Elementary STARLAB Correlations
These correlations match the Science Standards and Social Studies Standards, but there are numerous opportunities to incorporate the STARLAB into Language Arts Standards (Native American, African and Greek Mythology cylinders). Electronic copies of the lessons for each cylinder can be provided so that teachers may match their curriculum.
Kindergarten:
Starfield Cylinder
SKE1. Students will describe time patterns (such as day to night and night to
day) and objects (such as sun, moon, stars) in the day and night sky.
a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.
b. Classify objects according to those seen in the day sky and those seen in
the night sky.
Moon Cylinder
SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.
a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.
b. Classify objects according to those seen in the day sky and those seen in
the night sky.
SKP3. Students will observe and communicate effects of gravity on objects.
b. Recognize that the sun, moon, and stars are in the sky, but don’t come down.
Geocentric Earth Cylinder
SSKG2 The student will explain that a map is a drawing of a place and a globe is a model of the Earth.
a. Differentiate land and water features on simple maps and globes.
b. Explain that maps and globes show a view from above.
c. Explain that maps and globes show features in a smaller size.
First Grade:
Weather Cylinder
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
Geocentric Earth Cylinder
SS1G3 The student will locate major topographical features of the earth’s surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
First Grade continued:
Projector/Dome Only
S1P1. Students will investigate light and sound.
a. Recognize sources of light.
b. Explain how shadows are made.
c. Investigate how vibrations produce sound.
d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.
e. Identify emergency sounds and sounds that help us stay safe.
Second Grade:
Starfield Cylinder
S2E1. Students will understand that stars have different sizes, brightness, and patterns.
a. Describe the physical attributes of stars—size, brightness, and patterns.
Moon Cylinder
S2E2. Students will investigate the position of sun and moon to show patterns throughout the year.
a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day.
b. Determine how the shadows change through the day by making a shadow stick or using a sundial.
c. Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.).
d. Use observations and charts to record the shape of the moon for a period of time.
Native American Mythology Cylinder
SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.
Third Grade:
Geocentric Earth Cylinder
SS3G1 The student will locate major topographical features.
a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson.
b. Identify major mountain ranges of the United States of America: Appalachian, Rocky.
c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.
d. Locate Greece on a world map.
Third Grade continued:
Bird Migration Cylinder
S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Fourth Grade:
H.A. Rey Cylinder
S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets.
a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns.
b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky.
Starfield Cylinder
S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
a. Explain the day/night cycle of the earth using a model.
c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar system.
Moon Cylinder
S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
b. Explain the sequence of the phases of the moon.
Weather Cylinder
S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year.
Native American Mythology Cylinder
SS4H1 The student will describe how early Native American cultures developed in North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing, and shelter.
Fourth Grade continued:
Ocean Currents Cylinder
SS4H2 The student will describe European exploration in North America.
a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Núñez de Balboa, Juan Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
Fifth Grade:
Biological Cell Cylinder
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.
Plate Tectonics Cylinder
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
• Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
Middle STARLAB Correlations
These correlations match the Science Standards and Social Studies Standards, but there are numerous opportunities to incorporate the STARLAB into Language Arts Standards (Native American, African and Greek Mythology cylinders). Electronic copies of the lessons for each cylinder can be provided so that teachers may match their curriculum.
Sixth Grade:
Starfield Cylinder
Deep Sky Objects Cylinder
Solar System/Galaxy Cylinder
S6E1. Students will explore current scientific views of the universe and how those views evolved.
b. Describe the position of the solar system in the Milky Way
galaxy and the universe.
c. Compare and contrast the planets in terms of
· Size relative to the earth
· Surface and atmospheric features
· Relative distance from the sun
d. Explain the motion of objects in the day/night sky in terms of relative position.
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun.
a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.
Moon Cylinder
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun.
a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
Weather Cylinder
Ocean Currents Cylinder
S6E4. Students will understand how the distribution of land and oceans
affects climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
S6E3. Students will recognize the significant role of water in earth processes.
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
b. Relate various atmospheric conditions to stages of the water cycle.
c. Describe the composition, location, and subsurface topography of the world’s oceans.
d. Explain the causes of waves, currents, and tides.
Sixth Grade continued:
Plate Tectonics Cylinder
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
d. Describe processes that change rocks and the surface of the earth.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
Geocentric Earth Cylinder
SS6G1 The student will locate selected features of Latin America and the Caribbean.
a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.
SS6G5 The student will locate selected features of Canada.
a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.
Seventh Grade:
Biological Cell Cylinder
S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems.
a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions.
Geocentric Earth Cylinder
SS7G1 The student will locate selected features of Africa.
a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert.
b. Locate on a world and regional political-physical map the countries of Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, Sudan, and South Sudan.
African Mythology Cylinder
SS7G4 The student will describe the diverse cultures of the people who live in Africa.
a. Explain the differences between an ethnic group and a religious group.
b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.
Eighth Grade:
Projector/Dome Only
S8P2. Students will be familiar with the forms and transformations of energy.
c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics.
Native American Mythology Cylinder
SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.
b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto.