of interacting and interdependent In order to meet this standard, it is expected that students will
elements that are subject to change in response to inputs and interpret a hydrologic cycle diagram, including
outflows of energy and matter. Freshwater is a component of the evaporation, condensation, precipitation, transpiration,
Earth system and is critical to geologic and life processes. infiltration, underground storage, and runoff (ES.8 a)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 216
 Enduring Understandings Essential Knowledge and Practices
 Freshwater is less than 3 percent of the Earth’s surface (ES.8  examine the formation of karst in terms of rock type,
a). solubility and permeability, uplift, the water table, and
chemical and physical weathering (ES.8 a)
 Earth’s fresh water supply is finite. Geological processes,
such as erosion, and human activities, such as waste interpret a simple groundwater diagram showing the zone
disposal, can pollute water supplies (ES.8 a). of aeration, the zone of saturation, the water table, and an
aquifer (ES.8 b)
 Earth’s water cycles among the reservoirs of the atmosphere,
streams, lakes, ocean, glaciers, groundwater, and deep  examine the presence of groundwater in various types of
interior of the planet (ES.8 a). rock terrains, including areas found in each of the
physiographic/geologic provinces of Virginia (ES.8 b)
 Water is continuously being passed through the hydrologic
cycle. Fresh water is necessary for survival and most gather and synthesize information about groundwater
human activities (ES.8 a). issues (groundwater withdrawal, recharge rates, salt water
intrusion, septic migration, chemical waste leakage, land
 Permeability is a measure of the ability of a rock or
subsidence), and describe potential consequences,
sediment to transmit water or other liquids. Water does not
including short- and long-term availability of the resource
pass through impermeable materials. A substantial amount
(ES.8 b)
of water is stored in permeable soil and rock underground
(ES.8 b). plan and conduct an investigation to determine the effects
of human activities on local freshwater sources (ES.8 c)
 Soil is formed from the weathering of rocks and organic
activity and is composed of loose rock fragments and clay use data to identify a freshwater problem in the community
derived from weathered rock mixed with organic material and propose a solution(s) (ES.8 c)
(ES.8 a).  locate the major Virginia watershed systems (i.e.,
 Karst topography is developed in areas underlain by Chesapeake Bay, Gulf of Mexico, and North Carolina
carbonate rocks, including limestone and dolomite. Karst sounds) on a map (ES.8 d)
topography includes features like caves and sinkholes and utilize topographic maps, to trace and delineate a Virginia
forms when limestone is slowly dissolved away by slightly watershed utilizing geologic and topographic evidence (ES.8
acidic groundwater. Where limestone is abundant in the d).
Valley and Ridge province of Virginia, karst topography is
common (ES.8 a).
Human actions and geologic processes affect the availability of

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 217
 Enduring Understandings Essential Knowledge and Practices
freshwater resources.
 Humans affect the quality, availability, and distribution of
Earth’s water through modifications of streams, lakes, and
groundwater (ES.8 c).
 The flow of surface water shapes landscapes and causes
changes in topography over time (ES.8 d).
 Rivers (streams) continuously alter the landscape, eroding
their channels downward toward base level and cutting
back and forth into their sides, which slowly widens the
valleys through which they flow. Broad, relatively flat
areas adjacent to the river, floodplains, are produced over
time. The confluence of smaller tributaries continually adds
water, dissolved substances, and sediment to the river (ES.8
d).
 Rivers carry a range of sediments (including organic
debris) that settles out depending on the particle size and
density of the material. During times of high flow, streams
often spill out onto their floodplains, depositing sediments,
and in the process, building up natural levees along their
banks (ES.8 d).
 Rivers with broad floodplains often move in a meandering
fashion characterized by broad wave-like curves and
arched, cut-off channels (oxbows). The lower energy of
slowly-moving rivers allows small-grained sediments such
as fine silt and clays to be carried in suspension with some
bed load of coarser material (ES.8 d).
 The three major regional watershed systems in Virginia
lead to the Chesapeake Bay, the North Carolina sounds,

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 218
 Enduring Understandings Essential Knowledge and Practices
and the Gulf of Mexico (ES.8 d).
 As rivers near their mouths, such as those flowing into the
Chesapeake Bay or the Gulf of Mexico, much of that
sediment is deposited. Excessive sediment and dissolved
nutrients may damage ecosystems (ES.8 d).
 Stream processes that impact watershed systems include
stream velocity and discharge. Stream dynamics include the
process of receiving or losing water from the groundwater,
flood erosion, and deposition (ES.8 d).

ES.9 The student will investigate and understand that many aspects of the history and evolution of Earth and life can be
inferred by studying rocks and fossils. Key ideas include
a) traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;
b) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and
Earth events and processes;
c) absolute (radiometric) and relative dating have different applications but can be used together to determine the age
of rocks and structures; and
d) rocks and fossils from many different geologic periods and epochs are found in Virginia.

Central Idea: Life evolves on a dynamic Earth and continuously modifies Earth.

Vertical Alignment: In fifth grade, students are introduced to the use of fossils and geologic patterns to provide evidence of Earth’s
change (Standard 5.9). Evidence to support the history of Earth and its changes, including fossil evidence, is the focus of Earth
Science.

Enduring Understandings Essential Knowledge and Practices

Earth’s rocks and fossils document the existence, diversity, In order to meet this standard, it is expected that students will
extinction, and change of many life forms and their describe how life has changed and become more complex

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 219
 Enduring Understandings Essential Knowledge and Practices
over geologic time (ES.9 a)
environmental though Earth’s history.
explain short- and long-term global occurrences and assess
 The history of Earth and the ages of rocks can be
proposed explanations as related to mass extinctions
investigated and understood by studying rocks and fossils
(short-term occurrences include asteroid/comet impacts,
(ES.9 a).
volcanism, earthquakes; long-term occurrences include
 Evidence of ancient, often extinct life is preserved in many continental collisions, climate collapse, global glaciation)
sedimentary rocks. A fossil is the remains, impression, or (ES.9 a)
other evidence preserved in rock of the former existence of
using a geologic history diagram (cross section) sequence
life. Fossil evidence indicates that life forms have changed
the order of events from oldest to youngest and identify
and become more complex over geologic time. Some ways
cross-cutting relationships (ES.9 b)
in which fossils can be preserved are molds, casts, and
original bone or shell (ES.9 a). analyze data and graphs concerning the ratio of parent
isotopes to daughter decay products present in a rock to
Technological advances, breakthroughs in interpretation, and
calculate the age of the material based on absolute dating,
new observations continuously refine our understanding of
and assess how radioactive decay provides a reliable
Earth.
method to determine the age of many types of organic and
 Relative time places events in a sequence without inorganic materials (ES.9 c)
assigning any numerical ages. Fossils, superposition, and
analyze and interpret complex cross sections using both
cross-cutting relations are used to determine the relative
relative and absolute dating to sequence and define the
ages of rocks (ES.9 b).
geologic history of the section (ES.9 b, c)
 Absolute time places a numerical age on an event.
analyze a sequence of rocks in terms of types, textures,
Radiometric dating is used to determine the absolute age of
composition, fossils, structural and weathering features to
rocks by measuring the products of radioactive decay of
infer the history of the sequence over time (ES.9 a, b)
certain elements (ES.9 c).
use index fossils to infer the geologic history of a complex
Explanations of stability and change in natural systems can be
cross section (ES.9 b)
constructed by examining changes over time. Evidence, in the
form of rocks and fossils from different geologic periods and analyzing rock and fossil evidence and other scientific data
epochs, has been found in Virginia. to depict an evolution of Earth’s geologic, oceanic, and
atmospheric conditions over time (ES.9 d).
 In Virginia, fossils are found mainly in the Coastal Plain,
Valley and Ridge, and Appalachian Plateau provinces.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 220
 Enduring Understandings Essential Knowledge and Practices
Most Virginia fossils are of marine organisms. This
indicates that large areas of the state have been periodically
covered by seawater (ES.9 d).
 Paleozoic, Mesozoic, and Cenozoic fossils are found in
Virginia (ES.9 d).

ES.10 The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and
short-term variations. Key ideas include
a) chemical, biological, and physical changes impact the oceans;
b) environmental and geologic occurrences affect ocean dynamics;
c) unevenly distributed heat in the oceans drives much of Earth’s weather;
d) features of the sea floor reflect tectonic and other geological processes; and
e) human actions, including economic and public policy issues, impact oceans and the coastal zone including the
Chesapeake Bay.

Central Idea: Oceans are dynamic systems that support life, affect weather, and help moderate temperatures on the planet. Both
natural occurrences and human activities can disrupt the equilibrium of the system.

Vertical Alignment: Students study water as applied to watershed systems in sixth grade. The effects of both biotic and abiotic
factors on watershed health is introduced (6.8). In Earth Science, the focus is on oceans as systems.

Enduring Understandings Essential Knowledge and Practices

Ocean systems are comprised of interacting and interdependent In order to meet this standard, it is expected that students will
elements that are subject to change in response to inputs and  explain the role of oceans in the extraction of atmospheric
outflows of energy and matter. carbon dioxide and the relation to the formation of
 The ocean is a dynamic system in which many chemical, carbonates (ES.10 a)
biological, and physical changes are taking place (ES.10 a). investigate trends of ocean temperature and pH over time
 Upwellings brings cold, nutrient-rich water from the deep as it relates to the extraction of CO2 and the formation of

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 221
 Enduring Understandings Essential Knowledge and Practices
ocean to the surface and are areas of rich biological activity carbonates (ES.10 a)
(ES.10 a). analyze the effects of changing ocean pH on marine
 The tides are the periodic rise and fall of water level organisms, carbon sequestration, and the production of
caused by the gravitational pull of the sun and moon atmospheric oxygen (ES.10 a)
(ES.10 a). analyze the environmental effects of oceanic disasters on
Environmental and geologic occurrences may lead to changes the base of the food web; economics; and future
in ocean dynamics. productivity of the ocean environment (ES.10 b)
 A significant amount of atmospheric CO2 is naturally  describe the relationship among moving continents, the
absorbed by the oceans. However, scientific evidence presence of ice caps, and ocean circulation over long
indicates that this amount is slowly increasing as the CO2 periods of time (ES.10 c)
levels in the atmosphere rise. Scientific observations have  relate important ocean conditions, including El Niño, and
indicated potential negative impact on marine organisms La Nina to weather on the continents (ES.10 c)
with calcium carbonate skeletons and shells (ES.10 b).
analyze the role of ocean currents in the distribution of heat
 Sea level falls when glacial ice caps grow and rises when from the equatorial regions to the poles, and predict what
the ice caps melt (ES.10 b). changes may occur as continents move and atmospheric
Systems are dynamic and change in response to inputs and conditions and climate vary (ES.10 c)
outflows of energy and matter. Temperature differentials and the analyze water temperatures during the yearly cycle, and
resulting transfer of energy within the oceans drive Earth’s relate this to the formation of storms (ES.10 c)
weather.
model the relationship between tectonic processes and the
 The ocean is the single largest reservoir of heat at Earth’s features of the sea floor (ES.10 d)
surface. The stored heat in the ocean drives much of
Earth’s weather and causes climate near the ocean to be  describe different types of pollution (e.g., sediment, toxins,
milder than climate in the interior of continents (ES.10 c). fertilizer, salt water intrusion) that can pollute the
Chesapeake Bay throughout its entire six-state watershed
 Most waves on the ocean surface are generated by wind, (ES.10 e)
the movement of air from high to low pressure, is caused
by the uneven heating of Earth’s surface by the sun (ES.10  identify the effects of human activities on the oceans
c). (ES.10 e)
 Convection is the major mechanism of energy transfer in analyze reports, media articles, and other narrative

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 222
 Enduring Understandings Essential Knowledge and Practices
the oceans, atmosphere, and Earth’s interior (ES.10 c). materials related to the health of oceans or a local
 There are large current systems in the oceans that carry watershed system; propose a solution and analyze cost
warm water toward the poles and cold water toward the benefits to the implementation of the solution (ES.10 e).
equator (ES.10 c).
The cycling of energy and matter in Earth’s interior occurs
through the process of convection and has important
consequences for ocean topography.
 The topography of the seafloor is at least as variable as that
on the continents. Features of the seafloor that are related
to plate tectonic processes include mid-ocean ridges and
trenches (ES.10 d).
The oceans’ resources are finite and should be utilized with
care. Human activities significantly change the rates of many
of Earth’s surface processes and alter the biosphere.
 The oceans are an important source of food and mineral
resources as well as a venue for recreation and
transportation (ES.10 e).
 Algae in the oceans are an important source of atmospheric
oxygen (ES.10 a).
 The oceans are environmentally and economically
important. Human activities and public policy have
important consequences for the oceans. The impact of
human activities, such as waste disposal, construction, and
agriculture, affect the water quality within watershed
systems and ultimately the ocean. Pollution and
overfishing can harm or deplete valuable resources (ES.10
e).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 223
 Enduring Understandings Essential Knowledge and Practices
 Estuaries, like the Chesapeake Bay, are areas where fresh
and salt water mix, producing variations in salinity and high
biological activity. Chemical pollution and sedimentation are
great threats to the well-being of estuaries and oceans (ES.10
e).

ES.11 The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-
and short-term variations. Key ideas include
a) the composition of the atmosphere is critical to most forms of life;
b) biologic and geologic interactions over long and short time spans change atmospheric composition;
c) natural events and human actions may stress atmospheric regulation mechanisms; and
d) human actions, including economic and policy decisions, impact the atmosphere.

Central Idea: The atmosphere is a dynamic system that support life through retaining heat, blocking damaging rays, and provides
gases needed for homeostasis. Both natural occurrences and human activities can disrupt the equilibrium of the system.

Vertical Alignment: Students investigate the atmosphere’s composition and characteristics in sixth grade and study the effects of
changes in altitude, thermal energy, and motion (6.7). In Earth Science, students study atmospheric interactions and examine the
atmosphere as a complex system.

Enduring Understandings Essential Knowledge and Practices

Earth’s atmosphere is comprised of interacting and In order to meet this standard, it is expected that students will
interdependent elements that are subject to change in response  describe the role of different atmospheric components in
to inputs and outflows of energy and matter. supporting life (ES.11 a)
 Earth’s atmosphere is 21 percent oxygen, 78 percent analyze atmospheric change over geologic time and assess
nitrogen, and one percent trace gases. The composition of the role and evidence of photosynthetic organisms in this
the atmosphere can change due to human, biologic, and transformation (e.g., ice cores, stromatolites, red beds)
geologic activity (ES.11 a). (ES.11 b)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 224
 Enduring Understandings Essential Knowledge and Practices

 The ability of Earth’s atmosphere to absorb and retain heat  explain how volcanic activity or meteor impacts could
is affected by the presence of gases like water vapor and affect the atmosphere, and life on Earth (ES.11 c)
carbon dioxide (ES.11 a).  explain how biologic activity, including human activities,
The cycling of energy and matter through various natural and may influence global temperature and climate (ES.11 c)
manmade processes have led to changes in the composition of research historical information and scientific data on the
Earth’s atmosphere. impact of major volcanic eruptions and other natural events
 Evolution, including the origination and extinction of on the atmosphere (ES.11 c)
species, has altered the composition of gases in the research data on the effect of human activities and public
atmosphere (ES.11 b). policy on Earth’s ozone layer since chlorofluorocarbons
 The composition of Earth’s atmosphere has changed over (CFC) were banned (ES.11 d)
geologic time. Earth’s atmosphere is unique in the solar research and analyze the effects of the development of
system in that it contains substantial oxygen (ES.11 b). fossil fuels and other human activity on atmospheric
 Earth’s most primitive atmosphere may have been composition; develop a suggestive set of steps or sample
comprised of mainly helium and hydrogen.; however, it is policies to monitor and mitigate potential issues and
unclear whether Earth had an atmosphere at its formation concerns (ES.11 d).
due to radiation from the young sun Scientific evidence
suggests that Earth’s early atmosphere contained mostly
CO2, CO, nitrogen, SO2, and water vapor, resulting from
volcanic outgassing. This atmosphere was then modified
by early photosynthetic life (ES.11 b).
 The atmospheres of Earth, Mars, and Venus apparently had
very different paths toward the evolution of their current
conditions. Many factors may have influenced this,
including distance from the sun, planetary mass, the nature
of the planets’ interiors, the presence of a large moon, and
the origin and nature of each planet’s early atmosphere
(ES.11 b).
 Early photosynthetic life such as cyanobacteria (blue-green

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 225
 Enduring Understandings Essential Knowledge and Practices

algae) consumed carbon dioxide and generated oxygen. It

was only after early photosynthetic life generated oxygen
that animal life became possible (ES.11 b).
Human activities and natural occurrences may significantly
change the rates of many of Earth’s atmospheric processes.
 Interaction among Earth’s spheres leads proportions of gases
staying within ranges that support life. The biosphere
interacts with other spheres in many ways including the
carbon cycle, water cycle, and nitrogen cycle (ES.11 c).
 Volcanic activity and meteorite impacts can inject large
quantities of dust and gases into the atmosphere (ES.11 c).
 Human activities have increased the carbon dioxide content
of the atmosphere. Man-made chemicals have decreased the
ozone concentration in the atmosphere (ES.11 c).
 Climate change maintained deviation in at least two
climatic variables. This natural process has been
accelerated by human activities. Evidence for climate
change includes: global temperature rise, warming oceans,
shrinking ice sheets, glacial retreat, decreased snow cover,
sea level rise, declining Arctic sea ice, extreme weather
events, and ocean acidification (ES.11 c).
 Legislation can promote change in human actions and
reverse or stall the negative effects of their actions on the
atmosphere. An example is evidenced through the policy that
banned the use of chlorofluorocarbons (CFC) resulting in the
reduction of ozone-layer depletion (ES.11 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 226
ES.12 The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the
sun’s energy with the atmosphere, oceans, and the land. Key ideas include
a) weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;
b) weather patterns can be predicted based on changes in current conditions;
c) extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather
conditions;
d) models based on current conditions are used to predict weather phenomena; and
e) changes in the atmosphere and the oceans due to human activity affect global climate.

Central Idea: Weather and climate are driven by the energy from the sun and the interaction of this energy with the atmosphere,
oceans, and the land.

Vertical Alignment: The concept of weather, tools to measure weather conditions, and the ability to predict weather is focused on
throughout elementary science. Students expand on the concept of weather to look at the causes of weather in sixth grade. These
include the transfer of radiant energy, the impact of atmospheric conditions on weather, and that role of large bodies of water on
weather and climate (6.4, 6.6, 6.7). In Earth Science, students study the interactions of the various systems as they influence weather.

Enduring Understandings Essential Knowledge and Practices

All Earth’s processes are the result of energy flowing and mass In order to meet this standard, it is expected that students will
cycling within and among Earth’s systems. Energy transfer research and construct a diagram that demonstrates the
between Earth’s surface and the atmosphere creates the interaction of solar radiation, Earth’s atmosphere, and
weather. energy transfer (conduction, convection, and radiation)
 Earth’s surface is much more efficiently heated by the sun (ES.12 a)
than is the atmosphere. The amount of energy reaching any  predict the direction of local winds and relate these to the
given point on Earth’s surface is controlled by the angle of presence of fronts and high- and/or low-pressure systems
sunlight striking the surface and varies with the seasons or other atmospheric phenomena (ES.12 b)
(ES.12 a).
over a multi-day period, read and interpret data from a
 Winds are created by uneven heat distribution at Earth’s thermometer, a barometer, and a psychrometer; determine
surface and modified by the rotation of Earth. The Coriolis if there is a correlation between the data and observed
effect causes deflections of the atmosphere due to the weather phenomena (ES.12 b)
rotation of Earth. Global wind patterns result from the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 227
 Enduring Understandings Essential Knowledge and Practices

uneven heating of Earth by the sun and are influenced by  identify types and origins of air masses, fronts and the
the Coriolis effect (ES.12 b). accompanying weather conditions (ES.12 b)
 Convection in the atmosphere is a major cause of weather. collect evidence for how the motions and complex
Convection is the major mechanism of energy transfer in interactions of air masses results in changes in weather
the oceans, atmosphere, and Earth’s interior (ES.12 b). conditions (ES.12 b)
 The conditions necessary for cloud formation are air at or plan and conduct an investigation to predict weather based
below dew point and presence of condensation nuclei. on cloud type, temperature, jet stream location, relative
Cloud droplets can join together to form precipitation humidity, and barometric pressure (ES.12 b)
(ES.12 b). read and interpret a weather map containing fronts, isobars,
 A tornado is a narrow, violent funnel-shaped column of and isotherms and relate these factors to potential weather
spiral winds that extends downward from the cloud base conditions occurring at specific locations (ES.12 b)
toward Earth. A hurricane is a tropical cyclone analyze the conditions that lead to severe weather events
(counterclockwise movement of air) characterized by such as tornadoes and hurricanes. (ES.12 c)
sustained winds of 120 kilometers per hour (75 miles per
hour) or greater (ES.12 c). describe the effect of satellite technology on weather
prediction and storm tracking, including hurricanes, and
Models constructed based on patterns in atmospheric evaluate the costs and benefits in terms of lives and
conditions are to predict weather. property saved; predict the impact on storm preparedness if
 Weather forecasting is the application of science and there were no weather satellites (ES.12 d)
technology to predict the conditions of the atmosphere for  describe human and natural factors that have led to the rise
a given location and time (ES.12 d). in global temperature over the past century (ES.12 e)
 Weather models take observational data (such as wind analyze geoscience data and the results of global climate
speed, wind direction, air temperature, pressure, and models to make an evidence-based forecast of the current
humidity) collected from many locations and sources rate of global and regional climate change and associated
across a region, and use mathematical equations that future effects on Earth systems (ES.12 e).
represent the physics of the atmosphere to fill in the gaps
between measured points. Models then use these equations
to predict what will happen in the future, including the
development of storms and other weather events (ES.12 d).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 228
 Enduring Understandings Essential Knowledge and Practices

 Earth’s climate is an example of how complex interactions

among systems can result in relatively sudden and
significant changes (ES.12 d).
 Weather and climate are different. Both weather and
climate are measurable and, to a certain extent, predictable.
Weather describes day-to-day changes in atmospheric
conditions. Climate describes the typical weather patterns
for a given location over a period of many years.
Instrumentation is used to collect weather and climate data
(ES.12 e).
 The four major factors affecting climate are latitude,
elevation, proximity to bodies of water, and position relative
to mountains. Earth’s major climatic zones are the polar,
temperate, and tropical zones. Areas near the equator receive
more of the sun’s energy per unit area than areas nearer the
poles (ES.12 e).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 229
 Physics

The Physics standards emphasize a more complex understanding of experimentation, the analysis of data, and the use of reasoning and
logic to evaluate evidence. The use of mathematics, including algebra and trigonometry is important, but conceptual understanding of
physical systems remains a primary concern. Students build on basic physical science principles by exploring in-depth the nature and
characteristics of energy and its dynamic interaction with matter. Key areas covered by the standards include force and motion, energy
transformations, wave phenomena and the electromagnetic spectrum, electricity, fields, and non-Newtonian physics. Technology,
including graphing calculators, computers, and probeware are used when feasible. Students will use equipment safely. Mathematics,
computational thinking, and experience in the engineering design process are essential as students advance in their scientific thinking.

Scientific and Engineering Practices

Engaging in the practices of science and engineering helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the many ways to investigate, model, and explain the world. These scientific and
engineering practices include the use of scientific skills and processes to explore the content of science as outlined in the Science
Standards of Learning. The engineering design practices are the application of science content to solve a problem or design an object,
tool, process, or system. These scientific and engineering practices are critical to science instruction and are to be embedded
throughout the year.

PH.1 The student will demonstrate an understanding of scientific and engineering practices by.
a) asking questions and defining problems
● ask questions that arise from careful observation of phenomena, examination of a model or theory, or
unexpected results, and/or to seek additional information
● determine which questions can be investigated within the scope of the school laboratory
● make hypotheses that specify what happens to a dependent variable when an independent variable is
manipulated
● generate hypotheses based on research and scientific principles
● define design problems that involves the development of a process or system with interacting components and
criteria and constraints
b) planning and carrying out investigations
● individually and collaboratively plan and conduct observational and experimental investigations
● plan and conduct investigations or test design solutions in a safe manner

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 230
 ● select and use appropriate tools and technology to collect, record, analyze, and evaluate data
c) interpreting, analyzing, and evaluating data
● record and present data in an organized format that communicates relationships and quantities in appropriate
mathematical or algebraic forms
● use data in building and revising models, supporting explanation for phenomena, or testing solutions to
problems
● analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to
make valid and reliable scientific claims or determine an optimal design solution
● analyze data graphically and use graphs to make predictions;
● consider limitations of data analysis when analyzing and interpreting data
● evaluate the impact of new data on a working explanation and/or model of a proposed process or system
● analyze data to optimize a design
d) constructing and critiquing conclusions and explanations
● make quantitative and/or qualitative claims based on data
● construct and revise explanations based on valid and reliable evidence obtained from a variety of sources
● apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions
● compare and evaluate competing arguments in light of currently accepted explanations and new scientific
evidence
● construct arguments or counterarguments based on data and evidence
● differentiate between scientific hypothesis, theory, and law
e) developing and using models
● evaluate the merits and limitations of models
● identify and communicate components of a system orally, graphically, textually, and mathematically
● develop and/or use models (including mathematical and computational) and simulations to visualize, explain,
and predict phenomena and to interpret data sets
f) obtaining, evaluating, and communicating information
● compare, integrate, and evaluate sources of information presented in different media or formats to address a
scientific question or solve a problem.
● gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing
the evidence and credibility of each source
● communicate scientific and/or technical information about phenomena and/or a design process in multiple
formats

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 231
Physics Content

PH.2 The student will investigate and understand, through mathematical and experimental processes, that there are
relationships between position and time. Key topics include
a) displacement, velocity, and uniform acceleration;
b) linear motion;
c) uniform circular motion; and
d) projectile motion.

Central Idea: The movement of objects can be described using position, velocity, and acceleration. These quantities are related to
each other with respect to time.
Vertical Alignment: Students begin their study of motion in early elementary and build on this understanding throughout their
elementary years. In eighth grade, student instigate the relationships among work, force, and motion and are introduced to Newton’s
laws (PS.8).

Enduring Understandings Essential Knowledge and Practices

Because all motion is relative, all positions of objects and the In order to meet this standard, it is expected that students will
directions of forces and motions must be described in a chosen construct and analyze graphs showing position vs. time,
frame of reference. velocity vs. time, and acceleration vs. time (PH.2 a)
 Kinematics is the branch of mechanics concerned with the design a model, illustration, and/or graph to explain how
motion of objects without reference to forces (PH.2 b). distance and velocity change for a free-falling object (PH.2
 Position, displacement, velocity, and acceleration are a)
vector quantities (PH.2 a). solve problems involving displacement, velocity, acceleration,
 Motion is described in terms of position, displacement, and time in one and two dimensions (only constant acceleration)
time, velocity, and acceleration (PH.2 b). (PH.2 a, b, d)

 Velocity is the change in position (i.e., displacement) resolve vector diagrams involving displacement and
divided by the change in time. A straight-line, position- velocity into their components along perpendicular axes
time graph indicates constant velocity. The slope of a (PH.2 b)
position time graph is the velocity and the sign of the slope draw vector diagrams of a projectile’s motion. Find range,
describes the direction of the velocity (PH.2 a). trajectory, height of the projectile, and time of flight

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 232
 Enduring Understandings Essential Knowledge and Practices

 Acceleration is the change in velocity divided by the (uniform gravitational field, no air resistance) (PH.2 d)
change in time. A straight-line, velocity-time graph solve problems related to free-falling objects, including 2-
indicates constant acceleration. A horizontal-line, velocity- D motion (PH.2 b, d)
time graph indicates zero acceleration. The slope of a
velocity-time graph is the acceleration and the sign of the solve problems using uniform circular motion (PH.2 c)
slope describes the direction of the acceleration (PH.2 a). plan, conduct, and communicate the results of experiments
 Uniform circular motion is when an object travels in a using kinematics (PH.2 b).
circle with a constant speed. The constant change in
direction of the object is caused by an acceleration that is
directed toward the center of the circle and is always
perpendicular to the velocity of the object (PH.2 c).
 In a uniform vertical gravitational field with negligible air
resistance, horizontal and vertical components of the
motion of a projectile are independent of one another with
constant horizontal velocity and constant vertical
acceleration (PH.2 d).

PH.3 The student will investigate and understand, through mathematical and experimental processes, that there are
relationships among force, mass, and acceleration. Key laws include
a) Newton’s laws of motion; and
b) Newton’s law of universal gravitation.

Central Idea: Newton's laws of motion are three physical laws that, together, laid the foundation for classical mechanics. These laws
describe the relationship between a body and the forces acting upon it, and its motion in response to those forces.
Vertical Alignment: Students begin their study of motion in early elementary and build on this understanding throughout their
elementary years. In eighth grade, student instigate the relationships among work, force, and motion and are introduced to Newton’s
laws (PS.8)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 233
 Enduring Understandings Essential Knowledge and Practices

The interactions of an object with other objects can be described In order to meet this standard, it is expected that students will
by forces. These forces can transfer energy between objects  qualitatively explain motion in terms of Newton’s laws
which can cause a change in their motion. (PH.3 a)
 Dynamics is the branch of mechanics concerned with the solve problems involving force, mass, and acceleration
effect of forces on motion of a body or a system of bodies (PH.3 a)
(PH.3 a).
construct and analyze position vs. time, velocity vs. time,
 Newton’s three laws of motion are the basis of and acceleration vs. time, and force vs acceleration graphs
understanding the mechanical universe (PH.3 a). (PH.3 a)
 Net force is the vector sum of all forces acting on an object solve problems involving force(s), displacement, velocity,
(PH.3 a). acceleration, and time in one and two dimensions (PH.3 a)
 An object with no net force acting on it is stationary or resolve vector diagrams involving force, displacement and
moves with constant velocity (PH.3 a). velocity into their components along perpendicular axes
 Forces are interactions that can cause objects to accelerate. (PH.3 a)
When one object exerts a force on a second object, the draw vector diagrams of a projectile’s motion. Find range,
second exerts a force on the first that is equal in magnitude trajectory, height of the projectile, and time of flight
but opposite in direction (PH.3 a). (uniform gravitational field, no air resistance) (PH.3 a)
 The acceleration of an object is directly proportional to the solve problems involving multiple forces, using free-body
net force acting on it and inversely proportional to its mass diagrams (PH.3 a)
(PH.3 a).
 describe the forces involved in circular motion (PH.3 a)
 Position, displacement, velocity, and acceleration are
vector quantities (PH.3 a). plan and conduct experiments involving dynamics,
including one dealing with Newton’s second law (PH.3 a)
 Motion is described in terms of position, displacement,
time, velocity, and acceleration (PH.3 a). communicate results of experiments involving dynamics
(PH.3 a)
 Free body diagrams are used to show the relative
magnitude and direction of all forces acting upon a system design a model, illustration, and/or graph to explain how
in a given situation (PH.3 a). distance and velocity change for a free-falling object (PH.3
a)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 234
 Enduring Understandings Essential Knowledge and Practices

 An object moving along a circular path with a constant use Newton’s laws of motion to predict the effect of
speed experiences an acceleration directed toward the motion on objects (PH.3 a)
center of the circle (PH.3 a). explain with words, charts, diagrams, and models the
 Friction is the force resisting the relative motion between effects of distance and the amount of mass on the
surfaces in contact with each other (PH.3 a). gravitational force between objects (PH.3 a)
 Weight is the gravitational force acting on a body (PH.3 b). solve problems using Newton’s law of universal gravitation
(PH.3 b).
 Newton’s law of universal gravitation states that any two
bodies in the universe attract each other with a force that is
directly proportional to the product of their masses and
inversely proportional to the square of the distance
between them (PH.3 b).

PH.4 The student will investigate and understand, through mathematical and experimental processes, that conservation laws
govern all interactions. Key ideas include
a) momentum is conserved unless an impulse acts on the system; and
b) mechanical energy is conserved unless work is done on, by, or within the system.

Central Idea: Conservation and momentum are two of the most fundamental concepts in physics and apply to all interactions.
Vertical Alignment: In Physical Science, students are introduced to the concepts of energy, energy conservation, and energy transfer
and transformations (PS.5).

Enduring Understandings Essential Knowledge and Practices

Changes that occur as a result of interactions are constrained by In order to meet this standard, it is expected that students will
conservation laws.  illustrate that energy can be transformed from one form to
 Kinetic energy is the energy of motion. Potential energy is another, using examples from everyday life (PH.4 b)
the energy due to an object’s position or state (PH.4 b).
 qualitatively identify the various energy transformations in
 Forces within a system transform energy from one form to a simple scenario (PH.4 b)

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 235
 Enduring Understandings Essential Knowledge and Practices

another with no change in the system’s total energy (PH.4 investigate conservation of energy in a mechanical system
b). in which energy is transformed from one form into another
(b)
 Work is the mechanical transfer of energy to or from a
system and is the product of a force at the point of solve problems with conservation of energy and work and power
application and the parallel component of the object’s (b)
displacement (PH.4 b). investigate conservation of momentum in a mechanical
 Power is the rate of change of the energy of the system system in which momentum is transferred between objects
(PH.4 b). (PH.4 a)
 For a constant force acting on an object, the impulse by use mathematical representations to support the claim that
that force is the product of the force and the time the object the total momentum of a system of objects is conserved
experiences the force. The impulse also equals the change when there is no net force on the system (PH.4 a)
in the momentum of the object (PH.4 b). solve problems with conservation of momentum (PH.4 a)
 Total energy and momentum are conserved PH.4 a, b). apply scientific and engineering ideas to design, evaluate,
 For elastic collisions, total momentum and total kinetic and refine a device that minimizes the force on a
energy are conserved. For inelastic collisions, total macroscopic object during a collision (PH.4 a)
momentum is conserved and some kinetic energy is plan and conduct an experiment to investigate the
transformed to other forms of energy (PH.4 a). conservation of electric charge (PH.4 b).
 In all systems, the principal of mass/energy applies, but
only in a small number of systems is it significant enough
to be considered (PH.4 b).

PH.5 The student will investigate and understand, through mathematical and experimental processes, that waves transmit
energy and move in predictable patterns. Key ideas include
a) waves have specific characteristics;
b) wave interactions are part of everyday experiences; and
c) light and sound transmit energy as waves.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 236
Central Idea: Waves can transfer energy and momentum from one location to another time with little or no permanent displacement
of the particles of the medium.
Vertical Alignment: In Physical Science, students focus on waves as the movement of energy. Students explore characteristics of
waves and their interactions by studying sound waves and electromagnetic radiation (PS.6, PS.7).

Enduring Understandings Essential Knowledge and Practices

Waves can transfer energy and momentum from one location to In order to meet this standard, it is expected that students will
another without the permanent transfer of mass. use simulations and models to differentiate between
 Mechanical waves transport energy as a traveling examples of transverse and longitudinal waves (PH.5 a)
disturbance in a medium (PH.5 a). use a model representation of a wave to identify the period,
 In a transverse wave, particles of the medium oscillate in a wavelength, and amplitude (PH.5 a)
direction perpendicular to the direction the wave travels solve problems involving frequency, period, wavelength, and
(PH.5 a). velocity (PH.5 a)
 In a longitudinal wave, particles of the medium oscillate in model or simulate reflection, refraction and diffraction of a
a direction parallel to the direction the wave travels (PH.5 wave when it encounters a change in medium or a
a). boundary (PH.5 c)
 Wave velocity equals the product of the frequency and the  explain the phenomena of constructive and destructive
wavelength (PH.5 a). interference (PH.5 b)
 Frequency and period are reciprocals of each other (PH.5 plan and conduct an experiment investigating standing
a). waves (PH.5 a)
 Waves are reflected and transmitted when they encounter a  describe the change in observed frequency of waves due to
change in medium or a boundary (PH.5 a). the motion of a source or a receiver (Doppler effect) (PH.5
 The overlapping of two or more waves results in c)
constructive or destructive interference (PH.5 a).  identify technological applications throughout the
 When source and observer are in relative motion, a shift in electromagnetic spectrum (PH.5 b)
frequency occurs (Doppler effect) (PH.5 a).  identify common uses for radio waves, microwaves, X-
 Sound is a longitudinal mechanical wave that travels rays and gamma rays (PH.5 b)
through matter (PH.5 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 237
 Enduring Understandings Essential Knowledge and Practices

 Light is a transverse electromagnetic wave that can travel use mathematical representations to support a claim
through matter as well as a vacuum (PH.5 c). regarding the relationships among the frequency,
wavelength, and speed of waves traveling through various
 Reflection is the change of direction of the wave in the
media (PH.5 a)
original medium (PH.5 c).
 compare electromagnetic waves to mechanical waves
 Refraction is the change of direction of the wave at the
(PH.5 b).
boundary between two media (PH.5 c).
 Diffraction is the spreading of a wave around a barrier or
an aperture (PH.5 c).
 The pitch of a note is determined by the frequency of the
sound wave (PH.5 c).
Electromagnetic radiation travels in waves and occurs over a
wide range of frequencies. The dual nature of light is addressed
in PH.9.
 The color of light is determined by the frequency of the
light wave (PH.5 c).
 As the amplitude of a sound wave increases, the loudness
of the sound increases (PH.5 c).
 As the amplitude of a light wave increases, the intensity of
the light increases (PH.5 c).
 Frequency, wavelength, and energy vary across the entire
electromagnetic spectrum (PH.5 b).
 The long wavelength, low frequency portion of the
electromagnetic spectrum is used for communication (e.g.,
radio, TV, cellular phone) (PH.5 b).
 Medium wavelengths (infrared) are used for heating and
remote-control devices (PH.5 b).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 238
 Enduring Understandings Essential Knowledge and Practices

 Visible light comprises a relatively narrow portion of the

electromagnetic spectrum (PH.5 b).
 Ultraviolet (UV) wavelengths (shorter than the visible
spectrum) are ionizing radiation and can cause damage to
humans. UV is responsible for sunburn and can be used for
sterilization and fluorescence (PH.5 b).
 X-rays and gamma rays are the highest frequency (shortest
wavelength) and are used primarily for medical purposes.
These wavelengths are also ionizing radiation and can
cause damage to humans (PH.5 b).

PH.6 The student will investigate and understand, through mathematical and experimental processes, that optical systems
form a variety of images. Key ideas include
a) the laws of reflection and refraction describe light behavior; and
b) ray diagrams model light as it travels through different media.

Central Idea: Light is an electromagnetic wave that does not need a medium to travel through space. Since light bends it is possible to
alter what is seen using optical devices called lenses and mirrors. The path that light travels will bend in such a way that various
images are formed that are used in projectors, cameras, and eyeglasses.
Vertical Alignment: In Physical Science, students are introduced to characteristics of electromagnetic radiation through an
exploration of the electromagnetic spectrum and through observing the results of interactions of light (PS.7).

Enduring Understandings Essential Knowledge and Practices

Electromagnetic radiation travels in waves and occurs over a In order to meet this standard, it is expected that students will
wide range of frequencies. Cause-and-effect relationships may conduct an experiment utilizing Snell’s law to determine
be used to predict the path of light caused by interactions with the index of refraction for a given material (PH.6 a)
other materials.
investigate propagation, refraction, and reflection, using
 The ray model of light can be used to understand the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 239
 Enduring Understandings Essential Knowledge and Practices

behavior of optical systems (PH.6 b). the ray model of light (PH.6 a)
 Light incident on a smooth plane surface is reflected such  construct ray diagrams to determine the location and type
that the angle of incidence equals the angle of reflection of image of an object using the laws of reflection and
(PH.6 a). refraction (PH.6 b)
 The index of refraction is the ratio of the speed of light in a conduct an experiment to find the location of an image
vacuum to the speed of light in the medium (PH.6 a). using an optical system (PH.6 b).
 This relationship between the angles of incidence and
refraction and the indices of refraction of the two media is
known as Snell's law. Snell's law applies to the refraction
of light in any situation, regardless of what the two media
are (PH.6 a).
 For a converging lens, the focal point is the point at which
a beam of light parallel to the principal axis converges
(PH.6 b).
 For a diverging lens, the focal point is the point from which
a beam of light parallel to the principal axis appears to
originate (PH.6 b).
 A virtual image can be seen by an observer but cannot be
projected on a screen because the light does not actually
emanate from the image (PH.6 b).
 The focal point is the point at which rays converge or from
which they appear to diverge in a lens or mirror (PH.6 b).

PH.7 The student will investigate and understand, through mathematical and experimental processes, that fields provide a
unifying description of force at a distance. Key ideas include
a) gravitational, electric, and magnetic forces can be described using the field concept; and
b) field strength diminishes with increased distance from the source.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 240
Central Idea: Field theories describe how forces interact with matter. A gravitational field is one that is created due to the mass of the
object. Electric fields are created by the electric charge, positive or negative, that an object possesses. Finally, magnetic fields are
created by the movement of an electric charge. All fields are considered vectors and are often represented by field lines to give a
visual picture of the field location and strength.
Vertical Alignment: Students are exposed to the basic principles of electricity and magnetism in eighth grade to include electrical
circuits, and the relationship between electric and magnetic fields (PS.9).

Enduring Understandings Essential Knowledge and Practices

Fields existing in space can be used to explain interactions. In order to meet this standard, it is expected that students will
 A field is a region in which each point is affected by a  describe the vector nature of the forces on an object in the
force. Objects fall to the ground because they are affected presence of a field (PH.7 a)
by the force of the Earth’s gravitational field. A paper clip,  compare Newton’s law of universal gravitation and
placed in a magnetic field, is pulled toward the magnet, Coulomb’s law of electrostatics (PH.7 a)
and the two like magnetic poles repel each other when one
is placed in the other’s magnetic field (PH.7 a).  describe the effect of a uniform magnetic field on a moving
electrical charge (PH.7 a)
 An electric field surrounds an electric charge; when
another charged particle is placed in that region, it plan and conduct an experiment utilizing sensors to explore
experiences an electric force that either attracts or repels it and explain the nature of fields (PH.7 a, b)
(PH.7 a). develop and use of model of two objects interacting
 The strength of a field, or the forces in a particular region, through electric or magnetic fields to illustrate the forces
could be represented by field lines; the closer the lines, the between objects and the changes in energy of the objects
stronger the forces in that part of the field (PH.7 a). due to the interaction (PH.7 a)
 The force found from Newton’s law of gravitation and in plan and conduct an investigation to provide evidence that
Coulomb’s law is dependent on the inverse square of the an electric current can produce a magnetic field and that a
distance between two objects (PH.7 b). changing magnetic field can produce an electric current
(PH.7 a)
 The interaction of two particles at a distance can be
described as a two-step process that occurs simultaneously:  describe the relationship between electric charges and
the creation of a field by one of the particles and the magnetic fields (PH.7 a).
interaction of the field with the second particle (PH.7 a, b).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 241
 Enduring Understandings Essential Knowledge and Practices

 The force a magnetic field exerts on a moving electrical

charge has a direction perpendicular to both the velocity
and field directions. Its magnitude is dependent on the
velocity of the charge, the magnitude of the charge, and the
strength of the magnetic field (PH.7 a).

PH.8 The student will investigate and understand, through mathematical and experimental processes, that electrical circuits
are a system used to transfer energy. Key ideas include
a) circuit components have different functions within the system;
b) Ohm’s law relates voltage, current, and resistance;
c) different types of circuits have different characteristics and are used for different purposes;
d) electrical power is related to the elements in a circuit; and
e) electrical circuits have everyday applications.

Central Idea: An electrical circuit is a closed loop that begins and ends at a power source. Within that circuit voltages and currents
are determined by the choice of power source and resistance of electrical components. The electrical power of a circuit or component
in a circuit is the product of the current and the voltage.
Vertical Alignment: Students are exposed to the basic principles of electricity and magnetism in eighth grade to include electrical
circuits, and the relationship between electric and magnetic fields (PS.9).

Enduring Understandings Essential Knowledge and Practices

Electric charge is a property of an object or system that affects In order to meet this standard, it is expected that students will
its interactions with other objects or systems containing  describe the function of components in an electrical system
charge. (PH.8 a)
 Current is the rate at which charge moves through a circuit  recognize a series and a parallel circuit (PH.8 b)
element (PH.8 b).
 apply Ohm’s law to a series and a parallel circuit (PH.8 b)
 Electric potential difference (voltage) in a circuit provides
the energy that drives the current (PH.8 b). assemble and analyze simple circuits composed of voltage

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 242
 Enduring Understandings Essential Knowledge and Practices

 Elements in a circuit are positioned relative to other sources and loads in series and in parallel (PH.8 c)
elements either in series or parallel (PH.8 a, c). solve simple circuits using Ohm’s law (PH.8 b, c)
 According to Ohm’s law, the resistance of an element calculate the dissipated power of a circuit element (PH.8 d)
equals the voltage across the element divided by the
current through the element (PH.8 b).  recognize that DC power is supplied by batteries and that
AC power is supplied by electrical wall sockets (PH.8 e).
 Potential difference (voltage) is the change in electrical
potential energy per unit charge across that element (PH.8
b).
 The dissipated power of a circuit element equals the
product of the voltage across that element and the current
through that element (PH.8 d).
 In a DC (direct current) circuit, the current flows in one
direction, whereas in an AC (alternating current) circuit,
the current switches direction several times per second
(PH.8 e).

PH.9 The student will investigate and understand that extremely large and extremely small quantities are not necessarily
described by the same laws as those studied in Newtonian physics. Topics, such as these listed, may be included.
a) wave/particle duality;
b) quantum mechanics and uncertainty;
c) relativity;
d) nuclear physics;
e) solid state physics;
f) nanotechnology;
g) superconductivity;
h) the standard model; and
i) dark matter and dark energy.

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 243
Central Idea: Newtonian physics doesn’t adequately describe phenomena at the extremes of small size or high speed. As modern
physics has explored areas of extreme speeds and subatomic particles, new paradigms have been created.
Vertical Alignment: Prior to this standard, students may have little or no classroom experience with these topics.

Enduring Understandings Essential Knowledge and Practices

The study of modern and non-Newtonian physics can be In order to meet this standard, it is expected that students will
applied in varied technological applications. The intent of this evaluate the claims, evidence, and reasoning behind the
standard is not that each area be taught; instead, the teacher idea that electromagnetic radiation can be described by
should select areas based on student interest and their own either a wave model or a particle model, and that for some
understandings of physics concepts. situations one model is more useful than another (PH.9 a,
 For processes that are important on the atomic scale, b)
objects exhibit both wave characteristics (e.g., communicate technical information about how some
interference) as well as particle characteristics (e.g., technological devices use the principles of wave behavior
discrete amounts and a fixed definite number of electrons and wave interactions with matter to transmit and capture
per atom) (PH.9 a, b). information and energy (PH.9 a, b)
 Quantum mechanics requires an inverse relationship  provide examples of technologies used to explore topics in
between the measurable location and the measurable modern physics (PH.9, b, c, d, e, f, g, h, i)
momentum of a particle. The more accurately one
determines the position of a particle, the less accurately  compare classical physics and modern physics at the
the momentum can be known, and vice versa. This is extremes of speed and size (PH.9 a, b, c, d, e, f, g, h, i)
known as the Heisenberg uncertainty principle (PH.9 a, b).  explore the connections between and the benefits of the
 The special theory of relativity states that the laws of pursuit of pure science and subsequent applications (PH.9
physics are the same for all inertial reference frames and a, b, c, d, e, f, g, h, i).
the speed of light in a vacuum is constant and independent
of the motion of all observers (PH.9 c).
 The general theory of relativity is a theory of space and
time. The central idea is that space and time are two
aspects of spacetime. Spacetime is curved in the presence
of mass (PH.9 c).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 244
 Enduring Understandings Essential Knowledge and Practices

 The strong nuclear force binds protons and neutrons in the

nucleus. Fission is the breakup of heavier nuclei into
lighter nuclei. Fusion is the combination of lighter nuclei
into heavier nuclei. The study of these topics is called
nuclear physics (PH.9 d).
 Natural radioactivity is the spontaneous disintegration of
unstable nuclei. Alpha, beta, and gamma rays are different
emissions associated with radioactive decay (PH.9 d).
 Solid state physics is the study of rigid matter or solids
through methods such as quantum mechanics,
crystallography, electromagnetism, and metallurgy. It is
the largest branch of condensed matter physics (PH.9 e).
 Matter behaves differently at nanometer scale (size and
distance) than at macroscopic scale (PH.9 f).
 Certain materials at very low temperatures exhibit the
property of zero resistance called superconductivity (PH.9
g).
 Nuclear physics is the study of the nature of atomic nuclei,
including the interactions among protons, neutrons, and
the quarks that comprise them (PH.9 d).
 The Standard Model of particle physics is a theory
concerning the electromagnetic, weak, and strong nuclear
interactions, as well as classifying all the known
subatomic particles (PH.9 h).
 The fundamental particles (quarks, protons, and neutrons)
that emerged in the early universe soon after the big bang
are the same types of particles that are studied today in
particle physics experiments at laboratories such as the

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 245
 Enduring Understandings Essential Knowledge and Practices

Large Hadron Collider (LHC) in Switzerland and the

Thomas Jefferson National Accelerator Facility (JLab) in
Newport News, Virginia (PH.9 h).

2018 Virginia Science Standards of Learning Curriculum Framework Scientific & Engineering Practices 246