Pearson Educationassets.pearsonschool.com/correlations/OS57.doc · Web view© 2006. to the. New York State. Science . Core Curriculum. Grades K - 6. O/S-57 . Introduction. This document

A Correlation of

© 2006

to the

New York StateScience

Core CurriculumGrades K - 6

O/S-57

Introduction

This document demonstrates how Scott Foresman Science meets the New York State Science Core Curriculum. Page references are to the Teacher’s Edition, which contains facsimile Student Edition and ancillary pages.

Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded InquiryScott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.

How to Read SciencePowerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated InstructionLeveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.

Time-Saving StrategiesTime-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the

Activity Placemat and Tray, activity setup takes only 30 seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin

boards quickly and easily.

TechnologyScott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction.

The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Table of Contents

Kindergarten__________________________________________________________1

Grade One___________________________________________________________32

Grade Two___________________________________________________________64

Grade Three__________________________________________________________96

Grade Four__________________________________________________________129

Grade Five__________________________________________________________161

Grade Six __________________________________________________________209

Scott Foresman Scienceto the

New York State Science Core Curriculum

Kindergarten

STANDARD 1 —ANALYSIS, INQUIRY, AND DESIGNStudents will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

MATHEMATICAL ANALYSIS:

Key Idea 1:Abstraction and symbolic representation are used to communicate mathematically.

M1.1 Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment.

M1.1a Use plus, minus, greater than, less than, equal to, multiplication, and division signs122–123This objective also can be developed from the following pages: 66–67, 99a, 101b, 121a, 195a, 245b, 246–247

M1.1b Select the appropriate operation to solve mathematical problems5b, 7, 27b, 47b, 55, 66–67, 99b, 121a, 122–123, 143, 155b, 173b, 195b, 196–197, 225b, 246–247

M1.1c Apply mathematical skills to describe the natural world5b, 7, 27b, 47b, 55, 66–67, 99b, 121a, 122–123, 143, 155b, 173b, 195b, 196–197, 246–247

Key Idea 2:Deductive and inductive reasoning are used to reach mathematical conclusions.

M2.1 Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions.

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Scott Foresman Science New York State Science Core Curriculum Kindergarten

M2.1a Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusions66–67, 155a, 196–197, 246–247

M2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment6–7, 10–11, 155a, 196–197, 246–247

Key Idea 3:Critical thinking skills are used in the solution of mathematical problems.

M3.1 Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.

M3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world120–121, 155a, EM1

SCIENTIFIC INQUIRY

Key Idea 1:The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

S1.1a Observe and discuss objects and events and record observations8–9, 10–11, 24–25, 44–45, 50–51, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 194–195, 202–203, 224–225, 230–231, 244–245, 252–253

S1.1b Articulate appropriate questions based on observationsFM14–FM15, FM15a–FM15b, 8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 80–81, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245

S1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.

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S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings8–9, 24–25, 30–31, 44–45, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 224–225, 230–231, 244–245, 252–253

S1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.

S1.3a Clearly express a tentative explanation or description which can be testedFM15a–FM15b , 8–9, 10–11, 24–25, 44–45, 64–65, 72–73, 98–99, 120–121, 128–129, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 244–245, 252–253

Key Idea 2:Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

S2.1 Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.

S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)FM14–FM15, FM15a–FM15b , 24–25, 44–45, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

S2.2 Share their research plans with others and revise them based on their suggestions.

S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriateFM14–FM15, FM15a–FM15b, 24–25, 44–45, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

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S2.3 Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperature, and time.

S2.3a Use appropriate "inquiry and process skills" to collect dataFM14–FM15, FM15a–FM15b, 24–25, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

S2.3b Record observations accurately and conciselyFM14–FM15, FM15a–FM15b, 8–9, 24–25, 30–31, 44–45, 72–73, 82–83, 98–99, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

Key Idea 3:The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

S3.1 Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.

S3.1a Accurately transfer data from a science journal or notes to appropriate graphic organizerThese inquiries and feature pages provide opportunities for students to apply this objective: FM15a–FM15b, 66–67, 72–73, 106–107, 128–129, 138–139, 154–155, 162–163, 224–225, 252–253

S3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.

S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collectedFM14–FM15, FM15a–FM15b, 8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

S3.3 Share their findings with others and actively seek their interpretations and ideas.

S3.3a Explain their findings to others, and actively listen to suggestions forpossible interpretations and ideasFM15a–FM15b, 8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

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S3.4 Adjust their explanations and understandings of objects and events based on their findings and new ideas.

S3.4a State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanationFM15a–FM15b, 8–9, 24–25, 44–45, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 160–161, 178–179, 194–195, 202–203, 224–225, 244–245,

S3.4b State, orally and in writing, any new questions that arise from theirinvestigationFM15a–FM15b, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 224–225, 230–231, 244–245, 252–253

ENGINEERING DESIGN:

Key Idea 1:Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints);this process is used to develop technological solutions to problems within given constraints.

T1.1 Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.

T1.1a Identify a simple/common object which might be improved and state the purpose of the improvement244–245

T1.1b Identify features of an object that help or hinder the performance of the object226–227, 232–233, 234–235, 238–239, 242–243, 244–245

T1.1c Suggest ways the object can be made differently, fixed, or improved within given constraints244–245

T1.2 Investigate prior solutions and ideas from books, magazines, family, friends,neighbors, and community members.

T1.2a Identify appropriate questions to ask about the design of an object244–245

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T1.2b Identify the appropriate resources to use to find out about the design of an object230–231

T1.2c Describe prior designs of the object244–245

T1.3 Generate ideas for possible solutions, individually and through group activity; apply age–appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.

T1 3a List possible solutions, applying age-appropriate math and science skills244–245

T1.3b Develop and apply criteria to evaluate possible solutions75a, 131a, 174–175, 178–179, 205a, 255a

T1.3c Select a solution consistent with given constraints and explain why it was chosen8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 75a, 82–83, 98–99, 104–105, 120–121, 128–129, 131a, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 205a, 212–213, 224–225, 230–231, 244–245, 252–253, 255a

T1.4 Plan and build, under supervision, a model of the solution, using familiar materials, processes, and hand tools.

T1.4a Create a grade-appropriate graphic or plan listing all materials needed, showing sizes of parts, indicating how things will fit together, and detailing steps for assemblyA4, 4A, 10–11, 26A, 32–33, 46A, 52–53, 75a, 78A, 100A, 106–107, 131a, 140–141, 154–155, 158–159, 162–163, 180–181, 205a, 210–211, 214–215, 232–233, 255a

T1.4b Build a model of the object, modifying the plan as necessary64–65, 75a, 98–99, 131a, 205a, 255a

T1.5 Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn’t work; and summarize results in writing, suggesting ways to make the solution better.

T1.5a Determine a way to test the finished solution or model64–65, 75a, 98–99, 131a, 205a, 255a

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T1.5b Perform the test and record the results, numerically and/or graphically64–65, 75a, 98–99, 131a, 205a, 255a

T1.5c Analyze results and suggest how to improve the solution or model, using oral, graphic, or written formats64–65, 75a, 98–99, 131a, 205a, 255a

STANDARD 2 —INFORMATION SYSTEMSStudents will access, generate, process, and transfer information using appropriate technologies.

Key Idea 1:Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom24–25, 30–31, 45b, 50–51, 64–65, 72–73, 155b, 173b, 194–195, 202–203, 212–213, 225b, 230–231, 244–245

• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

• use information technology to link the classroom to world events8–9, 30–31, 50–51, 82–83, 98–99, 104–105, 120–121, 138–139, 160–161, 178–179, 212–213, 224–225, 244–245

Key Idea 2:Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use.

• use a variety of media to access scientific information8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

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• consult several sources of information and points of view before drawing conclusions32–33, 66–67

• identify and report sources in oral and written communications The following pages may be used when students share information with the class: 38–39, 40–41, 62–63, 66–67, 86–87, 90–91, 96–97, 108–109, 116–117, 122–123, 142–143, 152–153, 196–197, 222–223, 236–237, 240–241, 246–247

Key Idea 3:Information technology can have positive and negative impacts on society, depending upon how it is used.

• distinguish fact from fiction (presenting opinion as fact is contrary to thescientific process)Throughout Scott Foresman Science, science misconceptions are presented that will help students to distinguish fact from fiction, such as: 13, 19, 35, 57, 89, 93, 97, 113, 149, 151, 167, 169, 171, 193, 221

• demonstrate an ability to critically evaluate information and misinformation13, 15, 19, 21, 35, 37, 43, 57, 89, 93, 97, 113, 151, 167, 169, 171, 193, 219, 221

• recognize the impact of information technology on the daily life of students236–237

STANDARD 6 —INTERCONNECTEDNESS: COMMON THEMESStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Systems Thinking

Key Idea 1:Through systems thinking, people can recognize the commonalties that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

• observe and describe interactions among components of simple systems40–41, 171, 198–199, 230–231, 242–243, 245c, 252–253

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• identify common things that can be considered to be systems (e.g., a plant, a transportation system, human beings)40–41, 171, 198–199, 212–213, 230–231, 242–243, 252–253

Models

Key Idea 2:Models are simplified representations of objects, structures, or systems, used in analysis, explanation, or design.

• analyze, construct, and operate models in order to discover attributes of the real thingFM15d, 64–65, 65c, 82–83, 98–99, 230–231, 244–245, 252–253

• discover that a model of something is different from the real thing but can be used to study the real thingFM15d, 64–65, 65c, 82–83, 98–99, 230–231, 244–245, 252–253

• use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world98–99, 104–105, 246–247

Magnitude and Scale

Key Idea 3:The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect behavior and design of systems.

• observe that things in nature and things that people make have very different sizes, weights, and ages 30–31, 98–99

• recognize that almost anything has limits on how big or small it can be142–143

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Equilibrium and Stability

Key Idea 4:Equilibrium is a state of stability due either to a lack of changes (static equilibrium)or a balance between opposing forces (dynamic equilibrium).

• observe that things change in some ways and stay the same in some ways28–29, 30–31, 34–35, 38–39, 42–43, 44–45

• recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements.30–31, 34–35, 38–39, 42–43, 44–45, 72–73, 222–223

Patterns of Change

Key Idea 5:Identifying patterns of change is necessary for making predictions about futurebehavior and conditions.

• use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data128–129

• analyze data by making tables and graphs and looking for patterns of change 72–73, 104–105, 128–129

Optimization

Key Idea 6:In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

• choose the best alternative of a set of solutions under given constraintsThese inquiries and projects present opportunities for students to apply this objective: 64–65, 72–73, 75a, 131a, 202–203, 205a, 252–253, 255a

• explain the criteria used in selecting a solution orally and in writing64–65, 75a, 131a, 205a, 255a

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STANDARD 7 —INTERDISCIPLINARY PROBLEM SOLVINGStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Connections

Key Idea 1:The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action96–97

• make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choiceThis objective can be developed from these pages: 238–239

• design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute96–97, 128–129

• observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusionsFM15a–FM15b, 24–25, 72–73, 120–121, 128–129, 172–173, 194–195, 202–203

Strategies

Key Idea 2:Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

• work effectively24–25, 44–45, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

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• gather and process information24–25, 44–45, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

• generate and analyze ideas24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

• observe common themes30–31, 44–45, 50–51, 104–105, 120–121, 160–161, 178–179, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

• realize ideas44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

• present results24–25, 44–45, 50–51, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

PROCESS SKILLS BASED ON STANDARD 4

General Skills

i. follow safety procedures in the classroom, laboratory, and fieldFM16–FM17, FM20–FM21, 24–25, 44–45, 72–73, 82–83, 98–99, 120–121, 172–173, 230–231

ii. safely and accurately use the following tools:

• hand lens FM16–FM17, 82–83

• ruler (metric)FM18–FM19, EM1

• balanceFM18–FM19

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• gram weightsEM1

• spring scaleThis objective is covered in Grade 3 and Grade 4.

• thermometer (°C, °F)FM16–FM17, 120–121

• measuring cupsFM16–FM17

• graduated cylinder This objective is covered in Grades 1-4

• timepiece(s)FM16–FM17

iii. develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)

These inquiry and feature pages provide opportunities for students to apply this objective: 8–9, 24–25, 44–45, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

iv. manipulate materials through teacher direction and free discovery8–9, 24–25, 50–51, 64–65, 72–73, 82–83, 98–99, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 230–231, 244–245, 252–253

v. use information systems appropriatelyThis objective can be developed from: 236–237, 240–241

vi. select appropriate standard and nonstandard measurement tools for measurement activities

FM16–FM17, 104–105, 120–121, 128–129, 160–161, EM1

vii. estimate, find, and communicate measurements, using standard and nonstandard units

120–121, 128–129, EM1

viii. use and record appropriate units for measured or calculated values120–121, 128–129

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ix. order and sequence objects and/or events5b, 44–45, 72–73, 106–107, 128–129, 180–181

x. classify objects according to an established scheme6–7, 8–9, 10–11, 12–13, 24–25, 46–47, 48–49, 50–51, 52–53, 54–55, 56–57, 64–65, 82–83, 104–105, 138–139, 140–141, 172–173, 178–179, 194–195, 212–213, 224–225, 232–233, 238–239

xi. generate a scheme for classification6–7, 8–9, 10–11, 24–25, 50–51, 138–139, 140–141

xii. utilize senses optimally for making observations6–7, 8–9, 10–11, 12–13 24–25, 44–45, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

xiii. observe, analyze, and report observations of objects and events6–7, 8–9, 10–11, 12–13, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

xiv. observe, identify, and communicate patterns50–51, 104–105, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 154–155, 178–179, 194–195, 202–203, 224–225, 252–253

xv. observe, identify, and communicate cause-and-effect relationships24–25, 72–73, 120–121, 128–129, 160–161, 178–179, 194–195, 202–203, 230–231, 252–253

xvi. generate appropriate questions (teacher and student based) in response to observations, events, and other experiences

24–25, 30–31, 44–45, 50–51, 64–65, 82–83, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 224–225, 230–231, 244–245, 252–253

xvii. observe, collect, organize, and appropriately record data, then accurately interpret results

24–25, 44–45, 72–73, 82–83, 98–99, 104–105, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

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xviii. collect and organize data, choosing the appropriate representation:

• journal entries13, 15, 35, 37, 55, 57, 71, 89, 95, 103, 109, 115, 137, 145, 147, 149, 151, 165, 167, 171, 183, 185, 187, 189, 191, 193, 221, 239, 243

• graphic representations72–73, 128–129, 138–139, 172–173, 194–195, 224–225, 252–253

• drawings/pictorial representations12–13, 24–25, 44–45, 72–73, 98–99, 104–105, 120–121, 154–155

xix. make predictions based on prior experiences and/or information24–25, 72–73, 84–85, 104–105, 120–121, 154–155, 160–161, 162–163, 172–173, 194–195, 202–203

xx. compare and contrast organisms/objects/events in the living and physical environments

8–9, 10–11, 14–15, 24–25, 28–29, 32–33, 38–39, 50–51, 54–55, 56–57, 60–61, 62–63, 72–73, 74–75, 82–83, 86–87, 88–89, 98–99, 104–105, 130–131, 138–139, 154–155, 172–173, 178–179, 194–195, 208–209, 210–211, 212–213, 214–215, 218–219, 224–225, 252–253

xxi. identify and control variables/factors24–25, 72–73, 120–121, 128–129, 154–155, 172–173, 178–179, 194–195, 202–203, 252–253

xxii. plan, design, and implement a short-term and long-term investigation based on a student-or teacher-posed problem

24–25, 44–45, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 224–225, 230–231, 244–245, 252–253

xxiii. communicate procedures and conclusions through oral and written presentations

24–25, 30–31, 44–45, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 224–225, 230–231, 244–245, 252–253

15


STANDARD 4: THE PHYSICAL SETTINGStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1:The Earth and celestial phenomena can be described by principles of relative motion and perspective.

PERFORMANCE INDICATOR 1.1

Describe patterns of daily, monthly, and seasonal changes in their environment.

Major Understandings:

1.1a Natural cycles and patterns include:

• Earth spinning around once every 24 hours (rotation), resulting in day andnight220–221, 224–225, 254–255

• Earth moving in a path around the Sun (revolution), resulting in one Earth year110–111, 112–113, 114–115, 116–117, 121a, 121d

• the length of daylight and darkness varying with the seasons110–111, 112–113, 114–115, 116–117

• weather changing from day to day and through the seasons100–101, 102–103, 104–105, 108–109, 110–111, 112–113, 114–115, 116–117

• the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle210, 214, 218–219, 222–223

1.1b Humans organize time into units based on natural motions of Earth:

• second, minute, hourFM16–FM17, 236–237

• week, month222–223

16


1.1c The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.

209a, 210–211, 216–217, 220–221, 254–255

Key Idea 2:Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

PERFORMANCE INDICATOR 2.1Describe the relationship among air, water, and land on Earth.


2.1a Weather is the condition of the outside air at a particular moment.100–101, 102–103, 104–105, 108–109, 110–111, 112–113, 114–115, 116–117, 118–119, 128–129, 130–131, 200

2.1b Weather can be described and measured by:

• temperature100–101, 102–103, 104–105, 108–109, 110–111, 112–113, 114–115, 116–117, 120–121

• wind speed and direction79b, 100–101, 102–103, 104–105, 108–109, 118–119, 128–129

• form and amount of precipitation100–101, 102–103, 104–105, 108–109, 110–111, 112–113, 116–117, 118–119, 130–131

• general sky conditions (cloudy, sunny, partly cloudy)100–101, 102–103, 104–105, 108–109, 110–111, 112–113, 204–205, 216–217

2.1c Water is recycled by natural processes on Earth.

• evaporation: changing of water (liquid)into water vapor (gas)108–109

• condensation: changing of water vapor (gas)into water (liquid)118–119

17


• precipitation: rain, sleet, snow, hail106–107, 108–109, 110–111, 118–119

• runoff: water flowing on Earth’s surface92–93

• groundwater: water that moves downward into the ground106–107

2.1d Erosion and deposition result from the interaction among air, water, and land.

• interaction between air and water breaks down earth materials118–119

• pieces of earth material may be moved by air, water, wind, and gravity118–119

• pieces of earth material will settle or deposit on land or in the water in different places118–119

• soil is composed of broken-down pieces of living and nonliving earth material86–87

2.1e Extreme natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes, and other severe storms) may have positive or negative impacts on living things.

118–119

Key Idea 3:Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

PERFORMANCE INDICATOR 3.1Observe and describe properties of materials, using appropriate tools.


3.1a Matter takes up space and has mass. Two objects cannot occupy the same place at the same time.

142–143, 144–145, 146–147, 148–149, 150–151, 152–153

18


3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can beobserved through the senses.

134–135, 135a, 136–137, 138–139, 140–141, 142–143, 144–145, 146–147, 148–149, 152–153, 190–191

3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

134–135, 135a, 136–137, 138–139, 140–141, 142–143, 144–145, 146–147, 148–149, 152–153

3.1d Measurements can be made with standard metric units and nonstandard units. (Note: Exceptions to the metric system usage are found in meteorology.)

120–121, 142–143, EM1

3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers, and graduated cylinders.

FM16–FM19, 148–149, 192–193, 194–195

3.1f Objects and/or materials can be sorted or classified according to their properties.

134–135, 135a, 136–137, 138–139, 140–141, 142–143, 144–145, 146–147, 148–149

3.1g Some properties of an object are dependent on the conditions of the presentsurroundings in which the object exists. For example:

• temperature – hot or cold164–165, 202–203

• lighting – shadows, color164–165, 166–167

• moisture – wet or dry100–101, 116–117

19


PERFORMANCE INDICATOR 3.2Describe chemical and physical changes, including changes in states of matter.


3.2a Matter exists in three states: solid, liquid, gas.

• solids have a definite shape and volume136–137, 138–139, 146–147, 152–153

• liquids do not have a definite shape but have a definite volume148–149, 152–153

• gases do not hold their shape or volume150–151, 152–153, 154–155

3.2b Temperature can affect the state of matter of a substance.152–153, 156–157, 164–165, 202–203

3.2c Changes in the properties or materials of objects can be observed and described.

152–153, 156–157, 164–165, 202–203

Key Idea 4:Energy exists in many forms, and when these forms change energy is conserved.

PERFORMANCE INDICATOR 4.1Describe a variety of forms of energy (e.g., heat, chemical, light)and the changes that occur in objects when they interact with those forms of energy.


4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.

156–157, 158–159, 160–161, 164–165, 166–167, 168–169, 170–171, 190–191, 202–203

4.1b Energy can be transferred from one place to another.156–157, 158–159, 160–161, 168–169, 170–171

4.1c Some materials transfer energy better than others (heat and electricity).160–161, 168–169, 170–171

20


4.1d Energy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.

158–159, 160–161, 170–171, 190–191, 202–203

4.1e Electricity travels in a closed circuit.170–171

4.1f Heat can be released in many ways, for example, by burning, rubbing (friction), or combining one substance with another.

158–159, 168–169

4.1g Interactions with forms of energy can be either helpful or harmful.168–169, 170–171

PERFORMANCE INDICATOR 4.2Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).


4.2a Everyday events involve one form of energy being changed to another.

• animals convert food to heat and motion20–21

• the Sun’s energy warms the air and water104–105, 156–157, 158–159, 160–161, 164–165, 168–169, 202–203

4.2b Humans utilize interactions between matter and energy.

• chemical to electrical, light, and heat: battery and bulb170–171

• electrical to sound (e.g., doorbell buzzer)170–171

• mechanical to sound (e.g., musical instruments, clapping)190–191

• light to electrical (e.g., solar-powered calculator)170–171

21


Key Idea 5:Energy and matter interact through forces that result in changes in motion.

PERFORMANCE INDICATOR 5.1Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.


5.1a The position of an object can be described by locating it relative to another object or the background (e.g., on top of, next to, over, under, etc.).

78–79, 184–185

5.1b The position or direction of motion of an object can be changed by pushing or pulling.

174–175, 176–177, 178–179, 182–183, 184–185, 186–187, 188–189, 226–227, 242–243, 244–245

5.1c The force of gravity pulls objects toward the center of Earth.183

5.1d The amount of change in the motion of an object is affected by friction.36–37, 182–183, 184–185, 188–189

5.1e Magnetism is a force that may attract or repel certain materials.192–193, 194–195

5.1f Mechanical energy may cause change in motion through the application of force and through the use of simple machines such as pulleys, levers, and inclined planes.

178–179, 226–227, 228–229, 230–231, 232–233, 234–235, 236–237, 238–239, 242–243, 244–245, 252–253

PERFORMANCE INDICATOR 5.2Describe how forces can operate across distances.


5.2a The forces of gravity and magnetism can affect objects through gases, liquids, and solids.

192–193, 194–195

22


5.2b The force of magnetism on objects decreases as distance increases.This objective can be developed from these pages: 192–193, 194–195

STANDARD 4: THE LIVING ENVIRONMENTStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1:Living things are both similar to and different from each other and from nonliving things.

PERFORMANCE INDICATOR 1.1Describe the characteristics of and variations between living and nonliving things.


1.1a Animals need air, water, and food in order to live and thrive.6–7, 16–17, 18–19, 20–21, 44–45

1.1b Plants require air, water, nutrients, and light in order to live and thrive.5b, 6–7, 14–15, 16–17, 18–19, 20–21, 24–25, 42–43, 70–71, 72–73, 130–131

1.1c Nonliving things do not live and thrive.6–7, 8–9, 10–11, 12–13, 14–15, 24–25

1.1d Nonliving things can be human-created or naturally occurring.6–7, 8–9, 10–11, 12–13, 14–15

PERFORMANCE INDICATOR 1.2Describe the life processes common to all living things.


1.2a Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.

4–5, 5b, 14–15, 16–17, 18–19, 20–21, 24–25, 26–27, 28–29, 30–31, 34–35, 42–43, 44–45, 70–71, 72–73, 74–75, 94–95

23


Key Idea 2:Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

PERFORMANCE INDICATOR 2.1Recognize that traits of living things are both inherited and acquired or learned.


2.1a Some traits of living things have been inherited (e.g., color of flowers and number of limbs of animals).

34–35, 38–39, 40–41

2.1b Some characteristics result from an individual ’s interactions with the environment and cannot be inherited by the next generation (e.g., having scars; riding a bicycle).

30–31

PERFORMANCE INDICATOR 2.2Recognize that for humans and other living things there is genetic continuity between generations.


2.2a Plants and animals closely resemble their parents and other individuals in their species.

34–35, 38–39, 42–43

2.2b Plants and animals can transfer specific traits to their offspring when theyreproduce.

38–39, 42–43

Key Idea 3:Individual organisms and species change over time.

PERFORMANCE INDICATOR 3.1Describe how the structures of plants and animals complement the environment of the plant or animal.


24


3.1a Each animal has different structures that serve different functions in growth,survival, and reproduction.

• wings, legs, or fins enable some animals to seek shelter and escape predators36–37, 44–45, 54–55, 56–57

• the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink16–17, 18–19, 20–21

• eyes, nose, ears ,tongue, and skin of some animals enable the animals to sense their surroundings82–83, 154–155, 216–217, 218–219

• claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food58–59, 60–61

• some animals have parts that are used to produce sounds and smells to help the animal meet its needsThis objective can be developed from these pages: 54–55, 56–57, 190–191

• the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)34–35

3.1b Each plant has different structures that serve different functions in growth,survival, and reproduction.

• roots help support the plant and take in water and nutrients18–19, 40–41, 55, 59

• leaves help plants utilize sunlight to make food for the plant40–41

• stems, stalks, trunks, and other similar structures provide support for the plant40–41

• some plants have flowers40–41, 42–43

25


• flowers are reproductive structures of plants that produce fruit which contains seeds42–43, 70–71

• seeds contain stored food that aids in germination and the growth of young plantsThis objective can be developed from these pages: 27a, 42–43

3.1c In order to survive in their environment, plants and animals must be adapted to that environment.

• seeds disperse by a plant’s own mechanism and/or in a variety of ways that can include wind, water, and animalsThis objective can be developed from pages: 42–43

• leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and textureThis objective can be developed from pages: 40–41

• animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration60–61, 114–115, 116–117

PERFORMANCE INDICATOR 3.2Observe that differences within a species may give individuals an advantage in surviving and reproducing.


3.2a Individuals within a species may compete with each other for food, mates, space, water, and shelter in their environment.

18–19, 20–21, 22–23

3.2b All individuals have variations, and because of these variations, individuals of a species may have an advantage in surviving and reproducing.

32–33

26


Key Idea 4:The continuity of life is sustained through reproduction and development.

PERFORMANCE INDICATOR 4.1Describe the major stages in the life cycles of selected plants and animals.


4.1a Plants and animals have life cycles. These may include beginning of a life, development into an adult, reproduction as an adult, and eventually death.

34–35, 42–43, 44–45

4.1b Each kind of plant goes through its own stages of growth and development that may include seed, young plant, and mature plant.

27a, 28–29, 42–43

4.1c The length of time from beginning of development to death of the plant is called its life span.

42–43

4.1d Life cycles of some plants include changes from seed to mature plant.24–25, 42–43

4.1e Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.

34–35, 38–39, 44–45

4.1f Each kind of animal goes through its own stages of growth and developmentduring its life span.

26–27, 27b, 28–29, 34–35, 38–39, 44–45, 74–75

4.1g The length of time from an animal’s birth to its death is called its life span. Life spans of different animals vary.

This objective can be developed from pages: 44–45

PERFORMANCE INDICATOR 4.2Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.


4.2a Growth is the process by which plants and animals increase in size.4–5, 26–27, 28–29, 30–31, 34–35, 38–39, 42–43, 74–75

27


4.2b Food supplies the energy and materials necessary for growth and repair.44–45

Key Idea 5:Organisms maintain a dynamic equilibrium that sustains life.

PERFORMANCE INDICATOR 5.1Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).


5.1a All living things grow, take in nutrients, breathe, reproduce, and eliminate waste.

5b, 4–5, 14–15, 16–17, 22–23, 24–25, 26–27, 28–29, 30–31, 34–35, 38–39, 42–43, 44–45, 70–71, 72–73, 74–75, 94–95

5.1b An organism’s external physical features can enable it to carry out life functions in its particular environment.

36–37, 44–45, 46–47, 56–57, 58–59, 60–61, 62–63

PERFORMANCE INDICATOR 5.2Describe some survival behaviors of common living specimens.


5.2a Plants respond to changes in their environment. For example, the leaves of some green plants change position as the direction of light changes; the parts of some plants undergo seasonal changes that enable the plant to grow; seeds germinate, and leaves form and grow.

14–15

5.2b Animals respond to change in their environment,(e.g., perspiration, heart rate, breathing rate, eye blinking, shivering, and salivating).

44–45

5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.

54–55, 56–57, 58–59, 60–61, 62–63

28


5.2d Some animals, including humans, move from place to place to meet their needs.

61, 114–115

5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of fur.

61

5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating.

58–59, 60–61, 62–63, 114–115, 116–117

5.2g The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight.

22–23, 58–59, 60–61, 62–63

PERFORMANCE INDICATOR 5.3Describe the factors that help promote good health and growth in humans.


5.3a Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health.

20–21

5.3b Good health habits include hand washing and personal cleanliness; avoidingharmful substances (including alcohol, tobacco, illicit drugs); eating a balanced diet; engaging in regular exercise.

94–95

Key Idea 6:Plants and animals depend on each other and their physical environment.

PERFORMANCE INDICATOR 6.1Describe how plants and animals, including humans, depend upon each other and the nonliving environment.


29


6.1a Green plants are producers because they provide the basic food supply for themselves and animals.

21, 70–71

6.1b All animals depend on plants. Some animals (predators) eat other animals (prey).

21

6.1c Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.

20–21This objective can also be developed from: 62–63, 64–65

6.1d Decomposers are living things that play a vital role in recycling nutrients.96–97

6.1e An organism’s pattern of behavior is related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.

59, 114–115

6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

This objective can be developed from pages 70–71.

PERFORMANCE INDICATOR 6.2Describe the relationship of the Sun as an energy source for living and nonliving cycles.


6.2a Plants manufacture food by utilizing air, water, and energy from the Sun.21

6.2b The Sun’s energy is transferred on Earth from plants to animals through the food chain.

164–165, 216–217

6.2c Heat energy from the Sun powers the water cycle (see Physical Science KeyIdea 2).

164–165, 216–217

30


Key Idea 7:Human decisions and activities have had a profound impact on the physical and living environments.

PERFORMANCE INDICATOR 7.1Identify ways in which humans have changed their environment and the effects of those changes.


7.1a Humans depend on their natural and constructed environments.68–69, 70–71, 94–95, 198–199This objective also can be developed from pages: 124–125, 126–127, 200–201

7.1b Over time humans have changed their environment by cultivating crops and raising animals, creating shelter, using energy, manufacturing goods, developing means of transportation, hanging populations, and carrying out other activities.

79b, 86–87, 90–91, 114–115, 248–249, 250–251This objective also can be developed from pages: 236–237, 238–239, 240–241

7.1c Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms.

90–91, 96–97, 114–115, 198–199, 248–249, 250–251This objective also can be developed from pages: 236–237, 238–239, 240–241

31


New York State Science Core CurriculumGrade One





M1.1a Use plus, minus, greater than, less than, equal to, multiplication, and division signs20–21, 42–43, 109, 231, 300–301, 349This objective also can be developed from the following pages: 15, 140–141, 330–331, 364–365

M1.1b Select the appropriate operation to solve mathematical problems15, 20–21, 42–43, 108–109, 170–171, 231, 289, 300–301, 330–331

M1.1c Apply mathematical skills to describe the natural world9, 15, 20–21, 42–43, 89, 92–93, 108–109, 132–133, 157, 170–171, 189, 194–195, 196–197, 204–205, 208, 231, 268–269, 276, 289, 316, 325, 330–331, 364–365



M2.1a Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusions20–21, 108–109, 194–195, 208, 231, 268–269, 364–365

32

Scott Foresman Science New York State Science Core Curriculum Grade One

M2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment15, 20–21, 89, 108–109, 130–131, 132–133, 189, 196–197, 204–205, 208, UC2, 268–269, 276, 289, 328–329



M3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural worldxxviii, 39, 52, 184–185, 194–195, 204–205, 208, 276, 289, 316

SCIENTIFIC INQUIRY



S1.1a Observe and discuss objects and events and record observations4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 108–109, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376

S1.1b Articulate appropriate questions based on observationsxxii, UA1, UA2–UA3, 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, UD1, 316, 328–329, 340, 362–363


S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings4, 5, 18–19, 40–41, 52, 74–75, 84, 106–107, 117, 118, 126, 140–141, 144, 160, 168–169, 180, 181, 194–195, 208, 212, 214, 232–233, 244, 245, 266–267, 276, 282, 290, 294, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376

33



S1.3a Clearly express a tentative explanation or description which can be testedxxiii, 4, 18–19, 28, 40–41, 74–75, 106–107, 130–131, 140–141, 144, 168–169, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 328–329, 340, 362–363, 372–373, 376



S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)xxiv, 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 316, 328–329, 340, 362–363


S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriate4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376


34


S2.3a Use appropriate "inquiry and process skills" to collect dataxxv–xxvii, UA4, 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, UB4, 148, 168–169, 180, 194–195, 204–205, 208, UC4, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, UD4, 316, 328–329, 340, 362–363

S2.3b Record observations accurately and conciselyxxv, UA4, 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 130–131, 140–141, 144, UB4, 148, 168–169, 170–171, 180, 194–195, 204–205, 208, UC4, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, UD4, 316, 328–329, 340, 362–363, 372–373, 376



S3.1a Accurately transfer data from a science journal or notes to appropriate graphic organizerThese inquiries and feature pages provide opportunities for students to apply this objective: 18–19, 29, 85, 117, 132–133, 148, 213, 317


S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collectedxxv, xxvi, 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, UC3–UC3, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363


S3.3a Explain their findings to others, and actively listen to suggestions forpossible interpretations and ideas4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 170–171, 194–195, 200, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376

35



S3.4a State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanation18–19, 40–41, 74–75, 106–107, 130–131, 140–141, 144, 168–169, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 328–329, 340, 362–363, 372–373, 376

S3.4b State, orally and in writing, any new questions that arise from theirinvestigation18–19, 40–41, 74–75, 106–107, 116, 130–131, 140–141, 144, 168–169, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 328–329, 340, 362–363, 372–373, 376

ENGINEERING DESIGN:



T1.1a Identify a simple/common object which might be improved and state the purpose of the improvement362–363, 376This objective also can be developed on these pages: 266–267

T1.1b Identify features of an object that help or hinder the performance of the objectUB1, 348–351, 352–355, 356–359, 362–363, 372–373, 376

T1.1c Suggest ways the object can be made differently, fixed, or improved within given constraints362–363, 376This objective also can be developed from these pages: 266–267

36



T1.2a Identify appropriate questions to ask about the design of an objectUA2, 266–267, 356–357, 376

T1.2b Identify the appropriate resources to use to find out about the design of an object356–357, 376This objective also can be developed from these pages: 266–267

T1.2c Describe prior designs of the object356–357, 376This objective can be developed from these pages: 266–267


T1 3a List possible solutions, applying age-appropriate math and science skills356–357, 376This objective also can be developed from pages: 266–267

T1.3b Develop and apply criteria to evaluate possible solutions140–141, 204–205, 208, 308–309, 312, 372–373, 376

T1.3c Select a solution consistent with given constraints and explain why it was chosen28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 181, 194–195, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376


T1.4a Create a grade-appropriate graphic or plan listing all materials needed, showing sizes of parts, indicating how things will fit together, and detailing steps for assembly144, 208, 266–267, 312, 376

T1.4b Build a model of the object, modifying the plan as necessary144, 208, 266–267, 312, 362–363, 376

37



T1.5a Determine a way to test the finished solution or model144, 208, 266–267, 312, 362–363, 376

T1.5b Perform the test and record the results, numerically and/or graphically144, 208, 266–267, 312, 362–263, 376

T1.5c Analyze results and suggest how to improve the solution or model, using oral, graphic, or written formats144, 208, 266–267, 312, 362–363, 376



• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroomxxix, 4, 18–19, 40–41, 46, 48, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 227, 232–233, 238–239, 244, 266–267, 276, 286, 298–299, 300–301, 308–309, 312, 316, 328–329, 340, 355, 362–363, 372–373

• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 148, 168–169, 180, 194–195, 212, 232–233, 244, 266–267, 276, 298–299

• use information technology to link the classroom to world events18–19, 40–41, 74–75, 106–107, 130–131, 168–169, 194–195, 232–233, 266–267, 298–299

38



• use a variety of media to access scientific information4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 148, 168–169, 180, 194–195, 212, 232–233, 244, 266–267, 276, 298–299

• consult several sources of information and points of view before drawing conclusions360–361This objective can also be developed from these pages: 208, 277, 312

• identify and report sources in oral and written communications The following pages may be used when students share information with the class: 20–21, 42–43, 46–47, 76–77, 108–109, 132–133, 136, 170–171, 176, 196–197, 200, 238–239, 240, 268–269, 272, 300–301, 304, 330–331, 336, 360–361, 364–365


• distinguish fact from fiction (presenting opinion as fact is contrary to thescientific process)Throughout Scott Foresman Science, science misconceptions are presented that will help students to distinguish fact from fiction, such as: 3, 27, 39, 51, 59, 63, 64, 83, 90, 93, 120, 147, 179, 190, 257, 281, 285, 289, 339, 358

• demonstrate an ability to critically evaluate information and misinformation3, 39, 40–41, 51, 59, 63–64, 83, 90, 93, 120, 147, 162, 179, 190, 211, 220, 257, 281, 285, 289, 339, 358

• recognize the impact of information technology on the daily life of students208, 238–239, 360–361

39



Systems Thinking


• observe and describe interactions among components of simple systems98–99, 100–103, 130–131, 292–293, 312, UD2–UD3

• identify common things that can be considered to be systems (e.g., a plant, a transportation system, human beings)68–71, 98–99, 100–103, 130–131, UC1, 312, UD2–UD3

Models


• analyze, construct, and operate models in order to discover attributes of the real thingFM15d, 64–65, 65c, 82–83, 98–99, 230–231, 244–245, 252–253

• discover that a model of something is different from the real thing but can be used to study the real thing40–41, 52, 74–75, 130–131, 140–141, 148, 149, 180, 208, 266–267, 308–309, 312, 328–329, 362–363, 372–373, 376

• use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world52, 89, 130–131, 140–141, 149, 170–171, 196–197, 200, 268–269, 300–301, 334–335, 362–363, 372–373

40


Magnitude and Scale


• observe that things in nature and things that people make have very different sizes, weights, and ages 86–91, 94–97, 100–103, 104–105, 108–109, 117, 174–175, 176, 234–235, 316, 320–321, 326–327

• recognize that almost anything has limits on how big or small it can be108–109, UB3, 214–217



• observe that things change in some ways and stay the same in some ways8–9, 18–19, 33, 94–97, 158–159, 168–169, 208, 224–225, 226–229

• recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements.8–9, 18–19, 94–97, 168–169, 208, 222–225, 226–229, 238–239, 276

Patterns of Change


• use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data39, 52, 184–185, 194–195, 204–205, 208, 238–239, 276, 289, 316, 349, 372–373

• analyze data by making tables and graphs and looking for patterns of change 18–19, 204–205, 238–239, 276

41


Optimization


• choose the best alternative of a set of solutions under given constraintsThese inquiries and projects present opportunities for students to apply this objective: 140–141, 144, 204–205, 208, 308–309, 312, 372–373, 376

• explain the criteria used in selecting a solution orally and in writing144, 208, 312, 376


Connections


• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action161, 163, 165, 166–167, 170–171

• make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choiceThis objective can be developed from these pages: 294–295

• design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute144, 160, 162–165, 166–167, 170–171, 362–363

42


• observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions4, 18–19, 40–41, 74–75, 106–107, 116, 140–141, 144, 168–169, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 328–329, 362–363, 372–373, 376

Strategies


• work effectively4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363

• gather and process information4, 18–19, 28, 40–41, 48, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 170–171, 180, 194–195, 196–197, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376

• generate and analyze ideas4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363

• observe common themes4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363

• realize ideas4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363

43


• present results4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 170–171, 180, 194–195, 204–205, 208, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376


General Skills

i. follow safety procedures in the classroom, laboratory, and fieldxxx, xxxii, 18–19, 40–41, 74–75, 84, 106–107, 140–141, 144, 148, 168–169, 204–205, 212, 232–233, 244, 266–267, 276, 298–299, 328–329, 340


• hand lens 18–19, 84, 168–169

• ruler (metric)xxviii, 8–9, 289, 316, EM1

• balancexxx

• gram weightsxxxi

• spring scaleThis objective is covered at Grade 3 and Grade 4.

• thermometer (°C, °F)xxix, 52, 184–185, 194–195, 204–205, 276

• measuring cupsxxviii, 349

• graduated cylinder xxviii

• timepiece(s)xxx, 208

44



These inquiry and feature pages provide opportunities for students to apply this objective: 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 328–329, 340, 362–363

iv. manipulate materials through teacher direction and free discovery4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 316, 328–329, 340, 362–363, 372–373, 376

v. use information systems appropriately360–361


52, 180, 194–195, 204–205, 276, 289, 316, 362–363, 372–373


52, 194–195, 204–205, 276, 289, 316, 362–363, 372–373

viii. use and record appropriate units for measured or calculated values52, 194–195, 204–205, 276, 289, 316, 362–363, 372–373

ix. order and sequence objects and/or events85, 86, 91, 101, 106–107, 108–109, 123, 129, 130–131, 155, 219, 234–235, 268–269, 341, 347

x. classify objects according to an established scheme4, 5, 20–21, 28, 76–77, 132–133, 170–171, 232–233, 298–299, 364–365

xi. generate a scheme for classification76–77, 216–217, 220–221

xii. utilize senses optimally for making observations4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363

xiii. observe, analyze, and report observations of objects and events4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–

45


299, 308–309, 312, 316, 328–329, 340, 362–363

46


xiv. observe, identify, and communicate patterns18–19, 40–41, 74–75, 94–95, 140–141, 144, 194–195, 204–205, 376

xv. observe, identify, and communicate cause-and-effect relationships18–19, 40–41, 52, 74–75, 140–141, 144, 204–205, 208, 244, 245, 251, 254–255, 276, 308–309, 376


4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363


4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 312, 316, 328–329, 340, 362–363


journal entries8–9, 17, 84, 102, 121, 155, 219, 225, 249, 253, 263, 297, 320, 323, 327, 347

• graphic representations18–19, 28, 40–41, 74–75, 84, 102, 106–107, 140–141, 148, 194–195, 204–205, 232–233, 266–267, 298–299, 308–309, 328–329, 362–363

• drawings/pictorial representations84, 130–131, 168–169, 266–267

xix. make predictions based on prior experiences and/or information4, 40–41, 52, 106–107, 140–141, 144, 180, 181, 186–187, 191, 194–195, 196–197, 204–205, 208, 212, 232–233, 244, 298–299, 376


4, 5, 8–9, 14–17, 28, 40–41, 52, 53, 59, 61, 63, 71, 74–75, 86–91, 94–97, 104–105, 106–107, 116, 144, 155, 168–169, 192–193, 213, 219–221, 222–223, 232–233, 266–267, 268–269, 276, 298–299, 316, 376

47


xxi. identify and control variables/factors18–19, 40–41, 74–75, 84, 106–107, 140–141, 144, 168–169, 194–195, 204–205, 208, 232–233, 266–267, 298–299, 312, 328–329, 372–373, 376


4, 18–19, 40–41, 52, 74–75, 84, 106–107, 130–131, 140–141, 144, 148, 168–169, 180, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 316, 328–329, 340, 362–363, 372–373, 376


4, 11, 14, 18–19, 28, 40–41, 52, 57, 65, 69, 74–75, 84, 85, 97, 101, 106–107, 108–109, 116, 125, 127, 130–131, 140–141, 144, 148, 163, 180, 193, 194–195, 204–205, 208, 216, 225, 229, 232–233, 244, 259, 266–267, 276, 296, 298–299, 308–309, 312, 316, 320, 328–329, 340, 345, 359, 362–363, 372–373, 376







• Earth spinning around once every 24 hours (rotation), resulting in day andnight314–315, 320–321, 322–323

• Earth moving in a path around the Sun (revolution), resulting in one Earth year315, 324–325

• the length of daylight and darkness varying with the seasons192–193, 320–321

48


• weather changing from day to day and through the seasons178–179, 182–185, 188–189, 192–193, 194–195

• the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle318–319, 326–327, 330–331


• second, minute, hour320–321

• week, month322–323, 326–327, 330–331


288–289, 314–315, 320–321, 324–325




2.1a Weather is the condition of the outside air at a particular moment.161, 178–179, 180, 182–185, 186–187, 190, 194–195


• temperature178–179, 184–185, 194–195

• wind speed and direction161, 182–185, 206–207

• form and amount of precipitation178–179, 184–185, 188–191, 196–197

• general sky conditions (cloudy, sunny, partly cloudy)178–179, 182–183, 186–187

49



• evaporation: changing of water (liquid)into water vapor (gas)178, 186–187, 189, 210–211, 226–229

• condensation: changing of water vapor (gas)into water (liquid)178–179, 186–187, 189, 228–229

• precipitation: rain, sleet, snow, hail184–185, 186–187, 188–189, 190–191

• runoff: water flowing on Earth’s surface152, 189

• groundwater: water that moves downward into the ground162, 168–169


• interaction between air and water breaks down earth materials146–147, 153, 154–155, 158–159, 208

• pieces of earth material may be moved by air, water, wind, and gravity146–147, 158–159

• pieces of earth material will settle or deposit on land or in the water in different places146–147, 158–159

• soil is composed of broken-down pieces of living and nonliving earth material146–147, 153, 156–157, 168–169


159, 191

50






214–215, 218–221


212, 214–217, 218–221, 226–229, 230–231, 260–261, 262–265, 266–267, 308–309


214–217, 218–221, 222–225, 234–235, 238, 289


52, 194–195, 196–197, 204–205, 234–235, 238–239, 268–269, 276, 289, 316, 348–349, 362–363, 368


18–19, 168–169, 184–185, 204–205, 232–233, 234–235, 240, 256–259, 276, 289, 298–299


74–75, 76–77, 216–217, 218–221, 232–233


• temperature – hot or cold38–39, 40–41, 52, 54–55, 223, 226–229, 240

51


• lighting – shadows, color62–67, 71, 284, 286–289, 298–299

• moisture – wet or dry59, 64–65, 70–71




• solids have a definite shape and volume218–219

• liquids do not have a definite shape but have a definite volume220

• gases do not hold their shape or volume221

3.2b Temperature can affect the state of matter of a substance.222–223, 226–229, 240


222–225, 230–231





223, 260–261, 262–265, 266–267, 274–275, 276, 278–281, 282–283, 284–289, 290–293, 294–297, 304, 308–309, 310–311, 312, 317, 350

52


4.1b Energy can be transferred from one place to another.278–281, 282–283, 290–293, 312, 350

4.1c Some materials transfer energy better than others (heat and electricity).278–281, 282–283, 350


210–211, 226–229, 260–261, 266–267, 278–281, 282–283, 284–286, 290–293, 304, 308–309, 350

4.1e Electricity travels in a closed circuit.292–293


278–281, 282–283

4.1g Interactions with forms of energy can be either helpful or harmful.278–281, 290–293, 304




• animals convert food to heat and motion294–297, 312

• the Sun’s energy warms the air and water184–185, 189, 204–205, 228–229, 274–275, 276, 278–281, 282–283, 312, 320–321


• chemical to electrical, light, and heat: battery and bulb278–281, 284–285, 290–293, 304

53


• electrical to sound (e.g., doorbell buzzer)262–263, 292–293

• mechanical to sound (e.g., musical instruments, clapping)260–261, 266–267, 308–309

• light to electrical (e.g., solar-powered calculator)xxx





254–255


242–243, 244, 245, 246–249, 250–251, 252–253, 376

5.1c The force of gravity pulls objects toward the center of Earth.238, 242–243, 246–249, 254–255

5.1d The amount of change in the motion of an object is affected by friction.251



248, 338–339, 340, 342–345, 348–351, 352–355, 356–359, 372–373, 376

54





247–248, 256–259

5.2b The force of magnetism on objects decreases as distance increases.This objective can be developed from these pages: 258–259





1.1a Animals need air, water, and food in order to live and thrive.2–3, 6–7, 12–13, 29, 30–33, 34–35, 114–115, 116, 117, 118–121, 122–125, 126–129, 130–131, 160–163

1.1b Plants require air, water, nutrients, and light in order to live and thrive.2–3, 6–7, 10–11, 30–33, 34–35, 106–107, 114–115, 118–121, 122–125, 126–129, 130–131, 156–157, 162–163, 188–189, 320–321

1.1c Nonliving things do not live and thrive.2–3, 4, 6–7, 8–9, 14–17

1.1d Nonliving things can be human-created or naturally occurring.14–17, 20–21, 150

55





2–3, 4, 6–9, 10–11, 12–13, 34–35, 36–37, 86–91, 92–93, 94–97, 98–99, 100–103, 104–105, 106–107, 118–121, 122–125, 126–129, 130–131, 160–161, 162–163





94–97, 105


48, 165, 166–167, 268–269, 272




8–9, 81, 85, 94–97, 104–105


94–97, 105

56






• wings, legs, or fins enable some animals to seek shelter and escape predators8–9, 46–47, 54–57, 58–61, 66, 86–91, 92–93, 126–129, 142–143

• the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink58–61, 76–77, 126–129

• eyes, nose, ears ,tongue, and skin of some animals enable the animals to sense their surroundings56, 60–61, 64–67, 128, 142–143

• claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food46–47, 52, 56, 58–61, 62–63, 126–129

• some animals have parts that are used to produce sounds and smells to help the animal meet its needs66–67, 264–265

• the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)32, 59, 62–63, 190–191

57



• roots help support the plant and take in water and nutrients50–51, 68–69, 120–121

• leaves help plants utilize sunlight to make food for the plant50–51, 68–69, 104–105, 120–121

• stems, stalks, trunks, and other similar structures provide support for the plant50–51, 68–69, 104–105, 120–121

• some plants have flowers50–51, 68–71, 72–73, 98–99, 102–103, 104–105

• flowers are reproductive structures of plants that produce fruit which contains seeds68–69, 98–99, 102–103

• seeds contain stored food that aids in germination and the growth of young plants106–107This objective can also be developed from these pages: 98–99, 100–103, 104–105


• seeds disperse by a plant’s own mechanism and/or in a variety of ways that can include wind, water, and animals99, 100–103, 105

• leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture68–71, 72–73, 104–105, 106–107

• animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration32, 48, 50–51, 56–57, 60–61, 62–67, 140–141, 190–191

58





10–11, 12–13


54–55, 60–61, 62–63





82–83, 86–91, 92–93, 98–99, 100–103, 104–105, 106–107


82–83, 98–99, 100–103, 104–105, 106–107


98–99, 100–103, 104–105

4.1d Life cycles of some plants include changes from seed to mature plant.82–83, 98–99, 100–103, 104–105, 106–107


82–83, 86–91, 92–93

59



82–83, 84, 86–91, 92–93


90–91, 92–93



4.2a Growth is the process by which plants and animals increase in size.8–9, 10–11, 18–19, 84, 86–91, 92–93, 94–97, 98–99, 100–103, 104–105, 106–107

4.2b Food supplies the energy and materials necessary for growth and repair.118, 294–295, 300–301This objective also can be developed from these pages: 86–91, 92–93, 94–97, 98–99, 100–103





2–3, 4, 6–9, 10–11, 12–13, 34–35, 36–37, 86–91, 92–93, 94–97, 98–99, 100–103, 104–105, 106–107, 120–121, 122–125, 126–129, 130–131, 160–163


8–9, 52, 54–57, 58–61, 62–67, 68–71, 72–73, 88, 95, 98–99, 100–103, 120–121, 122–125, 126–129

60





39, 69


39


62–67


8–9, 32–33


39, 190–191


32, 39, 48, 66–67This objective also can be developed from pages 12–13.


18–19, 32–33, 38–39, 90, 93, 95, 144

61





294–297This objective can be developed from pages: 80, 112, 348–351, 364–365


163, 294–297, 300–301This objective also can be developed from pages 112 and 261.





119, 120–121, 122–125, 126–129, 130–131


116, 117, 119, 122–125, 126–129, 130–131, 142–143


114–115, 122–125, 126–129, 130–131, 136, 296

6.1d Decomposers are living things that play a vital role in recycling nutrients.156–157

62



12–13, 30–33, 34–35, 36–37, 38–39


32–33



6.2a Plants manufacture food by utilizing air, water, and energy from the Sun.98–99, 120–121, 122–125, 126–129, 130–131


122–125, 126–129, 130–131, 296, 320–321


228–229




7.1a Humans depend on their natural and constructed environments.70, 164–165, 346–347, 352–355This objective also can be developed from pages: 272, 336

63



154, 158–159, 160–165, 166–167, 342–345, 346–347, 352–355This objective also can be developed from pages: 272, 336, 368, 374–375


46–47, 158–159, 160–165, 166–167, 342–345This objective also can be developed from pages: 352–355

64


New York State Science Core CurriculumGrade Two





M1.1a Use plus, minus, greater than, less than, equal to, multiplication, and division signs81, 92–93, 113, 115, 117, 124–125, 162–163, 177, 189, 196–197, 220–221, 324–325, 348–349, 405, 412–413

M1.1b Select the appropriate operation to solve mathematical problems81, 92–93, 124–125, 162–163, 196–197, 220–221, 311, 324–325, 348–349, 405

M1.1c Apply mathematical skills to describe the natural world28–29, 58–59, 81, 92–93, 124–125, 147, 162–163, 194–195, 220–221, 256–257, 258–259, 292–293, 324–325, 348–349, 381, 386–387, 420–421



M2.1a Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusions28–29, 58–59, 92–93, 124–125, UB2, 162–163, 196–197, 220–221, UC2–UC3, 258–259, 292–293, 324–325, 348–349, 356–357, UD2–UD3, 386–387, 412–413

64

Scott Foresman Science New York State Science Core Curriculum Grade Two

M2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment4, 28–29, 58–59, 100, 122–123, 160–161, 196–197, 220–221, 258–259, 268, 292–293, 324–325, 332, 333, 386–387, 412–413



M3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world92–93, 140, 172, 194–195, 236, 256–257, 258–259, 268, 292–293, 300, 322–323, 324–325, 396, 420–421

SCIENTIFIC INQUIRY



S1.1a Observe and discuss objects and events and record observations4, 26–27, 36, 56–57, 68, 69, 90–91, 100, 122–123, 132–133, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 236, 256–257, 268, 290–291, 292–293, 300, 322–323, 324–325, 332, 346–347, 348–349, 356–357, 364, 380–381, 384–385, 396, 410–411, 420–421

S1.1b Articulate appropriate questions based on observationsUA1, 4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, UB1, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, UC1, UC2, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, UD1, 364, 384–385, 396, 410–411

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S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 364, 384–385, 396, 410–411, 420–421


S1.3a Clearly express a tentative explanation or description which can be tested4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424



S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424

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S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriate26–27, 56–57, 90–91, 132–133, 136, 160–161, 194–195, 228–229, 232, 256–257, 290–291, 322–323, 346–347, 356–357, 360, 410–411, 420–421, 424


S2.3a Use appropriate "inquiry and process skills" to collect dataUA4, 26–27, 56–57, 90–91, 122–123, 132–133, UB4, 160–161, 194–195, 218–219, 228–229, UC4, 256–257, 268, 290–291, 300, 322–323, 346–347, 356–357, UD4, 384–385, 410–411, 420–421

S2.3b Record observations accurately and conciselyUA4, 26–27, 56–57, 90–91, 122–123, 132–133, UB4, 160–161, 194–195, 218–219, 228–229, UC4, 256–257, 290–291, 322–323, 346–347, 356–357, UD4, 384–385, 410–411, 420–421



S3.1a Accurately transfer data from a science journal or notes to appropriate graphic organizerThese inquiries and feature pages provide opportunities for students to apply this objective: 5, 37, 56–57, 58–59, 69, 90–91, 100, 101, 122–123, 132–133, 141, 160–161, 173, 228–229, 269, 290–291, 301, 322–323, 333, 346–347, 348–349, 356–357, 365, 384–385, 410–411


S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collected26–27, 68, 69, 90–91, 100, 101, 122–123, 132–133, 136, 160–161, 232, 236–237, 268, 269, 290–291, 322–323, 346–347, 356–357, 360, 424

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S3.3a Explain their findings to others, and actively listen to suggestions forpossible interpretations and ideas

4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424


S3.4a State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanation26–27, 68, 90–91, 100, 122–123, 132–133, 136, 160–161, 232, 236, 268, 290–291, 346–347, 360, 424

S3.4b State, orally and in writing, any new questions that arise from theirinvestigation4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424

ENGINEERING DESIGN:



T1.1a Identify a simple/common object which might be improved and state the purpose of the improvement410–411This objective also can be developed on these pages: 36, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385, 420–421

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T1.1b Identify features of an object that help or hinder the performance of the object36, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385, 410–411, 420–421

T1.1c Suggest ways the object can be made differently, fixed, or improved within given constraints36, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385, 410–411, 420–421


T1.2a Identify appropriate questions to ask about the design of an objectUA2–UA3, 36, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385, 410–411, 420–421

T1.2b Identify the appropriate resources to use to find out about the design of an objectThis objective can be developed from these pages: 238–241, 242–247, 248–251, 252–253, 255, 256–257, 262–263, 397, 398–401, 402–403, 404–405, 406–407, 408–409

T1.2c Describe prior designs of the object397, 400–401, 404–405, 410–411


T1 3a List possible solutions, applying age-appropriate math and science skills92–93, 124–125, 136, 162–163, 196–197, 220–221, 232, 324–325, 348–349, 360, 424

T1.3b Develop and apply criteria to evaluate possible solutions26–27, 56–57, 90–91, 122–123, 132–133, 160–161, 194–195, 218–219, 228–229, 256–257, 290–291, 322–323, 346–347, 356–357, 384–385, 410–411, 420–421

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T1.3c Select a solution consistent with given constraints and explain why it was chosen90–91, 132–133, 136, 218–219, 232, 256–257, 290–291, 346–347, 356–357, 360, 410–411, 424


T1.4a Create a grade-appropriate graphic or plan listing all materials needed, showing sizes of parts, indicating how things will fit together, and detailing steps for assembly136, 232, 360, 410–411, 424These inquiries provide additional opportunities for students to apply this objective: 36, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385

T1.4b Build a model of the object, modifying the plan as necessary6, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385, 410–411, 424


T1.5a Determine a way to test the finished solution or model36, 56–57, 90–91, 132–133, 136, 172, 218–219, 232, 290–291, 300, 324–325, 346–347, 360, 364, 384–385, 410–411, 424

T1.5b Perform the test and record the results, numerically and/or graphically36, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385; 410–411, 424

T1.5c Analyze results and suggest how to improve the solution or model, using oral, graphic, or written formats36, 56–57, 90–91, 132–133, 172, 218–219, 290–291, 300, 324–325, 346–347, 364, 384–385; 410–411, 424

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• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom4, 16, 21, 26–27, 36, 38, 53, 56–57, 68, 85, 90–91, 100, 122–123, 132–133, 140, 159, 160–161, 172, 177, 178, 194–195, 204, 207, 218–219, 228–229, 236, 256–257, 268, 290–291, 300, 304, 317, 322–323, 328, 332, 338, 346–347, 356–357, 364, 376, 381, 384–385, 386–387, 390, 396, 399, 410–411, 420–421

• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 364, 384–385, 396, 410–411, 420–421

• use information technology to link the classroom to world events26–27, 56–57, 90–91, 122–123, 160–161, 194–195, 218–219, 256–257, 290–291, 322–323, 346–347, 384–385, 410–411


• use a variety of media to access scientific information4, 16, 21, 26–27, 36, 38, 53, 56–57, 68, 85, 90–91, 100, 122–123, 132–133, 140, 159, 160–161, 172, 177, 178, 194–195, 201, 204, 207, 218–219, 228–229, 236, 256–257, 268, 290–291, 300, 304, 317, 322–323, 328, 329, 332, 338, 346–347, 356–357, 361, 364, 376, 381, 384–385, 386–387, 396, 399, 410–411, 420–421

• consult several sources of information and points of view before drawing conclusionsThis objective can be developed from these pages: 16, 21, 38, 64, 85, 114, 159, 178, 201, 206, 304, 328, 329, 338, 361, 381, 386–387, 390, 399

• identify and report sources in oral and written communications The following pages may be used when students share information with the class: 16, 21, 38, 64, 85, 114, 159, 178, 201, 206, 304, 328, 329, 338, 361, 381, 386–387, 390, 399

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• distinguish fact from fiction (presenting opinion as fact is contrary to thescientific process)Throughout Scott Foresman Science, science misconceptions are presented that will help students to distinguish fact from fiction, such as: 3, 8, 40, 49, 155, 171, 176, 179, 183, 189, 203, 208, 214, 240, 245, 251, 276, 280, 283, 288, 305, 306, 313, 341, 375, 395, 402

• demonstrate an ability to critically evaluate information and misinformation16, 21, 38, 64, 85, 114, 159, 178, 201, 206, 304, 328, 329, 338, 361, 381, 386–387, 390, 399

• recognize the impact of information technology on the daily life of students21, 85, 159, 177, 328, 381,386–387, 390, 406–407


Systems Thinking


• observe and describe interactions among components of simple systems6, 8–9, 20, 48, 74–77, 78–81, 410–411

• identify common things that can be considered to be systems (e.g., a plant, a transportation system, human beings)2–3, 6–9, 74–77, 78–81, 90–91, 178–179, 362–363, 410–411

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Models


• analyze, construct, and operate models in order to discover attributes of the real thing4, 26–27, 36, 56–57, 68, 90–91, 122–123, 132–133, 140, 160–161, 204, 218–219, 228–229, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 364, 365, 384–385, 410–411, 420–421

• discover that a model of something is different from the real thing but can be used to study the real thing36, 56–57, 90–91, 132–133, 160–161, 204, 218–219, 228–229, 256–257, 290–291, 322–323, 332, 346–347, 356–357, 364, 365, 384–385, 410–411, 420–421

• use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world26–27, 36, 56–57, 90–91, 122–123, 132–133, 160–161, 194–195, 204, 228–229, 256–257, 290–291, 322–323, 346–347, 356–357, 384–385, 410–411, 420–421

Magnitude and Scale


• observe that things in nature and things that people make have very different sizes, weights, and ages 89, 110–111, 112–113, 114–115, 116, 118–121, 124–125, UB2–UB3, 146, 180, 182–183, 190–193, 210, 212–214, 216–217, 220–221, 239, 362–363, 368–369, 376, 382–383, 386–387

• recognize that almost anything has limits on how big or small it can be110–111, 112–113, 114–115, 116, 118–121, 124–125, 180, 182–183, 190–193, 212–213, 216, 220–221, 248–251, 255, 258–259, 263, UC2, 362–363, 368–369, 382–383, 386–387

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• observe that things change in some ways and stay the same in some ways4, 26–27, 68, 69, 98–99, 102–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–121, 122–123, 124–125, 140, 146, 152–153, 154–159, 160–161, 176–177, 178–179, 180–181, 182–183, 182–183, 184–185, 186–187, 188–193, 194–195, 205, 208–209, 210–211, 212–215, 216–217, 228–229, 236, 237, 244–245, 256–257, 268, 300, 332, 346–347, 384–385, 410–411, 420–421

• recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements. 4, 26–27, 68, 69, 102–103, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–119, 122–123, 124–125, 248–249, 256–257, 262–263, 290–291, 300, 301, 332, 396, 410–411

Patterns of Change


• use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data172, 194–195, 236, 256–257, 258–259, 268, 292–293, 300, 324–325, 396, 420–421

• analyze data by making tables and graphs and looking for patterns of change 56–57, 58–59, 100, 132–133, 228–229, 322–323, 346–347, 348–349, 356–357, 410–411

Optimization


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• choose the best alternative of a set of solutions under given constraintsThese inquiries and projects present opportunities for students to apply this objective: 4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424

• explain the criteria used in selecting a solution orally and in writingThese inquiries and projects opportunities for students to apply this objective: 4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424


Connections


• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action156–157, 162–163

• make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choiceThis objective can be developed from these pages: 150–151, 154–157, 162–163, 398–401, 402–403, 408–409

• design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute4, 26–27, 136, 396, 410–411, 424

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• observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions4, 26–27, 56–57, 132–133, 136, 160–161, 194–195, 218–219, 228–229, 232, 256–257, 268, 300, 322–323, 332, 346–347, 356–357, 360, 396, 410–411, 420–421, 424

Strategies


• work effectivelyxxxii, 4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424

• gather and process information4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 194–195, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 410–411

• generate and analyze ideas4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 177, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 364, 384–385, 396, 410–411, 420–421, 424

• observe common themes4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 177, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 364, 384–385, 396, 410–411, 420–421, 424

• realize ideas4, 26–27, 56–57, 90–91, 122–123, 132–133, 136, 160–161, 194–195, 218–219, 228–229, 232, 256–257, 290–291, 322–323, 346–347, 356–357, 360, 384–385, 410–411, 420–421, 424

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• present results4, 26–27, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 194–195, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 410–411, 420–421, 424


General Skills

i. follow safety procedures in the classroom, laboratory, and fieldxxxii, 8, 100, 204, 289, 300, 346–347, 410–411


• hand lens 140

• ruler (metric)258–259, 292–293, 300, 312, 324–325, 396

• balance258–259, 420–421

• gram weights258–259, 420–421

• spring scaleThis objective is covered in Grade 3 and Grade 4.

• thermometer (°C, °F)194–195, 256–257, 268

• measuring cups236, 258–259

• graduated cylinder 172

• timepiece(s)372–373

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These inquiry and feature pages provide opportunities for students to apply this objective: 4, 21, 26–27, 36, 56–57, 68, 85, 90–91, 96, 100, 122–123, 128, 132–133, 136, 140, 159, 160–161, 172, 177, 194–195, 204, 218–219, 224, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 328, 332, 346–347, 356–357, 364, 381, 384–385, 386–387, 396, 410–411, 420–421, 424

iv. manipulate materials through teacher direction and free discovery4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 364, 384–385, 396, 410–411

v. use information systems appropriately21, 85, 159, 177, 328, 381, 386–387, 390


172, 194–195, 236, 256–257, 258–259, 268, 292–293, 300, 324–325, 396, 420–421


68, 124–125, 220–221, 258–259, 292–293

viii. use and record appropriate units for measured or calculated values58–59, 92–93, 124–125, 162–163, 220–221

ix. order and sequence objects and/or events28–29, 92–93, 110–111, 114–115, 301, 307, 312–313, 348–349, 386–387

x. classify objects according to an established scheme132–133, 140, 204, 218–219, 228–229, 241, 281, 314–315, 322–323, 356–357, 412–413, 420–421

xi. generate a scheme for classification58–59, 100, 241, 251, 255, 255, 314–315, 317

xii. utilize senses optimally for making observations4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 352, 356–357, 364, 384–385, 396, 410–411, 420–421

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xiii. observe, analyze, and report observations of objects and events4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 236, 256–257, 268, 290–291, 300, 312, 322–323, 332, 346–347, 356–357, 364, 384–385, 394–395, 396, 410–411, 420–421

xiv. observe, identify, and communicate patterns28–29, 106–107, 122–123, 124–125, 178–179, 370–373, 374–375, 380–381, 424

xv. observe, identify, and communicate cause-and-effect relationships26–27, 69, 83, 90–91, 160–161, 218–219, 228–229, 256–257, 290–291, 322–323, 346–347, 356–357, 410–411, 420–421


4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 232, 236, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424


26–27, 56–57, 90–91, 122–123, 132–133, 160–161, 194–195, 290–291, 322–323, 346–347, 356–357, 384–385, 410–411, 420–421


• journal entries8, 11, 23, 35, 40, 49, 72, 86, 99, 235, 339, 373, 409

• graphic representations56–57, 194–195, 218–219, 228–229, 256–257, 322–323, 346–347, 356–357, 410–411, 420–421

• drawings/pictorial representations26–27, 32, 90–91, 122–123, 160–161, 290–291, 384–385

xix. make predictions based on prior experiences and/or information4, 5, 26–27, 56–57, 90–91, 100, 132–133, 136, 140, 160–161, 194–195, 228–229, 232, 236, 237, 256–257, 300, 360, 424

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26–27, 28–29, 36, 37, 38–41, 44–45, 46–47, 48–49, 50–51, 52–55, 58–59, 71–73, 74–77, 78–79, 84–87, 92–93, 102–103, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–121, 122–123, 124–125, 132–133, 140, 143–144, 146–149, 158–159, 162–163, 176–177, 178–179, 180–181, 182–183, 184–185, 186–187, 188–193, 196–197, 220–221, 228–229, 238–241, 242–247, 248–251, 252–255, 258–259, 268, 274–277, 278–279, 282–285, 286–288, 292–293, 298–299, 300, 303–307, 308–309, 310–313, 314–317, 320, 322–323, 324–325, 333, 334–337, 338–339, 340–341, 342–343, 344–345, 346–347, 348–349, 365, 370–371, 400–401, 404–405

xxi. identify and control variables/factors4, 26–27, 56–57, 132–133, 136, 160–161, 194–195, 228–229, 232, 256–257, 268, 300, 322–323, 332, 346–347, 356–357, 360, 360, 396, 410–411, 420–421, 424


26–27, 56–57, 122–123, 132–133, 136, 160–161, 194–195, 228–229, 232, 256–257, 290–291, 322–323, 346–347, 356–357, 360, 384–385, 410–411, 420–421, 424


26–27, 56–57, 122–123, 132–133, 136, 160–161, 194–195, 228–229, 232, 256–257, 264, 290–291, 322–323, 346–347, 356–357, 360, 384–385, 410–411, 420–421, 424






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• Earth spinning around once every 24 hours (rotation), resulting in day andnight284, 362, 364, 365, 370–373, 374–375

• Earth moving in a path around the Sun (revolution), resulting in one Earth year362, 374–375, 382–383, 386–387

• the length of daylight and darkness varying with the seasons180, 182, 184, 186

• weather changing from day to day and through the seasons175, 180–181, 182–183, 184–185, 186–187, 374–375

• the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle363, 365, 379, 380–381


• second, minute, hour284, 370–373, 386–387



372–373, 374–375, 376–377, 384–385




2.1a Weather is the condition of the outside air at a particular moment.175, 184–185, 186–187, 188–193, 194–195

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• temperature170–171, 175, 180, 182, 184–185, 186–187, 194–195

• wind speed and direction171, 175, 188, 190–193

• form and amount of precipitation170–171, 172, 173, 176–177, 178, 180–181, 186–187, 188–193, 194–195

• general sky conditions (cloudy, sunny, partly cloudy)170, 173, 174–177, 189–193


• evaporation: changing of water (liquid)into water vapor (gas)170–171, 179, 232, 254–255

• condensation: changing of water vapor (gas)into water (liquid)170–171, 179, 252–253

• precipitation: rain, sleet, snow, hail172, 173, 175–177, 178, 180–181, 186–187, 188–193, 194–195

• runoff: water flowing on Earth’s surface19, 178

• groundwater: water that moves downward into the ground155, 194–195


• interaction between air and water breaks down earth materials146–147, 153

• pieces of earth material may be moved by air, water, wind, and gravity146, 152, 190–193

• pieces of earth material will settle or deposit on land or in the water in different places

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152

83


• soil is composed of broken-down pieces of living and nonliving earth material140, 148–149, 160–161, 228–229


153, 188–193





234–235, 238–239, 242, 244, 246, 258–259


148, 234–235, 240–241, 242–243, 256–257, 258–259


148, 239, 240–241, 242–243, 256–257, 258–259, 301


172, 194–195, 217, 220–221, 236, 242–243, 245, 256–257, 258–259, 285, 292–293, 300, 324–325, 420–421


236, 239, 241, 242–243, 245, 248–249, 251, 256–257, 258–259, 280–281, 320, 322–323

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228–229, 236, 240–241, 242–245, 250, 268, 322–323, 356–357


• temperature – hot or cold252–255, 256–257, 268

• lighting – shadows, color282–285, 290–291, 292–293, 296, 356–357, 358–359, 364, 384–385

• moisture – wet or dry4, 177, 237, 241, 251, 262–263, 420–421




• solids have a definite shape and volume242–243, 252, 258–259

• liquids do not have a definite shape but have a definite volume244–245, 252, 256–257, 258–259

• gases do not hold their shape or volume246–247, 258–259

3.2b Temperature can affect the state of matter of a substance.252–255, 256–257


248–249, 252–255, 256–257, 262–263

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254–255, 267, 268, 269, 270–273, 274, 276–277, 278–281, 278–279, 282–283, 286–289, 302–305, 308–309, 310–313, 314–315, 331

4.1b Energy can be transferred from one place to another.254–255, 270, 272, 280–281, 282–283, 290–291, 340–341

4.1c Some materials transfer energy better than others (heat and electricity).280–281, 282, 340–341, 360


179, 254–255, 268, 273, 283, 286–287, 288, 342–343, 346–347

4.1e Electricity travels in a closed circuit.265E, 289


278–279, 312





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• animals convert food to heat and motion74–75, 274–277

• the Sun’s energy warms the air and water179, 265E, 270, 272–273, 278, 366, 368–369


• chemical to electrical, light, and heat: battery and bulb265E

• electrical to sound (e.g., doorbell buzzer)This objective can be developed from these pages: 265E, 288–289

• mechanical to sound (e.g., musical instruments, clapping)This objective can be developed from these pages on sound: 334–337, 342–343, 344–345, 346–347

• light to electrical (e.g., solar-powered calculator)266–267, 272–273





303–304, 324–325


298, 302–307, 308–309

5.1c The force of gravity pulls objects toward the center of Earth.306–307, 363

5.1d The amount of change in the motion of an object is affected by friction.278, 298–299, 312–313

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301, 312, 314–315, 324–325




298–299, 322–323, 363

5.2b The force of magnetism on objects decreases as distance increases.This objective can be developed from these pages: 318–321, 322–323





1.1a Animals need air, water, and food in order to live and thrive.43, 44, 46–47, 48, 50–51, 53–55, 63, 64, 71–73, 74–77, 78–81, 82

1.1b Plants require air, water, nutrients, and light in order to live and thrive.6–8, 17–18, 20–21, 22–23, 24–25, 26–27, 71, 74, 76, 78–80, 144–145

1.1c Nonliving things do not live and thrive.3, 99, 102–103

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1.1d Nonliving things can be human-created or naturally occurring.102–103, 408–409




6–8, 10, 12–15, 16, 19, 46, 68, 71–73, 74–77, 78–81, 102–107, 108–109, 110–111, 114–115, 118–119, 144, 160–161, 274–275, 276–277





106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 120–121


This objective can be developed from these pages on how living things grow and change: 106–107, 108–109, 110–111, 112–113, 116–117, 118–121




104–107, 108–109, 110–111, 112–113, 114–115, 116–117, 119, 121

89



104–107, 108–109, 110–111, 112–113, 114–115, 116–117, 119, 121





• wings, legs, or fins enable some animals to seek shelter and escape predators40, 44, 46, 84–87

• the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink44, 48–49, 78–79, 276–277

• eyes, nose, ears ,tongue, and skin of some animals enable the animals to sense their surroundings48, 50, 54

• claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food41, 42, 44–45, 49

• some animals have parts that are used to produce sounds and smells to help the animal meet its needs340–341, 342–343, 352

• the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)42, 184–185, 186–187

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• roots help support the plant and take in water and nutrients2–3, 6–9, 24–25, 144

• leaves help plants utilize sunlight to make food for the plant2–3, 6–9, 24–25, 368

• stems, stalks, trunks, and other similar structures provide support for the plant2–3, 6–9, 24–25

• some plants have flowers2–3, 9, 12–15, 25, 117

• flowers are reproductive structures of plants that produce fruit which contains seeds9, 10–11, 12–13, 25, 117

• seeds contain stored food that aids in germination and the growth of young plants9, 10–11, 13–14, 98–99, 114–115


• seeds disperse by a plant’s own mechanism and/or in a variety of ways that can include wind, water, and animals9, 14, 16–19, 22–23, 24–25

• leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture16–19, 20–21, 22–23, 24–25

• animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration42–43, 44–45, 46–47, 52–53

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This objective can be developed from these pages on food chains: 74–77, 78–81


This objective may be developed on these pages: 10–11, 42–43, 44–45, 46–47, 48–49, 50–51, 52–55





102–107, 108–109, 110–111, 114–115


10–11, 13–15, 114–115, 116–117


114–115, 116–117

4.1d Life cycles of some plants include changes from seed to mature plant.9, 10–11, 12–15, 114–115, 116–117


104–107, 108–109, 110–111, 122–123, 124–125

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104–107, 108–109, 110–111


104–107, 108–109, 110–111



4.2a Growth is the process by which plants and animals increase in size.104–107, 108–109, 110–111, 114–115, 116

4.2b Food supplies the energy and materials necessary for growth and repair.7, 274–277





6–8, 10, 12–15, 16, 19, 46, 68, 71–73, 74–77, 78–81, 102–107, 108–109, 110–111, 114–115, 118–119, 144, 160–161, 274–277


16–19, 20–21, 22–23, 24–25, 40–41, 42–43, 44–45, 46–47, 48–49, 50–51, 53–55

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16–17, 20–21, 22–23, 24–25, 26–27, 181


42–43, 44–45, 46–47, 48–49, 50–51, 170–171, 184–185, 186


46–47, 48–49, 50–51, 54–55


171, 184–185


34–35, 42–43, 44–45, 48–49, 52, 171, 186–187


43, 86–87, 180, 182–183, 184–185, 186–187


62–63, 70–73, 74–77, 78–81, 82–83, 84–87, 103, 114, 144, 177, 182, 186, 202, 274, 369

94





90–91, 96, 276–277


90–91, 96, 155, 276–277, 402–403





70–71, 74, 76, 78, 80, 82, 274, 368


66–67, 70–71, 74–77, 78–81, 82, 274


66–67, 74–77, 78–81, 275

6.1d Decomposers are living things that play a vital role in recycling nutrients.79, 160–161


42–43, 44–45, 46–47, 48–49, 50–51, 84–89, 274–275

95



42–43, 48, 82, 177, 180–181, 182, 184–185, 186, 210–211



6.2a Plants manufacture food by utilizing air, water, and energy from the Sun.8, 74, 78, 274, 368–369


67, 74–77, 78–81, 274–275


170–171, 178–179, 272–273




7.1a Humans depend on their natural and constructed environments.144–145, 146–149, 150–151, 152, 157, 178–179, 187, 272–273, 399, 408


143, 146, 152, 154, 156–159, 168, 176, 183, 185, 187, 345, 400–401, 402–403, 407


82–83, 154–159, 162–163, 167, 168, 400–401

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New York State Science Core CurriculumGrade Three





M1.1a Use plus, minus, greater than, less than, equal to, multiplication, and division signs28–29, 43, 55, 60–61, 81, 119, 130–131, 207, 212–213, 231, 316–317, 346–347,442–443, 468–469, 508–511

M1.1b Select the appropriate operation to solve mathematical problems28–29, 43, 55, 60–61, 81, 119, 130–131, 207, 212–213, 231, 316–317, 346–347, 442–443, 468–469, 508–511

M1.1c Apply mathematical skills to describe the natural world26–27, 28–29, 43, 55, 60–61, 81, 92–93, 113, 119, 128–129, 130–131, 164–165, 186–187, 190–191, 212–213, 231, 236–237, 260–261, 290–291, 292–293, 316–317, 346–347, 378–379, 380–381, 404–405, 442–443, 468–469, 500–501, 508–511



96

Scott Foresman Science New York State Science Core Curriculum Grade Three

M2.1a Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusionsUA2, 28–29, 60–61, 92–93, 128–129, 130–131, UB3, 164–165, 186–187, 190–191, 212–213, 236–237, 260–261, UC2–UC3, 290–291, 292–293, 316–317, 346–347, 378–379, UD2–UD3, 442–443, 468–469, 508–511

M2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment26–27, 60–61, 92–93, 128–129, 148, 162–163, 172, 184–185, 210–211, 258–259, 324, 344–345, 378–379, 452, 466–467, 468–469, 498–499, 508–511



M3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world4, 26–27, 90–91, 148, 172, 184–185, 210–211, 234–235, 268–271, 356, 378–379, 388, 412–415, 440–441, 452, 466–467, 508–511

SCIENTIFIC INQUIRY



S1.1a Observe and discuss objects and events and record observations26–27, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 184–185, 196, 210–211, 220, 234–235, 258–259, 268–271, 314–315, 324, 344–345, 356, 378–379, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499, 508–511

S1.1b Articulate appropriate questions based on observationsUA1, UA3, 4, 26–27, 58–59, 68, 90–91, 100, 140–143, UB1, UB2, 162–163, 172, 184–185, 190–191, 210–211, 234–235, 258–259, 268–271, UC1, 276, 300, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, UD1, 420, 440–441, 442–443, 466–467, 476, 498–499, 508–511

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S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings4, 21, 26–27, 58–59, 68, 85, 90–91, 100, 128–129, 140–143, 159, 162–163, 177, 190–191, 196, 210–211, 220, 234–235, 258–259, 268–271, 276, 328, 344–345, 356, 378–379, 380–381, 386–387, 388, 390, 412–415, 440–441, 466–467, 476, 498–499, 508–511


S1.3a Clearly express a tentative explanation or description which can be tested26–27, 58–59, 90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 234–235, 258–259, 268–271, 290–291, 314–315, 344–345, 378–379, 402–403, 412–415, 440–441, 466–467, 498–499, 508–511



S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 324, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499, 508–511

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S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriate28–29, 60–61, 90–91, 92–93, 96, 128–129, 140–143, 162–163, 164–165, 184–185, 190–191, 210–211, 268–271, 344–345, 402–403, 412–415, 466–467, 472, 498–499


S2.3a Use appropriate "inquiry and process skills" to collect dataUA4, 26–27, 58–59, 90–91, 100, 128–129, 140–143, UB4, 162–163, 172, 184–185, 190–191, 210–211, 234–235, 268–271, UC4, 290–291, 292–293, 314–315, 344–345, 378–379, 388, 402–403, 412–415, UD4, 420, 440–441, 466–467

S2.3b Record observations accurately and conciselyUA4, 26–27, 58–59, 68, 90–91, 100, 128–129, 140–143, UB4, 148, 162–163, 184–185, 196, 210–211, 220, 234–235, 258–259, 268–271, UC4, 314–315, 324, 344–345, 356, 378–379, 402–403, 412–415, UD4, 420, 440–441, 452, 466–467, 476, 498–499, 508–511



S3.1a Accurately transfer data from a science journal or notes to appropriate graphic organizerThese inquiries and feature pages provide opportunities for students to apply this objective: 5, 26–27, 37, 58–59, 69, 90–91, 101, 128–129, 149, 162–163, 184–185, 190–191, 197, 210–211, 221, 234–235, 245, 258–259, 268–271, 277, 290–291, 301, 314–315, 325, 357, 378–379, 388, 389, 402–403, 412–415, 421, 453, 466–467, 477, 498–499, 508–511

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S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collectedUA2, 4, 26–27, 58–59, 68, 90–91, 100, 128–129, 144, 148, 162–163, 172, 184–185, 196, 220, 258–259, 268–271, 272, 276, 300, 344–345, 402–403, 416, 440–441, 466–467, 512


S3.3a Explain their findings to others, and actively listen to suggestions forpossible interpretations and ideas4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499, 508–511


S3.4a State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanation58–59, 90–91, 100, 128–129, 144, 148, 162–163, 172, 196, 258–259, 272, 276, 300, 344–345, 402–403, 416, 440–441, 466–467, 512

S3.4b State, orally and in writing, any new questions that arise from theirinvestigation4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499

ENGINEERING DESIGN:

Key Idea 1:Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints.

100



T1.1a Identify a simple/common object which might be improved and state the purpose of the improvement32, 258–259, 296, 350–351, 472, 476

T1.1b Identify features of an object that help or hinder the performance of the object394–395, 484–485, 490–491, 494–495

T1.1c Suggest ways the object can be made differently, fixed, or improved within given constraints32, 258–259, 296, 350–351, 472, 476


T1.2a Identify appropriate questions to ask about the design of an object32, 258–259, 296, 350–351, UD3, 472, 476

T1.2b Identify the appropriate resources to use to find out about the design of an objectThis objective can be developed from these pages: 32, 258–259, 296, 350–351, 472, 476

T1.2c Describe prior designs of the objectThis objective can be developed from these pages: 32, 258–259, 296, 350–351, 472, 476

T1.3 Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.

T1 3a List possible solutions, applying age-appropriate math and science skills58–59, 140–143, 220, 268–271, 440–441, 466–467, 476, 498–499, 508–511

T1.3b Develop and apply criteria to evaluate possible solutions58–59, 140–143, 220, 268–271, 440–441, 466–467, 476, 498–499, 508–511

101


T1.3c Select a solution consistent with given constraints and explain why it was chosen58–59, 140–143, 144, 220, 268–271, 272, 416, 440–441, 466–467, 476, 498–499, 508–511, 512


T1.4a Create a grade-appropriate graphic or plan listing all materials needed, showing sizes of parts, indicating how things will fit together, and detailing steps for assembly144, 272, 416, 512 These inquiries provide additional opportunities for students to apply this objective: 58–59, 140–143, 220, 268–271, 440–441, 466–467, 476, 498–499, 508–511

T1.4b Build a model of the object, modifying the plan as necessary58–59, 140–143, 220, 268–271, 440–441, 466–467, 476, 498–499, 508–511


T1.5a Determine a way to test the finished solution or model58–59, 140–143, 144, 220, 268–271, 272, 416, 440–441, 466–467, 476, 498–499, 508–511, 512

T1.5b Perform the test and record the results, numerically and/or graphically58–59, 140–143, 144, 220, 268–271, 272, 416, 440–441, 466–467, 476, 498–499, 508–511, 512

T1.5c Analyze results and suggest how to improve the solution or model, using oral, graphic, or written formats58–59, 140–143, 144, 220, 268–271, 272, 416, 440–441, 466–467, 476, 498–499, 508–511, 512

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• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom26–27, 28–29, 32, 36, 58–59, 60–61, 64, 68, 87, 90–91, 92–93, 100, 102, 110, 118, 127, 128–129, 136, 148, 155, 162–163, 164–165, 168, 172, 184–185, 186–187, 196, 198–199, 210–211, 220, 234–235, 236–237, 244, 258–259, 276, 290–291, 292–293, 300, 303, 314–315, 324, 329, 336, 346–347, 356, 388, 392, 434, 442–443, 446–447, 448, 452, 456, 463, 476, 487, 504

• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–141, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–269, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 388, 402–403, 412–413, 420, 440–441, 452, 466–467, 476, 498–499, 508–509

• use information technology to link the classroom to world events26–27, 58–59, 90–91, 128–129, 162–163, 184–185, 210–211, 234–235, 258–259, 290–291, 314–315, 344–345, 378–379, 402–403, 440–441, 466–467, 498–499


• use a variety of media to access scientific information4, 26–27, 32, 36, 58–59, 68, 87, 90–91, 92–93, 100, 102, 110, 118, 127, 128–129, 136, 140–141, 148, 150, 155, 162–163, 172, 184–185, 196, 198–199, 210–211, 220, 234–235, 244, 258–259, 262, 268–269, 276, 278, 290–291, 292–293, 300, 303, 314–315, 324, 326, 344–345, 356, 378–379, 388, 392, 402–403, 412–413, 420, 434, 440–441, 442–443, 447, 452, 456, 463, 466–467, 476, 487, 498–499, 508–509

103


• consult several sources of information and points of view before drawing conclusionsThis objective can be developed from these pages: 28–29, 32, 33, 60–61, 64, 87, 92–93, 110, 118, 127, 136, 155, 164–165, 168, 199, 236–237, 303, 329, 336, 380–381, 384, 392, 408, 434, 446–447, 448, 456, 487, 493, 500–501

• identify and report sources in oral and written communications The following pages may be used when students share information with the class: 28–29, 32, 33, 60–61, 64, 87, 92–93, 110, 118, 127, 136, 155, 164–165, 168, 199, 237, 303, 329, 336, 380–381, 384, 392, 408, 434, 446–447, 448, 456, 487, 493, 500–501


• distinguish fact from fiction (presenting opinion as fact is contrary to thescientific process)Throughout Scott Foresman Science, science misconceptions are presented that will help students to distinguish fact from fiction, such as: 6, 8, 15, 16, 23, 47, 49, 73, 75, 84, 87, 88, 113, 118, 126, 160, 181, 209, 226, 233, 250, 256, 278, 286, 311, 364, 398, 429, 462, 480, 483, 487, 492, 495, 497

• demonstrate an ability to critically evaluate information and misinformation28–29, 32, 33, 60–61, 64, 87, 92–93, 110, 118, 127, 136, 155, 164–165, 168, 199, 237, 303, 329, 336, 380–381, 384, 392, 408, 434, 446–447, 448, 463, 487, 493, 500–501

• recognize the impact of information technology on the daily life of students26–27, 36, 58–59, 90–91, 92–93, 162–163, 172, 184–185, 210–211, 234–235, 290–291, 314–315, 346–347, 442–443, 476

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Systems Thinking


• observe and describe interactions among components of simple systems7–9, 10–13, 14–15, 70–75, 76–81, 82–85, 86–89, 123, 125, 245, 254–257, 476, 480–481, 486

• identify common things that can be considered to be systems (e.g., a plant, a transportation system, human beings)7–9, 10–13, 14–15, 70–75, 76–81, 82–85, 86–89, 123, 125, 245, 254–257, 476, 480–481, 486

Models


• analyze, construct, and operate models in order to discover attributes of the real thing36, 58–59, 128–129, 140–143, 148, 162–163, 196, 220, 234–235, 258–259, 272, 440–441, 452, 466–467, 476, 498–499, 508–511

• discover that a model of something is different from the real thing but can be used to study the real thing36, 58–59, 128–129, 140–143, 148, 162–163, 196, 220, 234–235, 258–259, 272, 440–441, 452, 466–467, 476, 498–499, 508–511

• use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world26–27, 58–59, 60–61, 90–91, 92–93, 128–129, 130–131, 140–143, 162–163, 164–165, 186–187, 220, 258–259, 260–261, 276, 292–293, 356, 380–381, 412–415, 466–467, 498–499, 508–511

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Magnitude and Scale


• observe that things in nature and things that people make have very different sizes, weights, and ages 4, 9, 11, 14, 16–17, 26–27, 28–29, 40–43, 51, 130–131, 208–209, 282–283, 284, 290–291, 436–437, 446–447, 450–451, 454–457, 458–465, 486–489

• recognize that almost anything has limits on how big or small it can be20–21, 44–47, 70–75, 164–165, 182–183, 282–283, 284, 436–437, 440–441, 450–451, 454–457



• observe that things change in some ways and stay the same in some ways56–57, 74–75, 112–113, 114–119, 176–177, 180–183, 184–185, 206–207, 220, 226–229, 231–233, 240, 300, 301, 304, 308–309, 310–313, 368–369, 374–375, 484–489

• recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements.18–21, 26–27, 28–29, 37, 44–47, 50–51, 90–91, 176–177, 180–181, 184–185, 206–207, 221, 226–229, 230–231, 236–237, 240, UC2, 300, 301, 303, 310–311, 368–369

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Patterns of Change


• use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data26–27, 172, 184–185, 196, 210–211, 234–235, 258–259, 268–271, 290–291, 292–293, 324, 344–345, 356, 378–379, 412–415, 440–441, 452, 466–467, 498–499, 508–511

• analyze data by making tables and graphs and looking for patterns of change 92–93, 128–129, 184–185, 190–191, 210–211, 234–235, 258–259, 268–271, 290–291, 314–315, 378–379, 388, 402–403, 412–415, 466–467, 498–499, 508–511

Optimization


• choose the best alternative of a set of solutions under given constraintsThis objective can be developed from these pages: 260–261, 490–493. These "Go Further" activities and Science Fair projects also encourage students to apply this objective: 26–27, 90–91, 128–129, 140–143, 144, 162–163, 184–185, 210–211, 234–235, 258–259, 268–271, 272, 290–291, 314–315, 344–345, 378–379, 402–403, 412–415, 416, 440–441, 466–467, 498–499, 508–511, 512

• explain the criteria used in selecting a solution orally and in writingThese inquiries and projects opportunities for students to apply this objective: 26–27, 68, 90–91, 128–129, 144, 172, 210–211, 234–235, 258–259, 272, 300, 324, 356, 416, 476, 498–499, 512

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Connections


• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action149, 179, 248–249, 250–253, 254–257, 258–259, 260–261, 481, 492–493

• make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choiceThis objective can be developed from these pages: 260–261, 490–493

• design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute26–27, 68, 90–91, 128–129, 172, 210–211, 234–235, 258–259, 476, 498–499

• observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions26–27, 90–91, 128–129, 140–143, 148, 162–163, 172, 210–211, 236–237, 268–269, 290–291, 378–379, 412–413, 452, 466–467, 498–499

Strategies


108


• work effectively4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476

• gather and process information26–27, 90–91, 92–93, 128–129, 140–143, 172, 184–185, 210–211, 234–235, 258–259, 268–271, 290–291, 378–379, 388, 412–415, 420, 440–441, 466–467, 508–511

• generate and analyze ideas90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 268–271, 344–345, 402–403, 412–415, 466–467, 498–499

• observe common themes4, 26–27, 28–29, 36, 58–59, 68, 90–91, 100, 128–129, 140–141, 148, 162–163, 164–165, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 276, 290–291, 292–293, 300, 314–315, 324, 344–345, 346–347, 356, 378–379, 380–381, 388, 402–403, 412–413, 420, 440–441, 452, 466–467, 476, 498–499, 500–501, 508–509

• realize ideas90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 268–271, 344–345, 402–403, 412–415, 466–467, 498–499

• present results4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499


General Skills

i. follow safety procedures in the classroom, laboratory, and fieldxxviii, xxxii, 8–9, 90–91, 184–185, 234–235, 258–259, 276, 300, 314–315, 356, 378–379, 388, 402–403, 466–467, 508–511


• hand lens 4, 90–91, 210–211

109


• ruler (metric)26–27, 172, 234–235, 290–291, 292–293, 324, 344–345, 388, 412–415, 440–441, 452, 466–467, 498–499, 508–511

• balance290–291

• gram weights290–291

• spring scale344–345

• thermometer (°C, °F)356, 378, 466–467

• measuring cups196, 210–211, 268–271, 292–293

• graduated cylinder 148, 184–185, 210–211, 300, 314–315, 378–379

• timepiece(s)xxxi


These inquiry and feature pages provide opportunities for students to apply this objective: 4, 26–27, 32, 36, 58–59, 68, 90–91, 96, 100, 128–129, 134–135, 140–143, 148, 162–163, 172, 184–185, 190–191, 196, 210–211, 216, 220, 234–235, 240, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 350–351, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 477, 496–497

iv. manipulate materials through teacher direction and free discovery4, 36, 90–91, 128–129, 140–143, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 258–259, 268–271, 276, 290–291, 300, 314–315, 344–345, 356, 378–379, 402–403, 412–415, 440–441, 466–467, 476, 508–511

v. use information systems appropriately26–27, 28–29, 36, 58–59, 60–61, 64, 68, 87, 90–91, 92–93, 100, 127, 128–129, 148, 162–163, 164–165, 172, 184–185, 196, 198, 210–211, 220, 234–235, 244, 258–259, 276, 290–291, 300, 303, 314–315, 324, 356, 388, 442–443, 446–447, 452, 476, 487

110



26–27, 148, 172, 190–191, 210–211, 284–289, 290–291, 292–293, 378–379, 412–415, 452, 498–499


26–27, 28–29, 74–75, 92–93, 148, 172, 186–187, 190–191, 260–261, 290–291, 292–293, 378–379, 412–415, 498–499, 508–511

viii. use and record appropriate units for measured or calculated values26–27, 28–29, 148, 172, 190–191, 210–211, 284–289, 290–291, 292–293, 378–379, 412–415, 452, 498–499

ix. order and sequence objects and/or events21, 37, 44–45, 47, 51, 119, 158–159, 162–163, 221, 225, 229, 402–403, 421, 423, 426–427, 435, 477, 491, 495

x. classify objects according to an established scheme14–17, 18–19, 26–27, 38–43, 50–51, 103–105, 106–107, 198–201, 202–203, 210–211, 236–237, 268–271, 290–291

xi. generate a scheme for classification7, 9, 17, 53, 75, 106–107, 203, 212–213, 223, 244, 290–291

xii. utilize senses optimally for making observations4, 68, 90–91, 196, 210–211, 268–271, 290–291, 300, 324, 356, 378–379, 388, 420, 440–441, 466–467, 508–511

xiii. observe, analyze, and report observations of objects and events26–27, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 184–185, 196, 210–211, 220, 234–235, 258–259, 268–271, 314–315, 324, 344–345, 356, 378–379, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499, 508–511

xiv. observe, identify, and communicate patterns114–119, 170–171, 172, 180–181, 186–187, 224–225, 364–365, 372–373, 421, 422–427, 428–431, 438–439, 440–441, 442–443, 468–469, 478–479

xv. observe, identify, and communicate cause-and-effect relationships74–75, 112–113, 114–119, 149, 152, 159, 184–185, 226–229, 230–233, 277, 285, 301, 305, 311

111



4, 26–27, 58–59, 68, 90–91, 100, 140–143, 144, 162–163, 172, 184–185, 190–191, 210–211, 234–235, 258–259, 268–271, 272, 276, 300, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 416, 420, 440–441, 442–443, 466–467, 476, 498–499, 508–511, 512


4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476


• journal entries8, 50, 70, 116, 159, 176, 200, 233, 252, 334, 341, 377, 392, 401, 425, 435

• graphic representations26–27, 58–59, 90–91, 92–93, 128–129, 184–185, 190–191, 210–211, 234–235, 258–259, 268–271, 290–291, 314–315, 378–379, 388, 402–403, 412–415, 466–467, 498–499, 508–511

• drawings/pictorial representations26–27, 58–59, 90–91, 140–143, 162–163, 220, 258–259, 276, 356, 421

xix. make predictions based on prior experiences and/or information140–143, 162–163, 268–271, 276, 314–315, 344–345, 412–415, 420, 476, 508–511


5, 7, 9, 24–25, 56–57, 186–187, 197, 198–201, 202–203, 245, 247–249, 255, 268–271, 290–291, 324, 380–381, 389, 393, 397, 402–403, 428–431, 442–443, 453, 458–465, 482–483, 489, 490–491

xxi. identify and control variables/factors90–91, 128–129, 140–143, 144, 162–163, 184–185, 210–211, 268–271, 272, 344–345, 402–403, 412–415, 416, 466–467, 498–499, 508–511, 512

112



90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 268–271, 344–345, 402–403, 412–415, 466–467, 498–499


4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499



PERFORMANCE INDICATOR 1.1Describe patterns of daily, monthly, and seasonal changes in their environment.



• Earth spinning around once every 24 hours (rotation), resulting in day andnight418–419, 420, 421, 422–427

• Earth moving in a path around the Sun (revolution), resulting in one Earth year428–431, 442–443

• the length of daylight and darkness varying with the seasons428–431

• weather changing from day to day and through the seasons170–171, 178–179, 180–183, 186–187, 430–431

113


• the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle432–435


• second, minute, hour424–425, 430–431



422–427, 430–431, 436–439, 442–443




2.1a Weather is the condition of the outside air at a particular moment.170–171, 174–179, 181


• temperature175–178, 186–187, 190–191

• wind speed and direction172, 175–177

• form and amount of precipitation175–177, 180–183

• general sky conditions (cloudy, sunny, partly cloudy)173, 174–175, 177, 190–191

114



• evaporation: changing of water (liquid)into water vapor (gas)146, 154, 156–159, 162–163, 304–305, 309

• condensation: changing of water vapor (gas)into water (liquid)147, 156–159, 162–163

• precipitation: rain, sleet, snow, hail147, 158–159, 175, 180–181

• runoff: water flowing on Earth’s surface148, 154–155, 158–159

• groundwater: water that moves downward into the ground146, 155, 158–159, 258–259


• interaction between air and water breaks down earth materials230–233, 234–235

• pieces of earth material may be moved by air, water, wind, and gravity196, 224–225, 232–233, 234–235

• pieces of earth material will settle or deposit on land or in the water in different places200, 224–225, 230–233

• soil is composed of broken-down pieces of living and nonliving earth material195, 206–209, 212–213


170–171, 182–183, 226–229

115






274–275, 279–281, 284, 316–317


274–275, 276, 278–279


278–279, 284–289, 290–291, 292–293, 316–317


172, 210–211, 284–289, 290–291, 292–293, 378–379, 412–415, 452, 498–499


284–289, 290–291, 292–293, 356, 378–379


280–283, 296, 402–403


• temperature – hot or cold298–299, 304–305, 310–311

• lighting – shadows, color301, 302–303

116


• moisture – wet or dry308–309




• solids have a definite shape and volume278–280, 284–285

• liquids do not have a definite shape but have a definite volume277, 280, 285

• gases do not hold their shape or volume281, 304, 309

3.2b Temperature can affect the state of matter of a substance.277, 304–305, 308–309, 310–311


298–299, 300, 301, 302–305, 308–309, 310–313





354–355, 358–360, 362–363, 366–367, 370–371, 374–377, 386–387

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4.1b Energy can be transferred from one place to another.359–361, 362–365, 366–367, 370–371, 374–377, 378–379, 412–415

4.1c Some materials transfer energy better than others (heat and electricity).356, 376–377, 378–379


362–363, 366–369, 370–373, 376–377, 389, 391–395

4.1e Electricity travels in a closed circuit.355, 356, 376–377


356, 357, 366–367, 377





• animals convert food to heat and motion6–7, 106–107, 359, 362–363

• the Sun’s energy warms the air and water71, 176–177, 358–359, 461


• chemical to electrical, light, and heat: battery and bulb356, 357, 362–363, 370, 376

• electrical to sound (e.g., doorbell buzzer)376–377

118


• mechanical to sound (e.g., musical instruments, clapping)391, 394–395, 396–397

• light to electrical (e.g., solar-powered calculator)377, 384, 494–495





322, 328–329


329, 332–335, 344–345

5.1c The force of gravity pulls objects toward the center of Earth.336–337, 350–351, 361, 460

5.1d The amount of change in the motion of an object is affected by friction.323, 333–335, 348–349

5.1e Magnetism is a force that may attract or repel certain materials.202, 307, 323, 337


338–343, 344–345, 348–349

119





307, 336–337, 350–351, 460

5.2b The force of magnetism on objects decreases as distance increases.This objective can be developed from these pages: 202, 307, 323, 337, 350





1.1a Animals need air, water, and food in order to live and thrive.5, 6–7, 39, 41, 72, 106–107

1.1b Plants require air, water, nutrients, and light in order to live and thrive.5, 6–9, 10–13, 26–27, 68, 72–73, 106, 359–360, 461

1.1c Nonliving things do not live and thrive.22–23, 54–57, 71–72, 199

1.1d Nonliving things can be human-created or naturally occurring.71–72, 199, 478–483, 484–489, 492–497, 498–499, 500–501

120





6–9, 10–13, 14–17, 18–21, 38–41, 48–49, 44–47, 71–73, 122, 195, 206–207, 251





24–25, 34, 40–43, 48–53

2.1b Some characteristics result from an individual’s interactions with the environment and cannot be inherited by the next generation (e.g., having scars; riding a bicycle).

48–51, 53




20–21, 34, 38, 44–47, 53


16–17, 20–21, 28–29, 35, 40, 52

121






• wings, legs, or fins enable some animals to seek shelter and escape predators49–51, 60–61, 104–105

• the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink48–49, 83–85

• eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings50–51

• claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food41, 48–51, 69, 100

• some animals have parts that are used to produce sounds and smells to help the animal meet its needs50

• the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)51–53


• roots help support the plant and take in water and nutrients10–11

122


• leaves help plants utilize sunlight to make food for the plant8–9

• stems, stalks, trunks, and other similar structures provide support for the plant12–13

• some plants have flowers14–15

• flowers are reproductive structures of plants that produce fruit which contains seeds14–15, 18–21

• seeds contain stored food that aids in germination and the growth of young plants20–21, 26–27, 28–29


• seeds disperse by a plant’s own mechanism and/or in a variety of ways that can include wind, water, and animals16–17, 18–20

• leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture10–11, 24–25

• animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration48–53




90–91, 99, 110–113, 128–129

123



110–113





20–21, 37, 44–47, 74–75, 112–113, 114


2–3, 4, 14–17, 20–21, 26–27, 28–29


20–21

4.1d Life cycles of some plants include changes from seed to mature plant.16–17, 20–21, 28–29


35, 37, 44–47


35, 37, 44–47, 112–113, 114


44–47

124




4.2a Growth is the process by which plants and animals increase in size.20–21, 44–47, 68

4.2b Food supplies the energy and materials necessary for growth and repair.7–8, 39, 74, 122–123, 130–131





6–9, 10–13, 14–17, 18–21, 38–41, 48–49, 44–47, 71–73, 122, 195, 206–207, 251


12–13, 20–21, 24, 48–51, 69, 76–81, 82–85, 86–89




11, 14, 16–17, 19–21, 26–27, 28–29, 74–75, 115–119


52–53, 54–57, 74–75, 114–117

125



This objective can be developed from these pages: 48–53, 110–113, 114–117


39, 52–53, 77–81, 114


46, 50–51, 53, 80–81


34, 37, 52, 80–81, 104, 114


22–23, 72, 74–75, 80–81, 88–89, 106–109, 110–113, 114–119




122, 124–125, 130–131, 350–351


122, 124–125, 127, 130–131

126






7–9, 98, 106


39, 99, 106–107, 111, 128–129, 140–143


107–109

6.1d Decomposers are living things that play a vital role in recycling nutrients.99, 118–119


22–23, 72, 74–75, 80–81, 88–89, 106–109, 110–113, 114–119


74–75, 114–119



6.2a Plants manufacture food by utilizing air, water, and energy from the Sun.6–9, 20–21, 106, 151, 155, 359–360, 461

127



106–109


146, 158–159, 162–163




7.1a Humans depend on their natural and constructed environments.120–121, 149, 152–153, 160–161, 246–249, 250–253, 254–257, 478–483, 484–489, 490–493


120–121, 152–153, 160–161, 246–249, 250–251, 254–257, 478–483, 484–489, 490–495


120–121, 149, 152–153, 246–249, 250–253, 478–479, 490–493

128


New York State Science Core CurriculumGrade Four





M1.1a Use plus, minus, greater than, less than, equal to, multiplication, and division signs15, 23, 47, 59, 81, 84–85, 113, 132–133, 145, 149–151, 183, 219, 247, 387, 447, 452–453, 562–563

M1.1b Select the appropriate operation to solve mathematical problems15, 23, 27, 47, 59, 81, 84–85, 113, 132–133, 145, 149–151, 183, 219, 247, 387, 447, 452–453, 562–563

M1.1c Apply mathematical skills to describe the natural world15, 23, 27, 36–37, 59, 81, 84–85, 113, 132–133, 145, 149–151, 183, 219, 247, 387, 394–395, 447, 452–453, 562–563



M2.1a Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusions15, 23, 27, 47, 59, 81, 84–85, 113, 132–133, 145, 149–151, 183, 219, 247, 387, 447, 452–453, 562–563

129

Scott Foresman Science New York State Science Core Curriculum Grade Four

M2.1b Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment36–37, 84–89, 90–95, 226–227, 484–487, 492, 496–499, 500–505



M3.1a Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world200–201, 226–227, 284, 298–299, 308–311, 352–353, 360–361, 362–363,436, 446–447, 450–451, 484–487, 516, 538–539, 572–575

SCIENTIFIC INQUIRY



S1.1a Observe and discuss objects and events and record observations4, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, 180, 200–201, 212, 226–227, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 474–475, 484–487, 488, 538–539, 548

S1.1b Articulate appropriate questions based on observationsUA1, 34–35, 44, 66–67, 96–97, 130–131, 172–175, 176, UB1, UB2, 200–201, 250–251, 260, 274–275, 298–299, 308–311, 312, UC1, UC2–UC3, 338–339, 360–361, 394–395, 426–427, 436, 450–451, 484–487, UD1, 560–561, 572–575

130



S1.2a Identify similarities and differences between explanations received from others or in print and personal observations or understandings44, 66–67, 96–97, 108, 130–131, 162–163, 172–175, 180, 200–201, 212, 226–227, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 426–427, 436, 450–451, 484–487, 538–539, 560–561, 572–575, 576


S1.3a Clearly express a tentative explanation or description which can be tested66–67, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 226–227, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 474–475, 484–487, 488, 538–539, 560–561, 572–575, 576



S2.1a Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)34–35, 66–67, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 488, 560–561, 572–575

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S2.2a Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understanding of the suggestions and modifying the plan where appropriate4, 34–35, 66–67, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, 180, 200–201, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 488, 560–561, 572–575, 576


S2.3a Use appropriate "inquiry and process skills" to collect dataUA4, 66–67, 130–131, 140, 172–175, UB4, 200–201, 226–227, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, UC4, 338–339, 348, 360–361, 394–395, 404, 426–427, 436, 450–451, 484–487, 488, UD4, 560–561

S2.3b Record observations accurately and conciselyUA4, 44, 66–67, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, UB4, 180, 200–201, 226–227, 250–251, 274–275, 284, 298–299, 308–311, 312, UC4, 338–339, 360–361, 394–395, 426–427, 436, 450–451, 474–475, 484–487, 488, UD4, 538–539, 560–561, 572–575



S3.1a Accurately transfer data from a science journal or notes to appropriate graphic organizerThese inquiries and feature pages provide opportunities for students to apply this objective: 2–3, 5, 8–9, 34–35, 41, 42–43, 45, 66–67, 73, 74–75, 77, 96–97, 106–107, 109, 130–131, 138–139, 141, 172–175, 178–179, 181, 200–201, 210–211, 213, 226–227, 234–235, 237, 250–251, 258–259, 261, 274–275, 282–283, 285, 298–299, 308–311, 314–315, 317, 338–339, 346–347, 349, 360–361, 370–371, 373, 394–395, 402–403, 405, 434–435, 437, 450–451, 458–459, 461, 474–475, 476–477, 484–487, 490–491, 514–515, 517, 546–547, 549, 572–575

132



S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collected44, 66–67, 96–97, 130–131, 140, 162–163, 172–175, 200–201, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 484–487, 488, 538–539, 548, 560–561, 572–575, 576


S3.3a Explain their findings to others, and actively listen to suggestions forpossible interpretations and ideas66–67, 96–97, 108, 130–131, 162–163, 172–175, 200–201, 212, 226–227, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 394–395, 404, 426–427, 436, 450–451, 474–475, 484–487, 488, 560–561, 572–575, 576


S3.4a State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/explanation44, 130–131, 140, 162–163, 172–175, 200–201, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 484–487, 488, 538–539, 560–561

S3.4b State, orally and in writing, any new questions that arise from theirinvestigation34–35, 96–97, 130–131, 162–163, 172–175, 200–201, 226–227, 250–251, 260, 274–275, 298–299, 308–311, 312, 338–339, 360–361, 426–427, 450–451, 474–475, 484–487, 560–561, 572–575, 576

133


ENGINEERING DESIGN:



T1.1a Identify a simple/common object which might be improved and state the purpose of the improvement102–103, 140, 180, 284, 312, 394–395, 450–451, 456, 460, 474–475, 488, 572–575

T1.1b Identify features of an object that help or hinder the performance of the object140, 180, 284, 312, 394–395, 450–451, 456, 460, 474–475, 488, 572–575, 576

T1.1c Suggest ways the object can be made differently, fixed, or improved within given constraints140, 180, 284, 394–395, 450–451, 456, 460, 474–475, 488, 572–575


T1.2a Identify appropriate questions to ask about the design of an object102–103, 140, UB3, 180, 284, 312, 394–395, 456, 460, 474–475, 572–575

T1.2b Identify the appropriate resources to use to find out about the design of an object102–103, 140, 180, 312, 456, 460, 474–475, 572–575

T1.2c Describe prior designs of the object102–103, 140, 187, 293, 456, 460, 488, 572–575, 576

134


T1.3 Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.

T1 3a List possible solutions, applying age-appropriate math and science skills126–127, 157, 176, 284, 312, 456, 488, 576

T1.3b Develop and apply criteria to evaluate possible solutions176, 312, 394–395, 450–451, 474–475, 488, 572–575, 576

T1.3c Select a solution consistent with given constraints and explain why it was chosen140, 176, 180, 312, 460, 474–475, 488, 572–575, 576


T1.4a Create a grade-appropriate graphic or plan listing all materials needed, showing sizes of parts, indicating how things will fit together, and detailing steps for assembly140, 176, 180, 312, 456, 460, 474–475, 488, 572–575, 576

T1.4b Build a model of the object, modifying the plan as necessary76, 140, 176, 274–275, 312, 488, 572–575


T1.5a Determine a way to test the finished solution or model140, 176, 180, 274–275, 284, 312, 394–395, 460, 474–475, 488, 572–575, 576

T1.5b Perform the test and record the results, numerically and/or graphically140, 176, 312, 394–395, 450–451, 474–475, 488, 572–575, 576

T1.5c Analyze results and suggest how to improve the solution or model, using oral, graphic, or written formats102–103, 140, 176, 284, 312, 394–395, 450–451, 456, 460, 474–475, 488, 572–575, 576

135




• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom4, 13, 21, 24, 34–35, 44, 63, 66–67, 76, 90, 96–97, 98–99, 102–103, 108, 136, 140, 162–163, 168, 172–175, 180, 200–201, 212, 226–227, 228–229, 236, 250–251, 256, 260, 271–273, 274–275, 280, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516

• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–173, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–309, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–485, 492, 506–507, 516, 538–539, 548, 560–561, 572–573

• use information technology to link the classroom to world events34–35, 66–67, 96–97, 130–131, 162–163, 200–201, 226–227, 250–251, 274–275, 298–299, 338–339, 360–361, 394–395, 426–427, 450–451, 474–475, 506–507, 538–539, 560–561


• use a variety of media to access scientific information4, 13, 21, 34–35, 44, 49, 59, 66–67, 76, 86, 91, 95, 96–97, 102–103, 104, 108, 120–122, 130–131, 140, 145, 158, 162–163, 172–173, 180, 185, 187, 200–201, 207, 212, 220, 223, 226–227, 228–229, 236, 250–251, 256, 260, 264, 268, 271–273, 274–275, 280, 284, 291, 297, 298–299, 304, 308–309, 312, 316, 320, 338–339, 348, 355–357, 360–361, 366, 368, 372, 375, 394–395, 404, 411, 415, 419, 422, 424–425, 426–427, 432, 436, 449, 450–451, 460, 474–475, 484–485, 492, 495, 503, 506–507, 512, 515, 516, 526, 533, 538–539, 548, 556, 560–561, 566, 572–573, 576

136


• consult several sources of information and points of view before drawing conclusionsThis objective can be developed from these pages: 13, 21, 59, 63, 90, 98–99, 102–103, 104, 120, 129, 168, 187, 197, 207, 228–229, 256, 312, 331, 355, 368, 375, 432, 495

• identify and report sources in oral and written communications The following pages may be used when students share information with the class: 13, 21, 63, 90, 98–99, 102–103, 104, 129, 168, 187, 207, 228–229, 256, 312, 355, 432, 488, 495, 576


• distinguish fact from fiction (presenting opinion as fact is contrary to thescientific process)Throughout Scott Foresman Science, science misconceptions are presented that will help students to distinguish fact from fiction, such as: 3, 11, 12, 19, 33, 43, 49, 52, 57, 63, 107, 149, 153, 159, 163, 179, 188, 192, 198, 223, 235, 244, 288, 323, 350, 377, 381, 383, 408, 443, 444, 448, 465, 472, 482, 499, 501, 502, 504, 515, 521, 525, 547

• demonstrate an ability to critically evaluate information and misinformation13, 21, 63, 90, 98–99, 102–103, 104, 228–229, 312, 331, 495

• recognize the impact of information technology on the daily life of students136, 196–197, 220–221, 556–557


Systems Thinking


137


• observe and describe interactions among components of simple systems78–83, 84–89, 90–95, 138–139, 142–147, 148–151, 152–155, 156–161, 388–389, 394–395, 474–475

• identify common things that can be considered to be systems (e.g., a plant, a transportation system, human beings)8, 46–49, 50–53, 54–57, 78–83, 138–139, 142–147, 148–151, 152–155, 156–161, 176, 388–389, 394–395, 518–521

Models


• analyze, construct, and operate models in order to discover attributes of the real thing76, 89, 119, 140, 162–163, 212, 274–275, 298–299, 308–311, 492, 516, 538–539, 548, 560–561, 562–563, 572–575, 576

• discover that a model of something is different from the real thing but can be used to study the real thing76, 89, 140, 162–163, 212, 220–221, 274–275, 298–299, 308–311, 456, 516, 538–539, 548, 560–561, 562–563, 572–575, 576

• use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world76, 89, 119, 140, 162–163, 196–197, 212, 308–311, 492, 516, 538–539, 548, 560–561, 562–563, 572–575, 576

Magnitude and Scale


• observe that things in nature and things that people make have very different sizes, weights, and ages UA2, 4, 14–15, 23–24, 92–93, 118–121, 123, 142–143, 156–159, UB2, 223, 244–245, 252–253, 290–291, UD3, 325, 389, 424–425, 516, 522–527, 528–533, 534–537, 540–541

138


• recognize that almost anything has limits on how big or small it can be14–15, 20, 24, 389



• observe that things change in some ways and stay the same in some ways66–67, 76, 96–97, 118–123, 200–201, 260, 332–337, 348, 538–539, 572–575

• recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements.66–67, 200–201, 260, UC2, 332–337, 484–487

Patterns of Change


• use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data200–201, 284, 322, 436, 450–451, 484–487, 572–575

• analyze data by making tables and graphs and looking for patterns of change 68–69, 98–99, 130–131, 172–175, 200–201, 202–203, 226–227, 356, 360–361, 394–395, 436, 450–451, 477, 484–487, 572–575

139


Optimization


• choose the best alternative of a set of solutions under given constraintsThis objective can be developed from these pages: 296–297, 304, 460, 474–475, 488. These "Go Further" activities and Science Fair projects also encourage students to apply this objective: 66–67, 130–131, 200–201, 226–227, 250–251, 274–275, 298–299, 312, 338–339, 360–361, 394–395, 426–427, 450–451, 560–561, 576

• explain the criteria used in selecting a solution orally and in writing176, 312, 450–451, 474–475, 488, 572–575, 576


Connections


• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action296–297, 304, 366–367, 553

• make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choiceThis objective can be developed from these pages: 104, 161, 296–297, 373, 471, 488

• design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute140, 176, 296–297, 304, 312, 366–367, 456, 474–475, 484–487, 488

140


• observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions96–97, 108, 130–131, 140, 162–163, 172–175, 176, 250–251, 260, 274–275, 284, 308–311, 312, 316, 348, 360–361, 394–395, 404, 426–427, 436, 450–451, 474–475, 484–487, 488, 538–539, 548, 572–575

Strategies


• work effectively4, 34–35, 44, 66–67, 76, 96–97, 108, 140, 162–163, 172–175, 176, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 488, 492, 506–507, 538–539, 548, 560–561, 572–575

• gather and process information4, 5, 34–35, 44, 66–67, 76, 96–97, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 474–475, 484–487, 488, 538–539, 548

• generate and analyze ideas5, 29, 66–67, 96–97, 130–131, 140, 162–163, 172–175, 180, 200–201, 226–227, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 456, 460, 474–475, 484–487, 488, 538–539, 560–561, 572–575

• observe common themes4, 5, 34–35, 44, 45, 66–67, 76, 77, 96–97, 108, 109, 130–131, 140, 141, 162–163, 172–175, 180, 181, 200–201, 212, 213, 226–227, 236, 237, 250–251, 260, 261, 274–275, 284, 285, 298–299, 308–311, 316, 317, 338–339, 348, 349, 360–361, 372, 373, 394–395, 404

• realize ideas312, 338–339, 360–361, 450–451, 460, 474–475, 484–487, 488, 560–561, 572–575, 576

141


• present results29, 44, 66–67, 96–97, 108, 130–131, 162–163, 172–175, 176, 180, 200–201, 250–251, 260, 274–275, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 426–427, 436, 450–451, 474–475, 484–487, 488, 538–539, 560–561, 572–575, 576


General Skills

i. follow safety procedures in the classroom, laboratory, and fieldxxxii, 66–67, 172–175, 298–299, 308–311, 312, 338–339, 348, 360–361, 372, 394–395, 426–427, 474–475, 560–561, 572–575


• hand lens 162–163, 236, 250–251

• ruler (metric)200–201, 324–325, 436, 460, 484–487, 516, 538–539, 572–575

• balance322–323, 356, 464, 484–487

• gram weights322–323, 484–487, 576

• spring scale446–447

• thermometer (°C, °F)200–201, 226–227, 284, 352–353, 360–361, 362–363

• measuring cups308–311, 338–339, 360–361

• graduated cylinder 298–299, 308–311, 324–325

• timepiece(s)260, 274–275, 284, 436

142



These inquiry and feature pages provide opportunities for students to apply this objective: 4, 34–35, 44, 66–67, 76, 96–97, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 488, 492, 506–507, 516, 538–539, 548, 560–561

iv. manipulate materials through teacher direction and free discovery4, 66–67, 76, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 250–251, 260, 274–275, 284, 298–299, 308–311, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 506–507, 538–539, 548, 572–575

v. use information systems appropriately13, 21, 24, 63, 90, 98–99, 102–103, 104, 129, 168, 187, 195, 197, 207, 228–229, 256, 271, 280, 304, 312, 331, 355–356, 368, 375, 432, 436, 449, 484–487, 495


140, 200–201, 226–227, 250–251, 284, 298–299, 308–311, 360–361, 394–395, 436, 450–451, 484–487, 516, 538–539, 572–575, 576


140, 164–165, 200–201, 250–251, 284, 300–301, 360–361, 394–395, 436, 450–451, 484–487, 538–539, 572–575

viii. use and record appropriate units for measured or calculated values200–201, 226–227, 284, 360–361, 436, 450–451, 484–487, 572–575

ix. order and sequence objects and/or events68–69, 77, 92–95, 218–219, 224, 240–241, 276–277, 316, 437, 576

x. classify objects according to an established scheme2–3, 10–13, 14–17, 18–19, 22–25, 34–35, 236, 250–251, 316, 394–395

xi. generate a scheme for classification2–3, 10–13, 14–17, 18–19, 22–25, 34–35, 236

xii. utilize senses optimally for making observations4, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 474–475, 484–487, 538–539, 548, 560–561

143


xiii. observe, analyze, and report observations of objects and events4, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 474–475, 484–487, 488, 538–539, 548

xiv. observe, identify, and communicate patterns36–37, 162–163, 226–227, 492, 504–505, 506–507, 560–561, 576

xv. observe, identify, and communicate cause-and-effect relationships44, 96–97, 108, 130–131, 260, 284, 348, 372, 373, 394–395, 404, 436, 450–451, 484–487, 493, 572–575


34–35, 44, 66–67, 96–97, 130–131, 140, 162–163, 172–175, 176, 200–201, 226–227, 250–251, 260, 274–275, 298–299, 308–311, 312, 338–339, 360–361, 394–395, 426–427, 436, 450–451, 484–487, 560–561


44, 66–67, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, 180, 200–201, 226–227, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 394–395, 404, 426–427, 436, 450–451, 484–487, 488, 538–539, 560–561, 572–575


• journal entries13, 17, 21, 31, 130–131, 226–227, 298–299, 338–339

• graphic representations172–175, 200–201, 226–227, 360–361, 394–395, 436, 450–451, 484–487, 572–575

• drawings/pictorial representations66–67, 162–163, 308–311, 426–427, 474–475, 538–539, 560–561

xix. make predictions based on prior experiences and/or information66–67, 172–175, 176, 180, 200–201, 226–227, 308–311, 312, 340–341, 360–361, 394–395, 436, 450–451, 474–475, 484–487, 488, 492, 572–575, 576


8–9, 25, 34–35, 176, 212, 236, 250–251, 260, 316, 320–321, 426–427, 450–451, 476–477, 516

144


xxi. identify and control variables/factors96–97, 108, 130–131, 172–175, 176, 308–311, 312, 360–361, 394–395, 436, 484–487, 488, 572–575, 576


44, 66–67, 76, 96–97, 108, 130–131, 172–175, 176, 180, 200–201, 226–227, 260, 274–275, 284, 298–299, 312, 348, 484–487, 488


4, 44, 66–67, 96–97, 130–131, 140, 162–163, 172–175, 176, 180, 200–201, 212, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 488, 538–539, 560–561, 572–575, 576



PERFORMANCE INDICATOR 1.1Describe patterns of daily, monthly, and seasonal changes in their environment.



• Earth spinning around once every 24 hours (rotation), resulting in day andnight490–491, 494–497, 500

• Earth moving in a path around the Sun (revolution), resulting in one Earth year490–491, 492, 498–499, 500

• the length of daylight and darkness varying with the seasons493, 497–499, 508–509

145


• weather changing from day to day and through the seasons194–199, 226–227, 498–499

• the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle500–503, 576


• second, minute, hour260, 274–275, 284, 300–301, 312, 348, 436, 496–497, 506–507

• week, month44, 66–67, 108, 506–507


493, 494–499, 504–505, 506–507




2.1a Weather is the condition of the outside air at a particular moment.190–193, 194–199, 214–221, 222–225, 226–227


• temperature190–193, 194–199, 226–227

• wind speed and direction194–199, 214–221, 222–225, 226–227

• form and amount of precipitation190–193, 194–199, 214–221, 226–227

146


• general sky conditions (cloudy, sunny, partly cloudy)190–193, 194–199, 222–223, 226–227


• evaporation: changing of water (liquid)into water vapor (gas)178–179, 180, 186–187, 200–201, 318

• condensation: changing of water vapor (gas)into water (liquid)178–179, 180, 186–189

• precipitation: rain, sleet, snow, hail186–187, 189, 190–193, 194–199, 214–221, 226–227

• runoff: water flowing on Earth’s surface90–91, 125, 186–187, 266–267, 308–311

• groundwater: water that moves downward into the ground90–91, 125, 187, 266–267


• interaction between air and water breaks down earth materials242–243, 248–249, 258–259, 260, 262–265, 288, 312

• pieces of earth material may be moved by air, water, wind, and gravity242–243, 248–249, 258–259, 262–265, 266–269, 308–311

• pieces of earth material will settle or deposit on land or in the water in different places242–245, 258–259, 262–265, 266–269, 308–311

• soil is composed of broken-down pieces of living and nonliving earth material76, 242–243, 282–283, 288–291, 308–311

147



122–123, 210–211, 214–221, 222–225, 258–259, 268–269, 270–273, 274–275





188, 264–265, 319, 322–325


240–241, 250–251, 290, 319, 338–339, 404


200–201, 240–241, 250–251, 290, 312, 316, 322–327, 338–339, 360–361, 394–395, 420–421, 426–427, 484–487, 516, 560–561


140, 178–179, 194–197, 200–201, 250–251, 284, 298–299, 308–311, 322–325, 360–361, 394–395, 436, 450–451, 484–487, 538–539, 572–575


200–201, 236, 240–241, 250–251, 316, 322–327, 331, 335, 338–339, 352–353, 360–361, 382–383, 394–395, 484–487, 516


34–35, 236, 240–241, 250–251, 290–291, 316, 319, 394–395

148



• temperature – hot or cold96–97, 181, 182–185, 190–192, 200–201, 312, 317, 318–321, 330–331, 338–339, 352–353, 360–361, 400

• lighting – shadows, color26–28, 416–417, 420–423

• moisture – wet or dry96–97, 260, 330–331, 396–397




• solids have a definite shape and volume200–201, 320–321, 334–335, 360–361

• liquids do not have a definite shape but have a definite volume200–201, 320–321, 324–325, 334–335, 360–361

• gases do not hold their shape or volume188–189, 320–321, 334–335

3.2b Temperature can affect the state of matter of a substance.200–201, 312, 317, 318–321, 334–335, 338–339, 360–361, 532


96–97, 200–201, 260, 264–265, 298–299, 312, 331, 332–337, 338–339, 352–353, 360–361, 394–395, 404

149






200–201, 282–283, 284, 292–293, 334–335, 346–347, 348, 350–353, 360–361, 370–371, 374–377, 378–381, 390–393, 394–395, 402–403, 404, 406–411, 412–415, 416–419, 426–427, 448–449, 473, 560–561

4.1b Energy can be transferred from one place to another.84–89, 216–217, 354–359, 418–419, 548

4.1c Some materials transfer energy better than others (heat and electricity).346–347, 354–355, 378–379


186–187, 193, 292–293, 300–301, 360–361, 366–367, 378–381, 402–403, 406–411, 412–415, 416–417, 420–425, 461, 554–555

4.1e Electricity travels in a closed circuit.370–371, 378–381, 394–395


334–337, 348, 350–351, 434–435

4.1g Interactions with forms of energy can be either helpful or harmful.292–293, 366–367, 418–419, 448–449, 548, 554–555

150





• animals convert food to heat and motion76, 84–89, 449

• the Sun’s energy warms the air and water186–189, 193, 202–203, 282–283, 284, 292–293, 300–301, 358–359, 366–367


• chemical to electrical, light, and heat: battery and bulb370–371, 378–381, 394–395, 416–417, 488, 560–561

• electrical to sound (e.g., doorbell buzzer)

374–375, 388–389, 556–557

• mechanical to sound (e.g., musical instruments, clapping)402–403, 404, 407, 412–415, 461

• light to electrical (e.g., solar-powered calculator)282–283, 292–293, 473





190–192, 274–275, 316, 436, 438–439, 450–451, 460, 474–475, 484–487, 560–561, 572–575

151



436, 442–444, 450–451, 460, 474–475, 484–487

5.1c The force of gravity pulls objects toward the center of Earth.188, 436, 446–447, 450–451

5.1d The amount of change in the motion of an object is affected by friction.434–435, 444–445, 450–451, 476–477

5.1e Magnetism is a force that may attract or repel certain materials.382–385, 386–389, 394–395, 442–443


442–444, 458–459, 460, 462–467, 468–473, 474–475, 476–477, 484–487




382–385, 394–395, 442–443, 446–447, 450–451

5.2b The force of magnetism on objects decreases as distance increases.382–383, 394–395, 442–443





1.1a Animals need air, water, and food in order to live and thrive.26–27, 76, 81, 110–113, 148–149, 152–153, 172–175, 176, 286–287

152


1.1b Plants require air, water, nutrients, and light in order to live and thrive.14–15, 42–43, 44, 46–49, 50–53, 58–65, 68–69, 110–113, 286–287

1.1c Nonliving things do not live and thrive.8–9, 79, 83, 288–289

1.1d Nonliving things can be human-created or naturally occurring.8–9, 79, 83, 288–289




6–9, 18–21, 24–25, 26–27, 42–43, 46–49, 54–57, 58–65, 76, 84–89, 90–95, 110–113, 172–175





26–33, 59

2.1b Some characteristics result from an individual’s interactions with the environment and cannot be inherited by the next generation (e.g., having scars; riding a bicycle).

32–33, 39

153





26–29, 32–33, 58–59, 62–65


26–29, 33, 59





• wings, legs, or fins enable some animals to seek shelter and escape predators26–29, 82

• the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink20–21, 26–27, 84, 92–93, 172–175

• eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings18–21, 26–27, 33, 415, 423, 432

• claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food18, 22–25, 26–29

154


• some animals have parts that are used to produce sounds and smells to help the animal meet its needs28–29, 33, 89

• the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)28, 30–31


• roots help support the plant and take in water and nutrients14–15, 52–53, 58

• leaves help plants utilize sunlight to make food for the plant42–43, 46–49, 50–51, 58–59

• stems, stalks, trunks, and other similar structures provide support for the plant14–15, 48, 50–53, 58, 65

• some plants have flowers16–17, 54–57, 58–59

• flowers are reproductive structures of plants that produce fruit which contains seeds16–17, 54–57, 58–59

• seeds contain stored food that aids in germination and the growth of young plants16–17, 58–63


• seeds disperse by a plant’s own mechanism and/or in a variety of ways that can include wind, water, and animals16–17, 58–61

• leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture14–15, 42–43, 48, 50–53, 64–65, 81

155


• animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration26-33, 81, 84




106–107, 108, 109, 110–113, 114–115


12, 26–33





20–21, 24–25, 54–57, 58–65, 66–67


42–43, 58–65


58–65

4.1d Life cycles of some plants include changes from seed to mature plant.42–43, 58–65

156



20–21, 24–25, 172–175


20–21, 24–25, 172–175


20–21, 24–25



4.2a Growth is the process by which plants and animals increase in size.20–21, 24–25, 58–61

4.2b Food supplies the energy and materials necessary for growth and repair.20–21, 24–25, 46–49, 84–89, 152–153, 449





6–9, 18–19, 24–25, 26–27, 42–43, 46–49, 54–57, 58–65, 76, 110–113, 172–175


16–17, 20–21, 24–25, 26–29, 48, 50–53, 92–93

157





44, 58–59, 62–63, 108, 130–131


28–33, 146–147


20–21, 26–27, 154–155, 415, 423, 432


30–31, 33, 82


27–31


30–31, 33, 76, 81, 172–175, 176


44, 108, 109, 110–113, 172–175, 291

158





51, 141, 145, 152–153


51, 104, 141, 145, 158–159, 162–163





42–43, 44, 46–49, 50–51, 58–59, 84–89, 449


26–27, 74–75, 81, 84–89, 110–113, 114–115


77, 84–89, 92–93

6.1d Decomposers are living things that play a vital role in recycling nutrients.Grade 474–75, 76, 86–89, 94–95, 96–97


30–31, 80–83, 110–113, 114–117, 172–175, 176

159



42–43, 44, 114–115, 118–123, 130–131, 172–175



6.2a Plants manufacture food by utilizing air, water, and energy from the Sun.42–43, 44, 46–49, 50–53, 58–59, 286–287, 449


46–49, 84–87, 449


186–187, 193, 300–301




7.1a Humans depend on their natural and constructed environments.63, 89, 145, 292–297, 550–555


63, 104, 124–127, 130–131, 199, 295, 550–555


104, 124–129, 130–131, 132–133, 295, 550–555

160


New York State Science Core CurriculumGrade Five

STANDARD 1—Analysis, Inquiry, and DesignStudents will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Mathematical Analysis


M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.

M1.1a Identify independent and dependent variables36, 164, 188–191, 192, 196, 216–217, 250–251, 260, 332–335, 336, 372, 394–395, 404, 476, 500–503, 504, 540, 572, 604–607, 608

M1.1b Identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material82–83, 116–117, 156–157, 180–181, 188–191, 252–253, 332–335, 340, 364–365, 394–395, 408–409, 416–417, 422–423, 432–433, 434–435, 453, 468–469, 492–493, 500–503, 564–565, 604–607

M1.1c Apply mathematical equations to describe relationships among variables in the natural world15, 45, 49, 72, 77, 82–83, 124, 146, 166, 173, 239, 252–253, 269, 324–325, 340, 346–347, 362–363, 396–397, 408–409, 415–417, 422–423, 432–433, 434–435, 455, 468–469, 484, 492–493, 532–533, 564–565, 583, 594–595

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Scott Foresman Science New York State Science Core Curriculum Grade Five


M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures andarguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.

M2.1a Interpolate and extrapolate from data80–81, 82–83, 116–117, 154–155, 178–179, 180–181, 188–191, 196, 218–219, 250–251, 252–253, 324–325, 332–335, 336, 340, 362–363, 364–365, 372, 394–395, 404, 408, 432–433, 434–435, 444, 466–467, 468–469, 476, 490–491, 492–493, 500–503, 504, 508, 530–531, 532–533, 540, 562–563, 564–565, 572, 592–593, 594–595, 604–607, 608

M2.1b Quantify patterns and trends80–81, 82–83, 107, 116–117, 156–157, 188–191, 245, 252–253, 336, 362–363, 372, 394–395, 404, 408, 564–565


M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.

M3.1a Use appropriate scientific tools to solve problems about the natural world4, 26–27, 36, 50–51, 60, 80–81, 82–83, 92, 112, 116–117, 124, 154–155, 156–157, 164, 178–179, 188–191, 192, 196, 216–217, 223, 224, 228, 250–251, 252–253, 256, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 368, 372, 394–395, 404, 408, 420, 432–433, 439, 440, 444, 466–467, 468–469, 476, 490–491, 500–503, 504, 508, 540, 562–563, 572, 592–593, 604–607, 608

Scientific Inquiry


S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.

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S1.1a Formulate questions about natural phenomena26–27, 80–81, 92, 178–179, 188–191, 192, 216–217, 290–291, 332–335, 336, 362–363, 500–503, 504, 562–563, 604–607, 608

S1.1b Identify appropriate references to investigate a question56, 79, 107, 128, 133, 139, 175, 192, 199, 205, 207, 215, 223, 265, 269, 284, 303–304, 313, 315, 317, 336, 361, 381, 387, 389–390, 434–435, 459, 465, 485, 504, 515, 520, 527, 529, 578, 581, 585–586, 590–591, 600, 608

S1.1c Refine and clarify questions so that they are subject to scientific investigation188–191, 332–335, 500–503, 604–607

S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.

S1.2a Independently formulate a hypothesis26–27, 80–81, 114–115, 178–179, 188–191, 192, 216–217, 290–291, 332–335, 336, 362–363, 500–503, 504, 562–563, 604–607, 608

S1.2b Propose a model of a natural phenomenon50–51, 105, 216–217, 260, 263, 266–267, 269, 504, 530–531, 532–533, 551, 559, 562–563

S1.2c Differentiate among observations, inferences, predictions, and explanations4, 26–27, 36, 50–51, 60, 80–81, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 196, 216–217, 228, 244–245, 250–251, 260, 290–291, 300, 322–323, 332–335, 340, 362–363, 372, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503, 530–531, 540

S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.

26–27, 36, 50–51, 80–81, 92, 112, 114–115, 124, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 224, 228, 243, 245, 250–251, 256, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 372, 381, 394–395, 408, 420, 432–433, 440, 444, 459, 463, 466–467, 476, 490–491, 500–503, 504, 508, 530–531, 562–563, 572, 592–593

S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

188–191, 332–335, 357, 500–503, 515, 585, 589, 604–607, 608

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S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

S2.1a Demonstrate appropriate safety techniques26–27, 50–51, 80–81, 92, 114–115, 154–155, 164, 178–179, 188–191, 216–217, 250–251, 290–291, 300, 322–323, 332–335, 362–363, 372, 394–395, 404, 420, 444, 466–467, 490–491, 500–503, 508, 572

S2.1b Conduct an experiment designed by others4, 26–27, 36, 80–81, 92, 114–115, 154–155, 164, 178–179, 188–191, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 362–363, 372, 394–395, 404, 420, 432–433, 444, 466–467, 476, 490–491, 500–503, 530–531, 540, 562–563, 572, 592–593, 604–607

S2.1c Design and conduct an experiment to test a hypothesis26–27, 80–81, 114–115, 178–179, 188–191, 192, 216–217, 290–291, 332–335, 336, 362–363, 500–503, 504, 562–563, 604–607, 608

S2.1d Use appropriate tools and conventional techniques to solve problems about the natural world, including:

measuring26–27, 36, 80–81, 82–83, 92, 112, 116–117, 154–155, 156–157, 164, 178–179, 188–191, 192, 216–217, 223, 224, 228, 250–251, 256, 260, 322–323, 336, 340, 362–363, 368, 372, 394–395, 404, 408, 420, 432–433, 444, 466–467, 468–469, 500–503, 508, 562–563, 572

observing4, 26–27, 36, 50–51, 60, 80–81, 82–83, 92, 112, 114–115, 116–117, 124, 154–155, 156–157, 164, 178–179, 188–191, 192, 216–217, 223, 224, 228, 250–251, 256, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 368, 372, 394–395, 404, 408, 420, 432–433, 444, 466–467, 468–469, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563, 572, 592–593, 604–607, 608

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describing4, 26–27, 36, 50–51, 60, 80–81, 82–83, 92, 112, 114–115, 116–117, 154–155, 156–157, 164, 178–179, 188–191, 192, 196, 216–217, 223, 224, 228, 250–251, 256, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 368, 372, 394–395, 404, 408, 420, 432–433, 444, 466–467, 468–469, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563, 572, 592–593, 604–607, 608

classifying4, 26–27, 188–191, 192, 196, 256, 260, 290–291, 322–323, 332–335, 336, 394–395, 466–467, 476, 500–503, 504, 530–531, 592–593, 604–607

sequencing4, 26–27, 36, 50–51, 80–81, 112, 114–115, 116–117, 154–155, 156–157, 178–179, 188–191, 192, 216–217, 223, 250–251, 256, 290–291, 322–323, 332–335, 336, 362–363, 372, 394–395, 432–433, 466–467, 490–491, 500–503, 504, 562–563, 572, 592–593, 604–607, 608

S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.

S2.2a Include appropriate safety procedures26–27, 80–81, 114–115, 154–155, 178–179, 188–191, 192, 216–217, 250–251, 290–291, 322–323, 332–335, 336, 347, 362–363, 394–395, 432–433, 466–467, 490–491, 500–503, 504, 530–531, 562–563, 572, 608

S2.2b Design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)26–27, 50–51, 80–81, 114–115, 154–155, 178–179, 188–191, 192, 216–217, 250–251, 290–291, 322–323, 332–335, 336, 347, 362–363, 394–395, 432–433, 466–467, 490–491, 500–503, 504, 530–531, 540, 562–563, 592–593, 604–607, 608

S2.2c Design a simple controlled experiment26–27, 80–81, 112, 114–115, 154–155, 188–191, 192, 216–217, 250–251, 322–323, 332–335, 336, 347, 362–363, 394–395, 432–433, 466–467, 490–491, 500–503, 504, 572, 604–607, 608

S2.2d Identify independent variables (manipulated), dependent variables(responding), and constants in a simple controlled experiment36, 164, 188–191, 196, 216–217, 250–251, 260, 332–335, 336, 372, 394–395, 404, 476, 500–503, 504, 540, 572, 604–607, 608

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S2.2e Choose appropriate sample size and number of trials80–81, 82–83, 101, 124, 188–191, 252–253, 290–291, 332–335, 368, 394–395, 408, 420, 432–433, 468–469, 476, 500–503, 572, 604–607

S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audio tape, computer disk, videotape) to help assess the explanation.

S2.3a Use appropriate safety procedures26–27, 50–51, 80–81, 92, 114–115, 154–155, 164, 178–179, 188–191, 216–217, 250–251, 290–291, 300, 322–323, 332–335, 362–363, 372, 394–395, 404, 420, 444, 466–467, 490–491, 500–503, 508, 572

S2.3b Conduct a scientific investigationUA4, 4, 26–27, 36, 50–51, 60, 80–81, 82–83, 92, 112, 114–115, 116–117, 124, 154–155, 156–157, 164, 178–179, 188–191, 192, UB4, 196, 216–217, 223, 224, 228, 250–251, 252–253, 256, 260, 290–291, 300, 322–323, 332–335, 336, UC4, 340, 362–363, 368, 372, 378, 394–395, 404, 408, 413, 420, 432–433, 439, 440, 444, 459, 462, 466–467, 468–469, 476, 490–491, 500–503, 504, UD4, 508, 530–531, 540, 561, 562–563, 572

S2.3c Collect quantitative and qualitative data4, 26–27, 36, 50–51, 60, 80–81, 82–83, 92, 112, 114–115, 116–117, 124, 154–155, 156–157, 164, 178–179, 188–191, 192, 196, 216–217, 223, 224, 228, 250–251, 252–253, 256, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 368, 372, 378, 394–395, 404, 408, 413, 420, 432–433, 439, 440, 444, 459, 462, 466–467, 468–469, 476, 490–491, 500–503, 504, 508, 530–531, 540, 561, 562–563, 572


S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.

S3.1a Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships4, 26–27, 36, 50–51, 60, 80–81, 82–83, 92, 112, 114–115, 116–117, 124, 154–155, 156–157, 164, 178–179, 188–191, 192, 196, 216–217, 223, 224, 228, 250–251, 252–253, 256, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 368, 372, 378, 394–395, 404, 408, 413, 420, 432–433, 434–435, 439, 440, 444, 459, 462, 466–467, 468–469, 476, 490–491, 500–503, 504, 508, 530–531, 540, 561, 562–563, 572

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S3.1b Generate and use scales, create legends, and appropriately label axesGrade 582–83, 116–117, 156–157, 188–191, 223, 250–251, 252–253, 336, 394–395, 408, 432–433, 604–607

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

S3.2a Accurately describe the procedures used and the data gathered4, 26–27, 36, 50–51, 60, 80–81, 114–115, 154–155, 164, 178–179, 188–191, 192, 216–217, 228, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563, 572, 592–593

S3.2b Identify sources of error and the limitations of data collected50–51, 80–81, 114–115, 124, 178–179, 188–191, 192, 216–217, 228, 250–251, 290–291, 332–335, 336, 362–363, 372, 394–395, 432–433, 444, 490–491, 500–503, 504, 530–531, 562–563, 592–593, 604–607, 608

S3.2c Evaluate the original hypothesis in light of the data26–27, 80–81, 114–115, 164, 188–191, 192, 250–251, 290–291, 332–335, 336, 394–395, 432–433, 466–467, 476, 490–491, 500–503, 504, 530–531, 540, 562–563, 592–593, 604–607, 608

S3.2d Formulate and defend explanations and conclusions as they relate toscientific phenomena26–27, 36, 50–51, 80–81, 114–115, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 372, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563

S3.2e Form and defend a logical argument about cause-and-effect relationships in an investigation26–27, 50–51, 80–81, 114–115, 154–155, 178–179, 188–191, 192, 216–217, 250–251, 290–291, 322–323, 332–335, 336, 362–363, 394–395, 432–433, 466–467, 490–491, 500–503, 504, 530–531, 562–563, 592–593, 604–607, 608

S3.2f Make predictions based on experimental data26–27, 36, 80–81, 92, 114–115, 154–155, 178–179, 188–191, 192, 196, 216–217, 228, 250–251, 290–291, 300, 332–335, 336, 362–363, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563, 572, 592–593, 604–607, 608

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S3.2g Suggest improvements and recommendations for further studying26–27, 50–51, 80–81, 92, 114–115, 124, 154–155, 178–179, 188–191, 192, 196, 216–217, 250–251, 290–291, 322–323, 332–335, 336, 362–363, 394–395, 404, 432–433, 466–467, 490–491, 500–503, 504, 508, 530–531, 562–563, 572, 592–593, 604–607, 608

S3.2h Use and interpret graphs and data tablesUA3, UA4, 4, 26–27, 50–51, 80–81, 82–83, 101, 107, 112, 114–115, 116–117, 154–155, 156–157, 178–179, 180–181, 188–191, 216–217, 223, 250–251, 252–253, 256, 290–291, 322–323, 332–335, 336, UC2–UC3, 362–363, 394–395, 408, 420, 432–433, 434–435, 453, 466–467, 490–491, 500–503, 530–531, 562–563, 564–565, 592–593, 604–607, 608

S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis.

80–81, 92, 114–115, 188–191, 192, 250–251, 290–291, 332–335, 336, 362–363, 394–395, 432–433, 466–467, 476, 490–491, 500–503, 504, 530–531, 562–563, 592–593, 604–607, 608

Engineering Design


T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.

T1.1a identify a scientific or human need that is subject to a technological solution which applies scientific principlesUA2, 86–87, 90–91, 162–163, 164, 168–169, 174–177, 180–181, UB2–UB3, 206–207, 222–223, 224, 242–245, 252–253, 266–271, 290–291, 298–299, 316–317, 328, UC3, 386–393, 400, 438–439, 449, 472, 506–507, 538–539, 550–551, 570–571, 574–579, 580–583, 584–587, 588–591, 592–593, 600

T1.2 Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.

T1.2a Use all available information systems for a preliminary search that addresses the need56, 79, 105, 107, 133, 137, 139, 151, 175, 192, 201, 205, 245, 265, 269, 275, 284, 303–304, 308, 313, 315, 317, 324–325, 328, 336, 351, 361, 387, 389–390, 434–435, 440, 459, 465, 504, 515, 519, 521, 527, 529, 545, 551, 554, 570–571, 578, 581, 585, 590–591, 600

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T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.

T1.3a Generate ideas for alternative solutions79, 86–87, 164, 206–207, 222–223, 242–245, 290–291, 304, 306–313, 316, 317, 318–321, 387, 472, 574–579, 580–583, 584–587, 588–591, 592–593, 600

T1.3b Evaluate alternatives based on the constraints of design188–191, 290–291, 304, 317, 332–335, 362–363, 490–491, 500–503, 604–607

T1.4 Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.

T1.4a Design and construct a model of the product or process50–51, 156–157, 216–217, 260, 267, 288–289, 290–291, 300, 380–381, 504, 530–531, 532–533, 551, 562–563, 592–593

T1.4b Construct a model of the product or process50–51, 156–157, 216–217, 260, 267, 288–289, 290–291, 300, 380–381, 504, 530–531, 532–533, 551, 562–563, 592–593

T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.

T1.5a Test a design188–191, 290–291, 332–335, 362–363, 490–491, 500–503, 604–607

T1.5b Evaluate a design188–191, 216–217, 290–291, 332–335, 362–363, 490–491, 500–503, 583, 604–607

STANDARD 2—Information SystemsStudents will access, generate, process, and transfer information, using appropriate technologies.

Key Idea 1:Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

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1.1 Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.

56, 79, 105, 107, 133, 137, 139, 151, 175, 187, 192, 201, 205, 245, 265, 269, 275, 284, 303–304, 308, 313, 315, 317, 324–325, 328, 336, 351, 361, 387, 389–390, 434–435, 440, 459, 504, 515, 519, 521, 527, 529, 545, 551, 578, 581, 585, 590–591, 600, 608

1.2 Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.

79, 133, 137, 151, 175, 192, 201, 205, 215, 245, 265, 278, 284, 303, 308, 313, 315, 336, 345, 368, 381, 387, 390–391, 412, 421, 434–435, 458–459, 464–465, 485, 515, 520–521, 525, 527, 529, 542, 548, 550–551, 554–555, 585–586, 590, 600

1.3 Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.

56, 79, 101, 105, 107, 133, 137, 139, 151, 175, 192, 199, 201, 205, 215, 245, 265, 269, 275, 278, 284, 303–304, 308, 311, 313, 315, 317, 324–325, 328, 336, 342, 351, 361, 368, 381, 387, 389–390, 434–435, 440, 458–459, 465, 485, 504, 515, 519, 520–521, 525, 527, 529, 544–545, 548, 550–551, 554, 578, 581, 585–587, 590–591, 600, 608

1.4 Collect data from probes to measure events and phenomena.This objective can be developed from: xxviii–xxxi, 82–83, 116–117, 200, 222–223, 239, 242–243, 245, 252–253, 259, 364–365, 394–395, 420, 444, 463, 465, 538, 550, 586–587, 592–593

1.4a Collect the data, using the appropriate, available toolThis objective can be developed from: xxviii–xxxi, 82–83, 116–117, 200, 222–223, 239, 242–243, 245, 252–253, 259, 364–365, 394–395, 420, 444, 463, 465, 538, 550, 586–587, 592–593

1.4b Organize the dataThis objective can be developed from:xxiv–xxv, xxvi–xxvii, xxx–xxxi, 82–83, 116–117, 223, 243, 245, 252–253, 372, 394–395, 444, 463, 465, 550, 592–593

1.4c Use the collected data to communicate a scientific conceptThis objective can be developed from:xxiv–xxv, xxvi–xxvii, xxx–xxxi, 82–83, 116–117, 223, 243, 245, 252–253, 372, 394–395, 444, 463, 465, 550, 592–593

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1.5 Use simple modeling programs to make predictions.This objective can be developed from: xxvii, xxx–xxxi, 50–51, 156–157, 216–217, 245, 256, 260, 266–271, 288–289, 290–291, 300, 380–381, 472, 504, 530–531, 551, 562–563, 592–593, 600


2.1 Understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.

79, 133, 137, 151, 175, 199, 201, 205, 215, 260, 265, 275, 284, 303, 313, 315, 317, 343, 381, 387, 389–390, 434–435, 458–459, 465, 515, 520–521, 525, 527, 529, 548, 550–551, 554, 570–571, 578, 585, 586, 590–591, 600

2.1a Critically analyze data to exclude erroneous information585This objective can also be developed from: xxx–xxxi, 79, 133, 137, 151, 175, 188–191, 199, 201, 205, 215, 260, 265, 275, 284, 303, 313, 315, 317, 331, 332–335, 343, 381, 387, 389–390, 434–435, 458–459, 465, 500–503, 515, 520–521, 525, 527, 529, 548, 550–551, 554, 570–571, 578, 585–586, 590–591, 600, 604–607

2.1b Identify and explain sources of error in a data collectionThis objective can be developed from: xxx–xxxi, 79, 133, 137, 151, 175, 188–191, 199, 201, 205, 215, 260, 265, 275, 284, 303, 313, 315, 317, 332–335, 343, 381, 387, 389–390, 434–435, 458–459, 465, 500–503, 515, 520–521, 525, 527, 529, 548, 550–551, 554, 570–571, 578, 585–586, 590–591, 600, 604–607

2.2 Identify advantages and limitations of data-handling programs and graphics programs.

585This objective can also be developed from: xxv, xxx–xxxi, 82–83, 101, 107, 112, 116–117, 156–157, 180–181, 245, 252–253, 256, 345, 364–365, 408, 453, 472, 564–565, 600

2.3 Understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.

570–571, 575, 584–586, 596–597

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3.1 Use graphical, statistical, and presentation software to present projects to fellow classmates.

192, 336, 504, 608This objective can also be developed from: xxx–xxxi, 26–27, 56, 79, 80–81, 105, 107, 133, 137, 139, 151, 175, 178–179, 188–191, 201, 205, 216–217, 245, 265, 269, 275, 284, 290–291, 303–304, 308, 313, 315, 317, 324–325, 328, 332–335, 351, 361, 362–363, 387, 389–390, 434–435, 440, 459, 465, 500–503, 515, 519, 521, 527, 529, 545, 551, 554, 562–563, 578, 581, 585, 590–591, 600, 604–607

3.2 Describe applications of information technology in mathematics, science, andother technologies that address needs and solve problems in the community.

86–87, 124, 156–157, 168–169, 177, 180–181, 222–223, 244–245, 252–253, 256, 316–317, 318–321, 342, 351, 406, 472, 516–517, 550–551, 570–571, 574–579, 582–583, 584–587, 588–591, 592–593

3.3 Explain the impact of the use and abuse of electronically generated information on individuals and families.

244–245, 252–253, 256, 316–317, 318–321, 472, 516–517, 570–571, 574–579, 584–587, 592–593, 600This objective can also be developed from: 79, 133, 137, 151, 175, 199, 201, 205, 215, 260, 265, 275, 284, 303, 313, 315, 317, 343, 381, 387, 389–390, 434–435, 458–459, 465, 499, 515, 520–521, 525, 527, 529, 548, 603

STANDARD 6—Interconnectedness: Common ThemesStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Systems Thinking

Key Idea 1:Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

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1.1 Describe the differences between dynamic systems and organizational systems.

2–3, 4, 6–9, 10–15, 18–21, 22–25, 37, 42–45, 46–49, 50–51, 58–59, 60, 62–69, 70–73, 74–79, 82–83, 86–87, 90–91, 94–97, 98–101, 102–109, 110–113, 114–115, 116–117, 122–123, 126–129, 130–135, 136–139, 142–143, 144–147, 148–153, 154–155, 156–157, 166–169, 174–177, 178–179, 194–195, 208–211, 226–227, 242–243, 266–271, 284–285, 286–289, 292–293, 303, 348–349, 538–539, 542–547, 548–551, 560–561

1.2 Describe the differences and similarities among engineering systems, natural systems, and social systems.

2–3, 4, 6–9, 10–15, 18–21, 22–25, 32, 37, 38–41, 42–45, 46–49, 50–51, 56, 58–59, 60, 62–69, 70–73, 74–79, 82–83, 86–87, 88, 90–91, 94–97, 98–101, 102–109, 110–113, 114–115, 120, 122–123, 126–129, 130–135, 136–139, 142–143, 144–147, 148–153, 154–155, 160, 166–169, 174–177, 178–179, 184, 206–207, 210–211, 224, 242–243, 256, 266–271, 284–285, 286–287, 296, 304–305, 306–313, 318–321, 322–323, 328, 348–349, 351, 368, 386–391, 400, 406, 430–431, 438–439, 440, 452, 472, 474–475, 476, 482–485, 486–489, 490–491, 496, 500–503, 511–515, 516–517, 536, 538–539, 542–547, 548–551, 560–561, 568, 570–571, 574–579, 580–583, 584–587, 588–591, 592–593, 600, 608

1.3 Describe the differences between open- and closed-loop systems.This objective can be developed from: 206–207, 304–305, 306–313, 320–321, 322–323, 328, 351, 390, 406, 430–431, 438–439, 452, 474–475, 476, 482–485, 486–489, 490–491, 500–503, 516–517, 550, 570–571, 576–579, 581–583, 584–587, 588–591, 592–593, 598–599, 600

1.4 Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

58–59, 62–69, 70–73, 74–79, 86–87, 90–91, 94–97, 98–101, 102–109, 110–113, 114–115, 122–123, 126–129, 130–135, 136–139, 142–143, 144–147, 148–153, 154–155, 156–157, 166–169, 174–177, 178–179, 206–207, 210–211, 242–243, 266–271, 288–289, 304–305, 306–313, 320–321, 322–323, 328, 351, 390, 406, 430–431, 438–439, 452, 476, 482–485, 486–489, 490–491, 500–503, 516–517, 542–547, 548–551, 550, 560–561, 570–571, 574–579, 581–583, 584–587, 588–591, 592–593

Models

Key Idea 2:Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

173


2.1 Select an appropriate model to begin the search for answers or solutions to a question or problem.

40–41, 45, 50–51, 66–69, 70–73, 74–79, 96–97, 102, 104–105, 109, 144–147, 150–153, 156–157, 206–207, 208–211, 216–217, 232–233, 236–237, 246–247, 250–251, 260, 263, 266–267, 269, 288–289, 290–291, 300, 304–305, 306–311, 350, 378–381, 430–431, 440, 451, 454–455, 460–461, 476, 482–485, 486–487, 490–491, 504, 529, 530–531, 532–533, 540, 547, 548–549, 551, 559, 562–563, 579

2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).

40–41, 45, 66–69, 70–73, 74–79, 96–97, 104–105, 109, 144–147, 150–153, 156–157, 208–211, 216–217, 232–233, 236–237, 246–247, 260, 263, 266–271, 288–289, 290–291, 300, 378–379, 380–381, 440, 476, 482–485, 486–487, 490–491, 504, 529, 530–531, 547, 548–549, 559

2.3 Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

40–41, 45, 50–51, 66–69, 70–73, 74–79, 96–97, 102, 104–105, 109, 144–147, 150–153, 156–157, 206–207, 208–211, 216–217, 232–233, 236–237, 246–247, 250–251, 260, 263, 266–267, 269, 288–289, 290–291, 300, 304–305, 306–311, 350, 378–379, 380–381, 430–431, 440, 451, 454–455, 460–461, 476, 482–485, 486–487, 490–491, 504, 529, 530–531, 532–533, 547, 548–549, 551, 559, 562–563, 579

Magnitude and Scale

Key Idea 3:The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

3.1 Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.

This objective can be developed from: 11–15, 19–20, 109, 167–169, 170–173, 174–177, 178–179, 201, 246–247, 426–427, 430–431, 464–465, 476, 482–483, 486–489, 490–491, 500–503, 522–523

3.2 Use powers of ten notation to represent very small and very large numbers.52–53, 67This objective can also be developed from: 15, 38, 518, 522, 532–533

174



Key Idea 4:Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

4.1 Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.

419This objective can also be developed from: 49, 68, 72, 78, 86–87, 96–97, 112–113, 114–115, 129, 131, 135, 144–147, 148–153, 154–155, 156–157, 166–169, 174–175, 177, 180–181, 206–207, 208–211, 212–215, 216–217, 232–233, 236–237, 244, 246–247, 249, 304–305, 306–313, 320–321, 322–323, 328, 351, 390, 406, 430–431, 438–439, 452, 476, 482–485, 486–489, 490–491, 500–503, 516–517, 543, 550, 560–561, 574–579, 582–583, 584–587, 590–591, 592–593, 600

4.2 Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.

128, 132, 148–153, 154–155, 156–157, 166–169, 174–177, 208–211, 212–215, 238–241, 246

Patterns of Change


5.1 Use simple linear equations to represent how a parameter changes with time.408–409, 416–417, 422–423, 432–433, 434–435

5.2 Observe patterns of change in trends or cycles and make predictions on whatmight happen in the future.

82–83, 101, 107, 112, 116–117, 156–157, 177, 223, 244–245, 252–253, 336, 394–395, 408, 432–433, 445, 453, 564–565

175


Optimization

Key Idea 6:In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make tradeoffs.

6.1 Determine the criteria and constraints and make tradeoffs to determine the best decision.

41, 290–291, 317, 321, 387, 521, 528, 579, 604–607

6.2 Use graphs of information for a decision-making problem to determine the optimum solution.

82–83, 116–117, 156–157, 180–181, 252–253, 394–395, 432–433, 564–565, 604–607

STANDARD 7—Interdisciplinary Problem SolvingStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Connections


1.1 Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.

79, 87, 151, 168–169, 174–177, 203, 206–207, 298–299, 312–313, 315–316, 317, 319, 320–321, 322–323, 328, 361, 517, 570–571, 575, 582–583, 585, 590

1.2 Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.

320–321This objective can also be developed from: 201, 324–325, 414–415, 576, 582–583, 584–587

1.3 Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.

178–179, 290–291, 322–323, 328This objective can also be developed from: 79, 124, 151, 154–155, 164, 168–169, 192, 203, 206–207, 298–299, 312, 316–317, 328, 336, 361, 504, 517, 572, 582–583, 585, 590, 608

176


1.4 Describe and explain phenomena by designing and conducting investigationsinvolving systematic observations, accurate measurements, and the identificationand control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.

26–27, 80–81, 114–115, 154–155, 178–179, 188–191, 192, 216–217, 250–251, 290–291, 322–323, 332–335, 336, 362–363, 394–395, 432–433, 466–467, 490–491, 500–503, 504, 564–565, 592–593, 604–607, 608

Strategies


2.1 Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:

Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.188–191, 192, 332–335, 336, 500–503, 504, 604–607, 608

Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.52–53, 160, 192, 336, 504, 608

Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.188–191, 192, 332–335, 336, 500–503, 504, 604–607, 608

Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.192, 336, 504, 608

Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.188–191, 192, 332–335, 336, 500–503, 504, 604–607, 608

177


Presenting Results: Using a variety of media to present the solution and to communicate the results. 188–191, 192, 332–335, 336, 500–503, 504, 604–607, 608

PROCESS SKILLS—BASED ON STANDARD 4

General Skills

1. Follow safety procedures in the classroom and laboratory26–27, 50–51, 80–81, 92, 114–115, 154–155, 164, 178–179, 188–191, 216–217, 250–251, 290–291, 300, 322–323, 332–335, 362–363, 372, 394–395, 404, 420, 444, 466–467, 490–491, 500–503, 508, 572

2. safely and accurately use the following measurement tools:

metric ruler4, 80–81, 112, 178–179, 196, 228, 250–251, 340, 342, 344, 362–363, 404, 408, 420, 431, 432–433, 466–467, 468, 500–503, 562–563, 588

balance340, 344, 362–363

stopwatch372, 394–395, 404, 408, 432–433, 444, 468–469, 575, 604–607

graduated cylinder80–81, 92, 164, 188–191, 196, 336, 344–345, 372, 572

thermometer372, 394–395, 444, 463

spring scale344, 420

voltmeterThis objective can be developed from: 476, 482–485, 486–489, 490–491, 492–493, 500–503

178


3. Use appropriate units for measured or calculated values9, 17, 23, 45, 47, 63, 72, 80–81, 82–83, 116–117, 131, 156–157, 166–167, 173, 218–219, 249, 269, 324–325, 336, 340, 345, 362–363, 372, 394–395, 396–397, 404, 408–409, 415–416, 423, 432–433, 434–435, 444, 463, 468–469, 485, 492–493, 511, 543, 564–565, 572

4. Recognize and analyze patterns and trends80–81, 82–83, 107, 114–115, 116–117, 156–157, 188–191, 245, 250–251, 252–253, 290–291, 332–335, 336, 362–363, 372, 394–395, 404, 408, 476, 490–491, 500–503, 564–565, 604–607

5. Classify objects according to an established scheme and a student-generated scheme

4, 20–21, 22–23, 26–27, 28–29, 292–293, 322–323, 530–531, 592–593

6. Develop and use a dichotomous key4, 20–21

7. Sequence events61, 68–69, 73, 88, 176, 197, 207, 211, 214, 273, 386, 389, 417, 573, 577, 581, 583, 590, 591, 600

8. Identify cause-and-effect relationships93, 97, 99, 111, 165, 169, 174, 177, 405, 411, 413, 419, 425, 431, 477, 481, 488–489

9. Use indicators and interpret results154–155This objective can also be developed from: 384–385

Living Environment Skills

1. Manipulate a compound microscope to view microscopic objects26–27, 192This objective can also be developed from: 5, 34–35, 37, 38–41, 42–44, 94, 101, 120

2. Determine the size of a microscopic object, using a compound microscope26–27, 192

3. Prepare a wet mount slide26–27

179


4. Use appropriate staining techniquesThis objective can be developed from: 94-96, 26-27

5. Design and use a square or a pedigree chart to predict the probability of certain traits

105

6. Classify living things according to a student-generated scheme and an established scheme

4, 20–21, 22–23, 26–27, 28–29, 292–293, 322–323

7. Interpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web

122–123, 144–147, 148–151, 158–159This objective can also be developed from: 129, 132–133, 135, 136, 139, 140, 142–143, 453

8. Identify pulse points and pulse rates60, 69, 82–83

9. Identify structure and function relationships in organisms10–15, 18–21, 22–23, 25, 26–27, 34–35, 37, 38–41, 42–45, 46–49, 50–51, 58–59, 62–69, 70–73, 74–79, 82–83, 90–91, 94–97, 98–101, 102–109, 110–113, 114–115, 116–117, 142–143, 152–153, 154–155, 172–173, 175

Physical Setting Skills

1. Given the latitude and longitude of a location, indicate its position on a map and determine the latitude and longitude of a given location on a map

This objective can be developed from: 514

2. Using identification tests and a flow chart, identify mineral samples282–285This objective can be developed from: 274–275, 286–289, 292–293; 274

3. Use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type

286–287, 286–289, 294–295This objective can be developed from: 258–259, 262–265, 266–271, 272–275, 276–281, 292–293

180


4. Plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution

268–271, 498–499This objective can be developed from: 266, 290–291

5. Use a magnetic compass to find cardinal directions500–503, 508This objective can be developed from: 499

6. Measure the angular elevation of an object, using appropriate instruments508, 608

7. Generate and interpret field maps including topographic and weather maps200–201, 242, 244–245, 244, 336, 594–595

8. Predict the characteristics of an air mass based on the origin of the air mass234–237

9. Measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc.

223, 230, 242–243, 252–253, 256, 336

10. Determine the density of liquids, and regular- and irregular-shaped solids196, 340, 346–347, 362–363This objective can be developed from: 198, 224

11. Determine the volume of a regular- and an irregular-shaped solid, using water displacement

340, 344–345, 347, 362–363

12. Using the periodic table, identify an element as a metal, nonmetal, or noble gas

348–349, 352This objective can be developed from: 352

13. Determine the identity of an unknown element, using physical and chemical properties

504This objective can also be developed from: 342–347, 348–353, 354–357, 358–361, 384–385

181


14. Using appropriate resources, separate the parts of a mixture358–359This objective can also be developed from: 382–383, 488; 358–359

15. Determine the electrical conductivity of a material, using a simple circuit476, 482, 490–491, 500–503

16. Determine the speed and acceleration of a moving object404, 408–409, 422–423, 432–433, 468–469

STANDARD 4—The Living EnvironmentStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.


PERFORMANCE INDICATOR 1.1Compare and contrast the parts of plants, animals, and one-celled organisms.


1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size.8–9, 10, 24–25, 34–35, 37, 38–41, 42–45, 52–53, 63, 64–65, 66, 71–73, 74, 78, 90–91, 94–97, 100–101, 102, 104–105, 110–113, 120, 152–153

1.1b The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.22–25, 34–35, 38–41, 42–45, 64–65, 72, 74–75, 78, 90–91, 94–97, 102–105, 108–109, 110–113, 114–115, 116–117, 152–153

1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.34–35, 38–41, 90–91, 94–97, 103–105, 108–109

1.1d Some organisms are single cells; others, including humans, are multicellular.8–9, 10–11, 22–25, 26–27, 34–35, 37, 38–41, 42–45, 46–49, 52–53, 63–66, 72–73, 74, 78, 90–91, 94–97, 100–101, 102, 104–105, 120, 152–153, 170–171

182


1.1e Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems.34–35, 38–41, 42–45, 46–49, 50–51, 58–59, 62–69, 70–73, 74–79, 86–87, 90–91, 94–97, 98–101, 102–105, 108–109

1.1f Many plants have roots, stems, leaves, and reproductive structures. These organized groups of tissues are responsible for a plant’s life activities.22–23, 90–91, 92, 93, 94–97, 98–101, 102–109, 110–113, 114–115, 116–117, 120

1.1g Multicellular animals often have similar organs and specialized systems for carrying out major life activities.10–15, 18–21, 34–35, 38–41, 42–45, 46–49, 50–51, 58–59, 62–69, 70–73, 74–79, 80–81, 82–83, 86–87

1.1h Living things are classified by shared characteristics on the cellular and organism level. In classifying organisms, biologists consider details of internal and external structures. Biological classification systems are arranged from general (kingdom) to specific (species).UA1, 4, 5, 6–9, 10–17, 15, 18–21, 22–25, 26–27, 32

PERFORMANCE INDICATOR 1.2Explain the functioning of the major human organ systems and their interactions.


1.2a Each system is composed of organs and tissues which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease.34–35, 37, 42–45, 46–49, 50–51, 58–59, 60, 62–69, 70–73, 74–79, 80–81, 82–83, 86–87

1.2b Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste removal.34–35, 37, 42–45, 46–49, 58–59, 62–69, 70–73, 74–79, 82–83

1.2c The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells.21, 46, 74–79, 84–85

183


1.2d During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange).38–39, 58–59, 70–73, 80–81, 90–91, 152–153

1.2e The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal of excess heat energy.78–79, 84–85

1.2f The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands.37, 38–39, 42, 49, 58–59, 60, 62–69, 72–73, 79, 82–83, 86–87

1.2g Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system.34–35, 42–45, 46–49, 50–51

1.2h The nervous and endocrine systems interact to control and coordinate the body’s responses to changes in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system; hormones regulate many body functions.42–43, 45, 65, 78–79This objective can also be developed from: 75, 110–113, 114–115, 170

1.2i The male and female reproductive systems are responsible for producing sex cells necessary for the production of offspring.This objective can be developed from: 11, 40–41, 62–69, 70–73, 74–79, 102–105

1.2j Disease breaks down the structures or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms (germ theory). Specialized cells protect the body from infectious disease. The chemicals they produce identify and destroy microbes that enter the body.34–35, 37, 43, 45, 64–65, 69, 72–73, 79, 174, 386–387

184



PERFORMANCE INDICATOR 2.1Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.


2.1a Hereditary information is contained in genes. Genes are composed of DNA that makes up the chromosomes of cells.40–41, 103–105, 108–109, 110–113, 116–117, 170–173

2.1b Each gene carries a single unit of information. A single inherited trait of an individual can be determined by one pair or by many pairs of genes. A human cell contains thousands of different genes.40–41, 103–105, 108–109, 110–113, 170–173

2.1c Each human cell contains a copy of all the genes needed to produce a human being.40–41This objective can be developed from: 39, 105, 110–113, 170–173

2.1d In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to the parent.108–109This objective can be developed from: 22–23, 102–105, 170–173

2.1e In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent.102–105, 170–173

PERFORMANCE INDICATOR 2.2Describe simple mechanisms related to the inheritance of some physical traits in offspring.


2.2a In all organisms, genetic traits are passed on from generation to generation.40–41, 103–105, 108–109, 110–113, 170–173, 174–175

185


2.2b Some genes are dominant and some are recessive. Some traits are inherited by mechanisms other than dominance and recessiveness.105, 170–173, 174–175This objective can be developed from: 40–41, 103–104, 108–109, 110–113, 116–117

2.2c The probability of traits being expressed can be determined using models of genetic inheritance. Some models of prediction are pedigree charts and Punnett squares.105, 162–163This objective can be developed from: 40–41, 103–104, 108–109, 110–113, 116–117, 170–173


PERFORMANCE INDICATOR 3.1Describe sources of variation in organisms and their structures and relate the variations to survival.


3.1a The processes of sexual reproduction and mutation have given rise to a variety of traits within a species.162–163, 170–173, 174–177

3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits.162–163, 164, 165, 166–169, 170–173, 174–177, 178–179, 180–181

3.1c Human activities such as selective breeding and advances in genetic engineering may affect the variations of species.104, 171, 173This objective can also be developed from: 168–169, 170, 172, 174–175, 182–183

186


PERFORMANCE INDICATOR 3.2 Describe factors responsible for competition within species and the significance of that competition.


3.2a In all environments, organisms with similar needs may compete with one another for resources.122–123, 126–129, 130–135, 136–139, 140–143, 156–157, 166–169, 171–173, 175, 177

3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past.16–17, 103, 162–163, 174–177, 248, 287, 289

3.2c Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing lifeforms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling existing species.176–177, 248, 258–259, 286–289

3.2d Although the time needed for change in a species is usually great, some species of insects and bacteria have undergone significant change in just a few years.170–173, 174–175


PERFORMANCE INDICATOR 4.1Observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction.


4.1a Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually.11–15, 19–20, 22–23, 25, 26–27, 102–109, 177

4.1b There are many methods of asexual reproduction, including division of a cell into two cells, or separation of part of an animal or plant from the parent, resulting in the growth of another individual.22–23, 25, 26–27, 108–109

187


4.1c Methods of sexual reproduction depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced.12–15, 19–20, 23, 102–107, 177

4.1d Fertilization and/or development in organisms may be internal or external. 11–15, 19–20, 22–23, 25, 26–27, 104–109, 177

PERFORMANCE INDICATOR 4.2Explain the role of sperm and egg cells in sexual reproduction.


4.2a The male sex cell is the sperm. The female sex cell is the egg. The fertilization of an egg by a sperm results in a fertilized egg.102, 104–109This objective can also be developed from: 11–15, 19–20, 23, 177

4.2b In sexual reproduction, sperm and egg each carry one-half of the genetic information for the new individual. Therefore, the fertilized egg contains genetic information from each parent.102–107, 108–109, 170–171This objective can also be developed from: 40–41, 110–113

PERFORMANCE INDICATOR 4.3Observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants).


4.3a Multicellular organisms exhibit complex changes in development, which begin after fertilization. The fertilized egg undergoes numerous cellular divisions that will result in a multicellular organism, with each cell having identical genetic information.104–109This objective can also be developed from: 11–15, 19–20, 23, 40–41, 177, 186

188


4.3b In humans, the fertilized egg grows into tissue which develops into organs and organ systems before birth.This objective can be developed from: 11–15, 19–20, 23, 40–41, 42–45, 46–49, 62–69, 70–73, 74–79, 102–109

4.3c Various body structures and functions change as an organism goes through its life cycle.11–15, 19–20, 22–23, 40, 43–45, 64–65, 68–69, 72–73, 80–81, 82–83, 86–87, 93, 98–101, 102–109, 110–113, 114–115, 116–117, 131, 138, 142–143, 177, 188–191, 386–387

4.3d Patterns of development vary among animals. In some species the young resemble the adult, while in others they do not. Some insects and amphibians undergo metamorphosis as they mature.11–15, 19–20, 170–173This objective can be developed from: 103–109, 110–111, 116–117

4.3e Patterns of development vary among plants. In seed-bearing plants, seeds contain stored food for early development. Their later development into adulthood is characterized by varying patterns of growth from species to species.22–23, 102–109, 110–113, 116–117, 118–119

4.3f As an individual organism ages, various body structures and functions change.13, 14–15, 19–20, 22–23, 40, 43–45, 64–65, 68–69, 72–73, 80–81, 82–83, 93, 98–101, 103–109, 110–113, 114–115, 116–117, 131, 142–143, 171, 386–387

PERFORMANCE INDICATOR 4.4Observe and describe cell division at the microscopic level and its macroscopic effects.


4.4a In multicellular organisms, cell division is responsible for growth, maintenance, and repair. In some one-celled organisms, cell division is a method of asexual reproduction.25, 26–27, 38–41, 44–45, 64–65, 96, 98–101, 110–113

4.4b In one type of cell division, chromosomes are duplicated and then separated into two identical and complete sets to be passed to each of the two resulting cells. In this type of cell division, the hereditary information is identical in all the cells that result.This objective can be developed from: 25, 26–27, 38–41, 108–109

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4.4c Another type of cell division accounts for the production of egg and sperm cells in sexually reproducing organisms. The eggs and sperm resulting from this type of cell division contain one-half of the hereditary information.This objective can be developed from: 38–41, 102–105, 108–109, 110, 116–117, 170, 173

4.4d Cancers are a result of abnormal cell division.35This objective can also be developed from: 38–41, 65, 72


PERFORMANCE INDICATOR 5.1Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.


5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition.10–15, 18–21, 22–23, 34–35, 37, 38–41, 42–45, 46–49, 50–51, 58–59, 62–69, 70–73, 74–79, 82–83, 90–91, 94–97, 98–101, 102–109, 110–113, 114–115, 116–117, 130–135, 136–139, 142–143, 152–153, 154–155, 172–173, 175

5.1b An organism’s overall body plan and its environment determine the way that the organism carries out the life processes.10–15, 18–21, 22–25, 26–27, 34–35, 37, 38–41, 42–45, 46–49, 50–51, 58–59, 62–69, 70–73, 74–79, 82–83, 90–91, 94–97, 98–101, 102–109, 110–113, 114–115, 116–117, 142–143, 152–153, 154–155, 172–173, 175

5.1c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food.8–9, 10, 22, 24–25, 26–27, 34–35, 36, 38–41, 62–69, 72–73, 74–77, 79, 90–91, 94–97, 98–101, 122–123, 144–147, 152–153, 154–155, 453

5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods.9, 10, 22, 90–91, 94–97, 122–123, 144–147

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5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms.122–123, 129, 132–133, 135, 136, 139, 140, 142–143, 144–147, 148–149, 150–151, 453

5.1f Regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required for survival. Regulation includes a variety of nervous and hormonal feedback systems.42–43, 45, 65, 78–79, 90–91, 112–113, 114–115, 131, 134–135, 140–141, 175

5.1g The survival of an organism depends on its ability to sense and respond to its external environment.90–91, 107–108, 112–113, 114–115, 116–117, 122–123, 127, 131–132, 134–135, 140–143, 162–163, 171–173, 175

PERFORMANCE INDICATOR 5.2Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms.


5.2a Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes.10, 25, 26–27, 36, 39, 72, 74–77, 90–91, 94–97, 144–147, 148–149, 152–153, 452–453

5.2b Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of the organism.74–75, 144, 151, 283, 387, 453

5.2c Metabolism is the sum of all chemical reactions in an organism. Metabolism can be influenced by hormones, exercise, diet, and aging.75, 87, 378–381, 384, 394–395

5.2d Energy in foods is measured in Calories. The total caloric value of each type of food varies. The number of Calories a person requires varies from person to person.74–75, 144, 452–453

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5.2e In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state.75, 151, 283, 387This objective can also be developed from: 74, 144, 452–453

5.2f Contraction of infectious disease, and personal behaviors such as use of toxic substances and some dietary habits, may interfere with one’s dynamic equilibrium. During pregnancy these conditions may also affect the development of the child. Some effects of these conditions are immediate; others may not appear for many years.This objective can be developed from: 71, 74–75, 151, 283, 387, 419, 570–571


PERFORMANCE INDICATOR 6.1Describe the flow of energy and matter through food chains and food webs.


6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids.122–123, 144–147, 148–151, 158–159This objective can also be developed from: 129, 132–133, 135, 136, 139, 140, 142–143, 453

6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem.122–123, 144–147, 148–151

6.1c Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment.144–147, 148–153, 154–155, 208–211

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PERFORMANCE INDICATOR 6.2Provide evidence that green plants make food and explain the significance of this process to other organisms.


6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun’s energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight.9, 22, 40, 90–91, 94–97, 98–101, 144, 152–153, 154–155This objective can also be developed from: xxii, 110–113, 114–115, 116–117, 120

6.2b The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis.90–91, 94–97, 152–153, 154–155This objective can also be developed from: xxii–xxv, 110–113, 114–115, 116–117, 120

6.2c Green plants are the producers of food, which is used directly or indirectly by consumers.90–91, 94–97, 122–123, 144–147, 148–153

Key Idea 7:Human decisions and activities have had a profound impact on the physical and living environment.

PERFORMANCE INDICATOR 7.1Describe how living things, including humans, depend upon the living and nonliving environment for their survival.


7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem.122–123, 126–129, 130–135, 136–139

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7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem.11, 122–123, 125, 127, 129, 131–133, 135, 156–157, 162–163, 164, 165, 168–169, 174–177, 178–179, 180–181, UB1

7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other.UA2, 122–123, 126–129, 130–135, 136, 137–139, 140–143, 164, 165, 166–169, 174–177, 178–179, 180–181

7.1d Some microorganisms are essential to the survival of other living things.25, 76, 139, 142–143, 148–153

7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring of soil, air, and water, and taking steps to keep them safe.164, 168–169, 202–203, 206–207, 298–299, 301, 304–305, 306–313, 316–317, 318–321, 322–323, 324–325, 328, 582–583

PERFORMANCE INDICATOR 7.2Describe the effects of environmental changes on humans and other populations.


7.2a In ecosystems, balance is the result of interactions between community members and their environment.122–123, 126–129, 140–143, 144–147, 156–157, UB1, UC1

7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long-term gradual changes (ecological succession).129, 131–133, 135, 140–141, 162–163, 164, 165, 166–169, 170–173, 174–177, 178–179

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7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc.131–133, 135, 156–157, 162–163, 164, 165, 166–169, 174–177, 298–299, 301, 304–305, 311–313, 316–317, 575, 582–583

7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth’s resources.164, 168–169, 202–203, 206–207, 298–299, 301, 304–305, 306–313, 316–317, 318–321, 322–323, 324–325, 328, 575, 582–583

STANDARD 4—The Physical SettingStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.


PERFORMANCE INDICATOR 1.1Explain daily, monthly, and seasonal changes on Earth.


1.1a Earth’s Sun is an average-sized star. The Sun is more than a million times greater in volume than Earth.506–507, 518–523, 532–533, 548

1.1b Other stars are like the Sun but are so far away that they look like points of light. Distances between stars are vast compared to distances within our solar system.UD1, UD2, UD4, 506–507, 518–519, 521–523, 524–529, 532–533This objective can also be developed from: 508, 509, 511, 514–517

1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.506–507, 518–523, 524, 528–529, 532–533, 538–539, 540, 541, 542–547, 548–551, 552–555, 556–561, 562–563, 564–565

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1.1d Gravity is the force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth.402–403, 410–411, 413, 538–539, 543, 556, 560–561This objective can also be developed from: 529, 546–547

1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, phases of the Moon, eclipses, tides, meteor showers, and comets.506–507, 511–514, 528–529, 542–547, 552–555, 556–561, 562–563

1.1f The latitude/longitude coordinate system and our system of time are based on celestial observations.506–507, 508, 509, 510–515, 528–529, 542–547, 558–559, 562–563

1.1g Moons are seen by reflected light. Our Moon orbits Earth, while Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern in about one month.538–539, 543–545, 556–559, 562–563

1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizon and to set along the western horizon. Earth’s revolution around the Sun defines the length of the year as 365 1/4 days.528–529, 538–539, 542–547, 558, 559

1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause seasons on Earth. The length of daylight varies depending on latitude and season.538–539, 542–547

1.1j The shape of Earth, the other planets, and stars is nearly spherical.520–523, 529, 532–533, 538–539, 541, 543, 544–547, 548–551, 559, 561, 564–565

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PERFORMANCE INDICATOR 2.1Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.


2.1a Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere.150–153, 208–211, 216–217, 230–231, 256, 545This objective can also be developed from: 96–97, 154–155, 212–215, 249, 316–317, 318–319, 548–549, 550–551

2.1b As altitude increases, air pressure decreases.208, 212–213, 230–233

2.1c The rock at Earth’s surface forms a nearly continuous shell around Earth called the lithosphere.258–259, 264–265, 266–271

2.1d The majority of the lithosphere is covered by a relatively thin layer of water called the hydrosphere.199–201, 202–205, 211, 264, 294–295This objective can also be developed from: 136–139, 208–210, 222–223, 224, 247, 266–267

2.1e Rocks are composed of minerals. Only a few rock-forming minerals make up most of the rocks of Earth. Minerals are identified on the basis of physical properties such as streak, hardness, and reaction to acid.258–259, 282–285, 286–289, 314–315This objective can also be developed from: 262–265, 268–271, 272–275, 292–293, 296

2.1f Fossils are usually found in sedimentary rocks. Fossils can be used to study past climates and environments.16–17, 176–177, 248–249, 258–259, 286–289, 382

2.1g The dynamic processes that wear away Earth’s surface include weathering and erosion.258–259, 272–275, 276–281

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2.1h The process of weathering breaks down rocks to form sediment. Soil consists of sediment, organic material, water, and air.149–151, 258–259, 272–275, 280, 288–289, 316–317

2.1i Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving water, wind, and glaciers.258–259, 276–281, 288, 294–295

2.1j Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.194–195, 197, 208–211, 212–215, 216–217, 244, 246–247, 330–331, 419

PERFORMANCE INDICATOR 2.2Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.


2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins.258–259, 262–265, 266–271This objective can also be developed from: 260, 290–291, 331, 336, 498–499

2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers—the crust, mantle, outer core, and inner core—have distinct properties.258–259, 262–265, 266–269, 294–295This objective can also be developed from: 270, 290–291, 331, 498–499

2.2c Folded, tilted, faulted, and displaced rock layers suggest past crustal movement.266–271, 288–289, 294–295This objective can also be developed from:286–287, 498–499

2.2d Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together.This objective can be developed from: 176–177, 248–249, 258–259, 266–267, 286–289, 498–499

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2.2e The Theory of Plate Tectonics explains how the “solid” lithosphere consists of a series of plates that “float” on the partially molten section of the mantle. Convection cells within the mantle may be the driving force for the movement of the plates.258–259, 260, 264–265, 266–267This objective can also be developed from: 268–271

2.2f Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting in earthquakes.258–259, 266–271, 498–499This objective can also be developed from: 262–265, 290–291, 331, 336

2.2g Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that give clues to their formation conditions.258–259, 286–289, 294–295

2.2h The rock cycle model shows how types of rock or rock material may be transformed from one type of rock to another.258–259, 288–289

2.2i Weather describes the conditions of the atmosphere at a given location for a short period of time.212–215, 216–217, 226–227, 230, 238–241, 242–245, 246–247, 252–253, 256, 336

2.2j Climate is the characteristic weather that prevails from season to season and year to year.226–227, 246–249, 254–255This objective can also be developed from: 128–129, 130–135

2.2k The uneven heating of Earth’s surface is the cause of weather.210–211, 226–227, 232–233, 244, 246–247

2.2l Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location.226–227, 234–237, 242–245

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2.2m Most local weather condition changes are caused by movement of air masses.226–227, 234–237, 254–255

2.2n The movement of air masses is determined by prevailing winds and upper air currents.226–227, 232–233, 234–237, 254–255

2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.214–215, 226–227, 236–237, 244–245

2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.226–227, 244–245, 254–255

2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given sufficient warning.226–227, 237, 238–241, 245, 252–253

2.2r Substances enter the atmosphere naturally and from human activity. Some of these substances include dust from volcanic eruptions and greenhouse gases such as carbon dioxide, methane, and water vapor. These substances can affect weather, climate, and living things.96–97, 150–153, 154–155, 164, 165, 169, 208–211, 212–215, 216–217, 226–227, 246–247, 249, 270–271, 301, 304–305, 312–313, 316–317, 575, 582–583


PERFORMANCE INDICATOR 3.1Observe and describe properties of materials, such as density, conductivity, and solubility.


3.1a Substances have characteristic properties. Some of these properties include color, odor, phase at room temperature, density, solubility, heat and electrical conductivity, hardness, and boiling and freezing points.338–339, 340, 342–347, 348–353, 354–357, 358–361, 362–363, 364–365, 384–385

200


3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved.338–339, 360–361This objective can also be developed from: 358–359

3.1c The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles.208–209, 338–339, 354–357, 374, 462–463

3.1d Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container.338–339, 348–349, 356–357This objective can also be developed from: 462–463

3.1e A liquid has definite volume, but takes the shape of a container.92, 164, 188–191, 260, 338–339, 345, 348–349, 354–355, 372

3.1f A solid has definite shape and volume. Particles resist a change in position.260, 338–339, 340, 345, 348–349, 354–355, 362–363

3.1g Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. For example, iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble substance by such processes as filtration, settling, and evaporation.282–285, 338–339, 340, 342–347, 348–353, 354–357, 358–361, 362–363, 364–365, 382–385

3.1h Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser.196, 340, 346–347, 362–363

3.1i Buoyancy is determined by comparative densities.196, 346–347, 362–363

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PERFORMANCE INDICATOR 3.2Distinguish between chemical and physical changes.


3.2a During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing.194–195, 208–211, 212–215, 216–217, 272, 322–323, 336, 354–357, 359–361, 364–365, 368, 370–371, 375, 385

3.2b Mixtures are physical combinations of materials and can be separated by physical means.338–339, 358–361, 382

3.2c During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk.96–97, 152–153, 154–155, 370–371, 372, 373, 374–377, 378–381

3.2d Substances are often placed in categories if they react in similar ways. Examples include metals, nonmetals, and noble gases.342–343, 348–349

3.2e The Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactants equals the total mass of the products.370–371, 378–381, 382–383, 396–397

PERFORMANCE INDICATOR 3.3Develop mental models to explain common chemical reactions and changes in states of matter.


3.3a All matter is made up of atoms. Atoms are far too small to see with a light microscope.208, 338–339, 342–343, 348–353, 354–357, 462–463, 479

3.3b Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion.232–233, 338–339, 342, 348–349, 354–357, 462–463, 464–465

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3.3c Atoms may join together in well-defined molecules or may be arranged in regular geometric patterns.338–339, 348–353, 355, 370–371

3.3d Interactions among atoms and/or molecules result in chemical reactions.338–339, 370–371, 374–377, 378–381, 382–383

3.3e The atoms of any one element are different from the atoms of other elements.338–339, 343, 345, 348–349, 355, 357, 370–371

3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form.338–339, 342–343, 348–353

3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).348–349This objective can also be developed from: 338–339, 343


PERFORMANCE INDICATOR 4.1Describe the sources and identify the transformations of energy observed in everyday life.


4.1a The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy.96–97, 146–147, 210–211, 298–299, 302–303, 306–307, 312–313, 447, 452, 459, 483, 518

4.1b Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.298–299, 300, 301, 302–305, 306–313, 324–325

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4.1c Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations.306–313, 372, 377, 442–443, 444, 445, 446–453, 454–457, 458–459, 474–475, 476, 482–485, 486–489, 490–491, 492–493, 500–503

4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.306–313, 442–443, 444, 446–453, 454–457, 458–461, 462–465, 476, 482–485, 486–489, 490–491, 492–493, 500–503

4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.442–443, 448–453, 457, 462–465

PERFORMANCE INDICATOR 4.2Observe and describe heating and cooling events.


4.2a Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.442–443, 462–465

4.2b Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).442–443, 462–465

4.2c During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid.354–357, 370–371, 462–464This objective can also be developed from: 194–195, 208–209, 212–215, 216–217, 272, 336, 350–351, 359, 364–365, 368, 374

4.2d Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.250–251, 272, 354–357, 438–439, 462–463

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4.2e Temperature affects the solubility of some substances in water.338–339, 360–361

PERFORMANCE INDICATOR 4.3Observe and describe energy changes as related to chemical reactions.


4.3a In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to heat.370–371, 372, 376–377, 378–381, 447, 452

PERFORMANCE INDICATOR 4.4Observe and describe the properties of sound, light, magnetism, and electricity.


4.4a Different forms of electromagnetic energy have different wavelengths. Some examples of electromagnetic energy are microwaves, infrared light, visible light, ultraviolet light, X-rays, and gamma rays.442–443, 446–447, 458–461, 464–465, 466–467, 468–469, 516–517, 518–523, 525

4.4b Light passes through some materials, sometimes refracting in the process. Materials absorb and reflect light, and may transmit light. To see an object, light from that object, emitted by or reflected from it, must enter the eye.442–443, 446–447, 458–461, 466–467, 468–469, 515–517, 518–519, 521, 558–559, 562–563

4.4c Vibrations in materials set up wave-like disturbances that spread away from the source. Sound waves are an example. Vibrational waves move at different speeds in different materials. Sound cannot travel in a vacuum.239, 265, 442–443, 446–447, 454–457, 468–469, 489

4.4d Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.298–299, 303–304, 306–313, 324–325, 442–443, 447–448, 452, 466–467, 474–475, 476, 477, 479–480, 482–485, 486–489, 490–491, 492–493, 500–503

4.4e Electrical circuits provide a means of transferring electrical energy.474–475, 476, 482–485, 486–489, 490–491, 492–493, 500–503

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4.4f Without touching them, material that has been electrically charged attracts uncharged material, and may either attract or repel other charged material.402–403, 412–413, 474–475, 478–479, 488

4.4g Without direct contact, a magnet attracts certain materials and either attracts or repels other magnets. The attractive force of a magnet is greatest at its poles.282, 358–359, 402–403, 412–413, 424, 451, 474–475, 488–489, 499, 500–503

PERFORMANCE INDICATOR 4.5Describe situations that support the principle of conservation of energy.


4.5a Energy cannot be created or destroyed, but only changed from one form into another.306–313, 377, 442–443, 444, 445, 446–453, 454–455, 457, 458–459, 462–465, 482–485, 486–489, 490–491, 500–503

4.5b Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less loss of heat than others.306–313, 377, 442–443, 444, 445, 446–453, 454–455, 457, 458–459, 462–465, 482–485, 486–489, 490–491, 500–503


PERFORMANCE INDICATOR 5.1Describe different patterns of motion of objects.


5.1a The motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading.402–403, 406–409, 432–433

5.1b The motion of an object can be described by its position, direction of motion, and speed.402–403, 404, 406–409, 432–433, 434–435

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5.1c An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to move at a constant speed in a straight line. An object at rest will remain at rest.402–403, 404, 405, 415, 418–421

5.1d Force is directly related to an object’s mass and acceleration. The greater the force, the greater the change in motion.402–403, 418–419, 422–423, 432–433

5.1e For every action there is an equal and opposite reaction.402–403, 418–419, 424–425, 438–439, 440

PERFORMANCE INDICATOR 5.2Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.


5.2a Every object exerts gravitational force on every other object. Gravitational force depends on how much mass the objects have and on how far apart they are. Gravity is one of the forces acting on orbiting objects and projectiles.86–87, 114–115, 276–277, 344, 402–403, 404, 410–411, 413, 415, 421, 434–435, 522–523, 538–539, 543, 560–561

5.2b Electric currents and magnets can exert a force on each other.402–403, 412–413, 474–475, 488–489, 498–499, 500–503

5.2c Machines transfer mechanical energy from one object to another.402–403, 426–431

5.2d Friction is a force that opposes motion.402–403, 414–415, 422–423, 427, 448–449

5.2e A machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces.402–403, 414–415, 426–427, 448–449

5.2f Machines can change the direction or amount of force, or the distance or speed of force required to do work.402–403, 426–431

207


5.2g Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines, e.g., a bicycle.402–403, 406, 426–431This objective can also be developed from: 321, 362–363, 390, 414–415, 425, 489, 538–539, 573, 578–579, 580–583, 599

208


New York State Science Core CurriculumGrade Six

STANDARD 1—Analysis, Inquiry, and DesignStudents will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Mathematical Analysis


M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.

M1.1a Identify independent and dependent variables4, 9, 204–207, 356–359, 524–527, 604–607This objective can also be developed from: 108–109, 472

M1.1b Identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material4, 9, 156–157, 204–207, 356–359, 455, 524–527, 604–607

M1.1c Apply mathematical equations to describe relationships among variables in the natural world95, 108–109, 145, 149, 225, 260–261, 369, 410–411, 436–440, 444–445, 455, 468–469, 539, 546–547


M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures andarguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.

M2.1a Interpolate and extrapolate from data20–21, 95, 106–107, 121, 154–155, 156–157, 204–207, 212, 224–225, 232–233, 260–261, 316–317, 356–359, 388, 420, 435, 439, 441, 442–443, 453, 524–527, 604–607

209

Scott Foresman Science New York State Science Core Curriculum Grade Six

M2.1b Quantify patterns and trends11, 15–16, 71, 127, 175, 380–381, 396, 398–399, 572–573, 596–597


M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.

M3.1a Use appropriate scientific tools to solve problems about the natural world18–19, 28, 42–43, 84, 106–107, 117, 140, 164, 192–193, 204–207, 208, 212, 236–237, 314, 356–359, 408–409, 514–515, 524–527, 604–607

Scientific Inquiry


S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.

S1.1a Formulate questions about natural phenomena23, 38–41, 42–43, 58–61, 68–73, 74–75, 94–97, 98–101, 106–107, 122–125. 126–129, 130–131, 132–133, 140, 170–175, 176–181, 182–185, 186–191, 204–207, 228–233, 270–273, 278–281, 492–493, 544–545

S1.1b Identify appropriate references to investigate a question13, 20–21, 40, 48, 76–77, 87, 89, 101, 175, 178, 273, 316–317, 320, 335, 425, 459

S1.1c Refine and clarify questions so that they are subject to scientific investigation112, 204–207, 208, 356–359, 360, 524–527, 528, 604–607, 608

S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.

S1.2a Independently formulate a hypothesis42–43, 204–207, 356–359, 524–527, 604–607

210


S1.2b Propose a model of a natural phenomenon41, 42–43, 74–75, 106–107, 123, 212, 234–235, 258–259, 282–283, 312, 344–345, 539, 543, 562–563, 570–571

S1.2c Differentiate among observations, inferences, predictions, and explanations28, 29, 35, 37, 42–43, 52, 116, 130–131, 140, 156–157, 164, 165, 177, 212, 232–233, 244, 268, 324, 344–345, 346–347, 375, 380–381, 388, 408–409, 420, 442–443, 452, 476, 490–491, 500, 532

S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.

18–19, 20–21, 37, 61, 69, 71, 74–75, 76–77, 84, 116, 119, 123, 127, 129, 130–131, 159, 192–193, 208, 288, 356–359, 378–379, 408–409, 514–515, 524–527

S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

61, 84, 160, 171, 192–193, 384, 392–393, 436–441, 576


S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

S2.1a Demonstrate appropriate safety techniques1D, 1E, 41D, 41E, 42–43, 52, 73D, 73E, 105D, 105E, 137D, 137E, 164, 177D, 177E, 208, 209D, 209E, 233D, 233E, 257D, 257E, 281D, 281E, 313D, 313E, 345D, 345E, 369D, 369E, 401D, 401E, 433E, 457E, 489D, 489E, 490, 513D, 513E, 542, 545D, 545E

S2.1b Conduct an experiment designed by others4, 18–19, 42–43, 74–75, 116, 130–131, 140, 164, 192–193, 204–207, 212, 234–235, 258–259, 282–283, 356–359, 364, 378–379, 408–409, 420, 442–443, 452, 466–467, 476, 490–491, 500, 514–515, 524–527, 580, 604–607

211


S2.1c Design and conduct an experiment to test a hypothesis204–207, 208, 356–359, 360, 500, 524–527, 528, 604–607, 608

S2.1d Use appropriate tools and conventional techniques to solve problems about the natural world, including:

measuring31, 44–45, 106–107, 149, 154–155, 234-235, 236-237, 258-259, 282-283, 314-315, 346-347, 352, 364, 378-379, 380-381, 420, 442-443, 452, 466-467, 468-469, 514-515, 524-527

observing84, 156–157, 234-235, 236-237, 258-259, 282-283, 314-315, 346-347, 352, 364, 378-379, 380-381, 420, 442-443, 452, 466-467, 468-469, 476, 514-515, 524-527

describing55, 84, 132–133, 156–157, 160, 234-235, 236-237, 258-259, 282-283, 314-315, 346-347, 352, 364, 378-379, 380-381, 420, 442-443, 452, 466-467, 468-469, 476, 514-515, 524-527

classifying4, 5, 10–13, 14–17, 18–19, 34-35, 90-93, 126-127, 294-295, 370-371, 394-397, 406-407, 458–463, 566–567

sequencing53, 61, 65, 73, 132–133, 365, 371, 375, 477, 483, 487, 543

S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.

S2.2a Include appropriate safety procedures42–43, 52, 130-131, 164, 171, 204–207, 314-315, 406, 490-491, 500, 542

S2.2b Design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)18–19, 106–107, 130–131, 136, 204–207, 208, 344–345, 356–359, 360, 524–527, 528, 604–607, 608

212


S2.2c Design a simple controlled experiment106–107, 204–207, 208, 356–359, 360, 415, 524–527, 528, 604–607, 608

S2.2d Identify independent variables (manipulated), dependent variables(responding), and constants in a simple controlled experiment204–207, 208, 356–359, 360, 524–527, 528, 604–607, 608

S2.2e Choose appropriate sample size and number of trials52, 74–75, 204–207, 208, 356–359

S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audio tape, computer disk, videotape) to help assess the explanation.

S2.3a Use appropriate safety procedures42–43, 52, 84, 130-131, 164, 171, 204–207, 314-315, 356–359, 490-491, 500, 524–527, 604–607

S2.3b Conduct a scientific investigation52, 116, 130–131, 154–155, 192–193, 204–207, 208, 212–213, 234–235, 244, 268, 280–283, 314–315, 324, 344–345, 356–359, 360, 378–379, 388, 408–409, 420, 442–443, 452, 466–467, 476, 490–491, 514–515, 524–527, 528, 532, 556, 580, 594–595, 604–607, 608

S2.3c Collect quantitative and qualitative data20–21, 52, 154–155, 157, 204–207, 208, 234–235, 292, 356–359, 360, 378–379, 408–409, 466–467, 514–515, 524–527, 528, 556, 570–571, 604–607, 608


S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.

S3.1a Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships5, 15, 18–19, 29, 41, 42–43, 52, 53, 74–75, 85, 106–107, 117, 130–131, 132–133, 141, 154–155, 192–193, 204–207, 213, 245, 269, 293, 325, 356–359, 365, 380–381, 389, 421, 442–443, 453, 466–467, 468–469, 477, 501, 514–515, 524–527, 533, 544–545, 557, 570–571, 581, 604–607

213


S3.1b Generate and use scales, create legends, and appropriately label axes117, 127, 204–207, 356–359, 524–527, 604–607

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

S3.2a Accurately describe the procedures used and the data gathered42–43, 52, 74–75, 84, 106–107, 116, 130–131, 132–133, 140, 154–155, 164, 192–193, 204–207, 212, 234–235, 282–283, 314–315, 324, 344–345, 356–359, 364, 378–379, 388, 408–409, 442–443, 452, 466–467, 490–491, 500, 514–515, 524–527, 532, 544–545, 556, 570–571, 594–595, 604–607

S3.2b Identify sources of error and the limitations of data collected42–43, 74–75, 76–77

S3.2c Evaluate the original hypothesis in light of the data204–207, 356–359, 524–527, 604–607

S3.2d Formulate and defend explanations and conclusions as they relate toscientific phenomena80, 116, 140, 204–207, 356–359, 524–527, 604–607

S3.2e Form and defend a logical argument about cause-and-effect relationships in an investigation80, 85, 91, 93, 97, 105, 123, 325, 326-329, 334-335, 342-343, 442–443, 453, 457, 460-461

S3.2f Make predictions based on experimental data37, 130–131, 232–233, 346–347, 408–409, 420, 421, 425, 439, 441, 442–443, 452, 476

S3.2g Suggest improvements and recommendations for further studying18-19, 20-21, 24, 42-43, 44-45, 48, 74-75, 76-77, 80, 106-107, 108-109, 112, 130–131, 132-133, 136, 154-155, 156-157, 160, 192-193, 194-195, 200, 204-207, 234-235, 236-237, 240, 258-259, 260-261, 264, 282-283, 284-285, 288, 314-315, 316-317, 320, 344-345, 346-347, 352, 356-359, 378-379, 380-381, 384, 408-409, 410-411, 416, 442-443, 444-445, 448, 466-467, 468-469, 472, 490-491, 492-493, 496, 514-515, 516-517, 520, 524-527, 544-545, 546-547, 552, 570-571, 572-573, 576, 594-595, 596-597, 600, 604-607

S3.2h Use and interpret graphs and data tables9, 20–21, 44–45, 74–75, 76–77, 149, 156–157, 194–195, 204–207, 236–237, 260–261, 316–317, 343, 346–347, 356–359, 380–381, 435, 463, 492–493, 514–515, 524–527, 572–573, 596–597, 604–607

214


S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis.

204–207, 356–359, 524–527, 604–607

Engineering Design


T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.

T1.1a identify a scientific or human need that is subject to a technological solution which applies scientific principles29, 30, 373, 496

T1.2 Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.

T1.2a Use all available information systems for a preliminary search that addresses the need87, 89, 91, 93, 97, 101, 105

T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.

T1.3a Generate ideas for alternative solutions204–207, 356–359, 524–527, 604–607

T1.3b Evaluate alternatives based on the constraints of design106–107, 445, 584

T1.4 Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.

T1.4a Design and construct a model of the product or process41, 42–43, 74–75, 106–107, 212, 234–235, 258–259, 282–283, 312, 344–345, 496, 539, 543, 562–563, 570–571, 600

215


T1.4b Construct a model of the product or process41, 42–43, 74–75, 106–107, 151, 212, 234–235, 258–259, 282–283, 292, 314–315, 344–345, 539, 543, 562–563, 570–571, 576, 594–595

T1.5 In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.

T1.5a Test a design360, 594–595

T1.5b Evaluate a design360, 570–571, 594–595

STANDARD 2—Information SystemsStudents will access, generate, process, and transfer information, using appropriate technologies.

Key Idea 1:Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

1.1 Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.

7, 9, 13, 24, 48, 80, 229, 415

1.2 Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.

20–21, 44–45, 61, 76–77, 87, 108–109, 156–157, 178, 229, 236–237, 288, 316–317, 459, 537

1.3 Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.

132–133, 175, 203, 225, 264, 415, 427, 459, 520, 528, 552, 596–597

1.4 Collect data from probes to measure events and phenomena.268This objective can also be developed from: 340–341, 555, 559

216


1.4a Collect the data, using the appropriate, available tool164This objective can also be developed from: 340–341, 555, 559

1.4b Organize the data42–43, 74–75, 76–77, 84, 130–131, 204–207, 408–409, 514–515

1.4c Use the collected data to communicate a scientific concept76–77, 101, 106–107, 130–131, 380–381, 442

1.5 Use simple modeling programs to make predictions.42–43, 74–75, 106–107, 181


2.1 Understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.

191, 198–199, 416

2.1a Critically analyze data to exclude erroneous information59, 91, 105, 123, 130–131, 204–205

2.1b Identify and explain sources of error in a data collection130–131, 204–205, 340–341

2.2 Identify advantages and limitations of data-handling programs and graphics programs.

8, 40, 175, 184, 187

2.3 Understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.

198–199, 416

217



3.1 Use graphical, statistical, and presentation software to present projects to fellow classmates.

136, 288

3.2 Describe applications of information technology in mathematics, science, andother technologies that address needs and solve problems in the community.

48, 112, 143, 187, 198–199, 213, 215, 223, 227, 229, 240, 578–579, 580, 581, 582–589, 600

3.3 Explain the impact of the use and abuse of electronically generated information on individuals and families.

223, 227, 232–233, 236–237, 340–341, 583–589, 590–591, 593, 596–597

STANDARD 6—Interconnectedness: Common ThemesStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Systems Thinking

Key Idea 1:Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

1.1 Describe the differences between dynamic systems and organizational systems.

18–19, 97, 104–105, 312–313, 314–315, 352

1.2 Describe the differences and similarities among engineering systems, natural systems, and social systems.

80, 86–89, 90–93, 94–97, 98–101, 102–105, 182–185, 187, 232–233, 310–311, 314–315, 431, 478, 486, 513, 582–589, 590–593

1.3 Describe the differences between open- and closed-loop systems.97This objective can also be developed from:184–185, 308–311, 314–315, 482–483, 486–489, 490–491

218


1.4 Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

34–35, 82–83, 87, 90, 94–97, 98–101, 122–123, 304–305, 310–311, 314–315, 482–483, 486–489, 490–491, 492–493

Models

Key Idea 2:Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

2.1 Select an appropriate model to begin the search for answers or solutions to a question or problem.

42–43, 74–75, 106–107, 123, 140, 141, 154–155, 192–193, 212, 213, 268, 269, 282–283, 314–315, 344–345, 378–379, 408–409, 442–443, 466–467, 490–491, 514–515, 544–545, 580, 581

2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).

41, 42–43, 74–75, 106–107, 123, 212, 234–235, 258–259, 282–283, 312, 324, 344–345, 539, 543, 562–563, 570–571

2.3 Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

42–43, 74–75, 106–107, 123, 140, 141, 154–155, 212–213, 234–235, 258–259, 268, 269, 282–283, 314–315, 344–345, 378–379, 408–409, 466–467, 490–491, 496, 514–515, 532, 533, 544–545, 556, 557, 570–571, 580, 581, 594–595

Magnitude and Scale

Key Idea 3:The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

3.1 Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.

188–189, 298, 338–339, 352

3.2 Use powers of ten notation to represent very small and very large numbers.88, 260–261, 572–573, 596–597

219



Key Idea 4:Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

4.1 Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.

34–35, 86–89, 90–93, 94–97, 98–101, 102–105, 580, 582–589

4.2 Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.

194–195, 234–235

Patterns of Change


5.1 Use simple linear equations to represent how a parameter changes with time.95, 108–109

5.2 Observe patterns of change in trends or cycles and make predictions on whatmight happen in the future.

165, 169, 177, 186–191, 192–193, 199, 234–235, 273, 301, 305, 316–317, 340–341, 350–351, 584–589

Optimization

Key Idea 6:In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make tradeoffs.

6.1 Determine the criteria and constraints and make tradeoffs to determine the best decision.

10–11, 14–15, 18–19, 42–43, 106–107, 294, 316–317, 468–469, 580

6.2 Use graphs of information for a decision-making problem to determine the optimum solution.

236–237, 316–317, 380–381, 514–515, 524–527

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STANDARD 7—Interdisciplinary Problem SolvingStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Connections


1.1 Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.

24, 112, 171, 200, 404

1.2 Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.

316–317, 373, 407, 427, 492–493

1.3 Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.

427, 437, 456–457, 458–465, 466–467, 468–469, 472, 532

1.4 Describe and explain phenomena by designing and conducting investigationsinvolving systematic observations, accurate measurements, and the identificationand control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.

74–75, 108–109, 131, 208, 360, 420, 528, 608

Strategies


2.1 Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:

221


Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.80, 217, 333, 390, 590This objective can also be developed from: 178, 182, 186, 246

Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.178, 231, 273, 341, 593

Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.57, 65, 101, 103, 105, 151, 160, 169, 189, 191, 257, 312, 351, 453, 604–607

Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.408–409

Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.57, 103, 160, 420, 604–607

Presenting Results: Using a variety of media to present the solution and to communicate the results. 5, 18–19, 20–21, 24, 48, 70–71, 74–75, 76–77, 117, 132–133, 136, 148–149

PROCESS SKILLS—BASED ON STANDARD 4

General Skills

1. Follow safety procedures in the classroom and laboratory1D, 1E, 41D, 41E, 42–43, 52, 73D, 73E, 105D, 105E, 137D, 137E, 164, 177D, 177E, 208, 209D, 209E, 233D, 233E, 257D, 257E, 268, 281D, 281E, 313D, 313E, 314–315, 345D, 345E, 356–359, 369D, 369E, 378, 401D, 401E, 408–409, 433E, 457E, 489D, 489E, 490–491, 500, 513D, 513E, 524–527, 542, 545D, 545E, 594–595, 604–607

222


2. safely and accurately use the following measurement tools:

metric ruler44–45, 154

balance368

stopwatch194–195, 234, 236–237, 408

graduated cylinder212, 364

thermometer154, 380–381

spring scale368, 420, 421, 444–445

voltmeterThis objective can be developed from: 482–483, 486–489, 490–491

3. Use appropriate units for measured or calculated values20-21, 31, 44–45, 62-63, 70-71, 76-77, 94-95, 108-109, 121, 132-133, 148-149, 156-157, 174-175, 183, 194-195, 236-237, 247, 258-259, 260-261, 274-275, 284-285, 298-299, 310-311, 316-317, 338-339, 341, 346-347, 367, 368-369, 380-381, 410-411, 434-435, 444-445, 454-457, 468-469, 492-493, 516-517, 538-539, 546-547, 564-565, 572-573, 590-593, 596-597

4. Recognize and analyze patterns and trends18–19, 42–43, 53, 63, 76–77, 130–131, 132–133, 156–157, 165, 182–185, 194–195, 198–199, 204–207, 234–235, 236–237, 250–251, 270–273, 298, 316–317, 330–331, 336–337, 340–343, 346–347, 350–351, 356–359, 365, 378–379, 380–381, 396–399, 435, 463, 477, 510–511, 536–537, 541, 568–569, 570–571, 572–573, 596–597

5. Classify objects according to an established scheme and a student-generated scheme

3–4, 8–9, 10–13, 14–17, 18–19, 20–21, 44–45, 52, 66–67, 74–75, 128, 132–133, 162–163, 170–173, 176–179, 180–181, 230–231, 246–249, 250–253, 256–257, 260, 292, 294–299, 306–309, 316–317, 356–359, 366–367, 370–371, 376–377, 394–399, 400–403, 404–407, 458–461, 464–465, 510–511, 536–537, 560–563, 564–565, 570–571, 572–573, 583

223


6. Develop and use a dichotomous key18–19

7. Sequence events53, 132–133, 365, 371

8. Identify cause-and-effect relationships57, 85, 91, 93, 97, 105, 325, 391, 453

9. Use indicators and interpret results406–407

Living Environment Skills

1. Manipulate a compound microscope to view microscopic objects30, 32–33, 84

2. Determine the size of a microscopic object, using a compound microscope84

3. Prepare a wet mount slideThis objective can be developed from:32–33

4. Use appropriate staining techniquesThis objective can be developed from: 32–33, 84

5. Design and use a square or a pedigree chart to predict the probability of certain traits

74–75, 76–77

6. Classify living things according to a student-generated scheme and an established scheme

18–19, 20–21, 24, 52, 53

7. Interpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web

172, 173, 175

8. Identify pulse points and pulse rates108–109

224


9. Identify structure and function relationships in organisms14, 16, 56–57, 62–65, 82–83, 84, 85, 112, 116, 117, 118–121, 127–128, 132–133, 136, 168–169, 509

Physical Setting Skills

1. Given the latitude and longitude of a location, indicate its position on a map and determine the latitude and longitude of a given location on a map

331, 343This objective can also be developed from: 214

2. Using identification tests and a flow chart, identify mineral samples244, 246–249

3. Use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type

250–251

4. Plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution

228–229, 232–233

5. Use a magnetic compass to find cardinal directions4, 42, 52, 154, 164, 171, 205, 500

6. Measure the angular elevation of an object, using appropriate instrumentsThis objective can be developed from: 452, 458, 460, 468–469

7. Generate and interpret field maps including topographic and weather maps268, 269, 284–285

8. Predict the characteristics of an air mass based on the origin of the air mass332, 336This objective can be developed from the following: 332

225


9. Measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc.

156–157, 322–323, 340–341

10. Determine the density of liquids, and regular- and irregular-shaped solids362–363, 367–369This objective can be developed from: 364, 365, 429, 442–443

11. Determine the volume of a regular- and an irregular-shaped solid, using water displacement

364, 365

12. Using the periodic table, identify an element as a metal, nonmetal, or noble gas

386–387, 396–399

13. Determine the identity of an unknown element, using physical and chemical properties

367, 369, 370–371, 376–377, 396–397, 400–401, 403

14. Using appropriate resources, separate the parts of a mixture402–403, 404

15. Determine the electrical conductivity of a material, using a simple circuit474–475, 482–483, 486–489, 490–491, 496

16. Determine the speed and acceleration of a moving object236–237, 418–419, 432–435, 438–439, 546–547This objective can also be developed from: 339, 478, 523

STANDARD 4—The Living EnvironmentStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.


PERFORMANCE INDICATOR 1.1Compare and contrast the parts of plants, animals, and one-celled organisms.


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1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size.24, 26–27, 29, 30–33, 34–37, 38–41, 42–43, 44–45, 51, 84, 85, 86–89

1.1b The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.26–27, 31, 36–37, 38–41

1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.27, 34–35

1.1d Some organisms are single cells; others, including humans, are multicellular.12-13, 30-33, 34-35, 38-41, 84, 85, 86-89, 95, 100-101, 102-105

1.1e Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems.31, 35, 87–89, 90–93, 94–97, 98–101, 102–105

1.1f Many plants have roots, stems, leaves, and reproductive structures. These organized groups of tissues are responsible for a plant’s life activities.14–15, 115, 118, 119–121, 123

1.1g Multicellular animals often have similar organs and specialized systems for carrying out major life activities.16–17, 104–105

1.1h Living things are classified by shared characteristics on the cellular and organism level. In classifying organisms, biologists consider details of internal and external structures. Biological classification systems are arranged from general (kingdom) to specific (species).2–3, 4, 5, 6, 10–13, 14–17, 18–19

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PERFORMANCE INDICATOR 1.2Explain the functioning of the major human organ systems and their interactions.


1.2a Each system is composed of organs and tissues which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease.82–83, 86–89, 90–93, 94–97, 98–101, 102–105

1.2b Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste removal.82–83, 86–89, 90–93, 94–97, 98–101, 102–105

1.2c The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells.89, 98–99

1.2d During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange).89, 101, 124–125

1.2e The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal of excess heat energy.89

1.2f The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands.89, 100–101

1.2g Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system.85, 86, 89, 90–93, 94–97

1.2h The nervous and endocrine systems interact to control and coordinate the body’s responses to changes in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system; hormones regulate many body functions.89, 94–97

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1.2i The male and female reproductive systems are responsible for producing sex cells necessary for the production of offspring.62–67, 89

1.2j Disease breaks down the structures or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms (germ theory). Specialized cells protect the body from infectious disease. The chemicals they produce identify and destroy microbes that enter the body.13, 61, 297This objective can also be developed from: 112


PERFORMANCE INDICATOR 2.1Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.


2.1a Hereditary information is contained in genes. Genes are composed of DNA that makes up the chromosomes of cells.48, 50–51, 55, 68–73

2.1b Each gene carries a single unit of information. A single inherited trait of an individual can be determined by one pair or by many pairs of genes. A human cell contains thousands of different genes.58–61

2.1c Each human cell contains a copy of all the genes needed to produce a human being.41This objective can be developed from: 61

2.1d In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to the parent.50–51, 53, 56–57, 66–67

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2.1e In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent.50–51, 62, 66–67

PERFORMANCE INDICATOR 2.2Describe simple mechanisms related to the inheritance of some physical traits in offspring.


2.2a In all organisms, genetic traits are passed on from generation to generation.54–57, 58–61, 62–67, 68–71

2.2b Some genes are dominant and some are recessive. Some traits are inherited by mechanisms other than dominance and recessiveness.68–71

2.2c The probability of traits being expressed can be determined using models of genetic inheritance. Some models of prediction are pedigree charts and Punnett squares.68–71, 74–75, 76–77


PERFORMANCE INDICATOR 3.1Describe sources of variation in organisms and their structures and relate the variations to survival.


3.1a The processes of sexual reproduction and mutation have given rise to a variety of traits within a species.58-61, 62-67, 68-73, 74-75, 76-77This objective can be developed from: 55–57, 58–61, 62–67, 68–71

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3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits.72–73, 76–77, 168–169

3.1c Human activities such as selective breeding and advances in genetic engineering may affect the variations of species.50–51, 72–73

PERFORMANCE INDICATOR 3.2 Describe factors responsible for competition within species and the significance of that competition.


3.2a In all environments, organisms with similar needs may compete with one another for resources.142–147, 172–173, 176–179

3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past.168, 169, 221, 250, 252-253

3.2c Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing lifeforms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling existing species.210–211, 214, 252–253, 258–259, 264

3.2d Although the time needed for change in a species is usually great, some species of insects and bacteria have undergone significant change in just a few years.56, 60-61, 66-67

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PERFORMANCE INDICATOR 4.1Observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction.


4.1a Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually.56–57, 62–67

4.1b There are many methods of asexual reproduction, including division of a cell into two cells, or separation of part of an animal or plant from the parent, resulting in the growth of another individual.26–27, 39–41

4.1c Methods of sexual reproduction depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced.8, 62–65

4.1d Fertilization and/or development in organisms may be internal or external. 53, 55–57, 62–67, 68–71This objective can also be developed from: 39–40

PERFORMANCE INDICATOR 4.2Explain the role of sperm and egg cells in sexual reproduction.


4.2a The male sex cell is the sperm. The female sex cell is the egg. The fertilization of an egg by a sperm results in a fertilized egg.50, 62–63, 65–66

4.2b In sexual reproduction, sperm and egg each carry one-half of the genetic information for the new individual. Therefore, the fertilized egg contains genetic information from each parent.49, 62–63, 66–69

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PERFORMANCE INDICATOR 4.3Observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants).


4.3a Multicellular organisms exhibit complex changes in development, which begin after fertilization. The fertilized egg undergoes numerous cellular divisions that will result in a multicellular organism, with each cell having identical genetic information.38-41, 60-61, 62–65

4.3b In humans, the fertilized egg grows into tissue which develops into organs and organ systems before birth.62–63, 66

4.3c Various body structures and functions change as an organism goes through its life cycle.66, 90-91, 96-97,104-105

4.3d Patterns of development vary among animals. In some species the young resemble the adult, while in others they do not. Some insects and amphibians undergo metamorphosis as they mature.66–67

4.3e Patterns of development vary among plants. In seed-bearing plants, seeds contain stored food for early development. Their later development into adulthood is characterized by varying patterns of growth from species to species.52, 53, 126–128

4.3f As an individual organism ages, various body structures and functions change.66, 90-91, 96-97,104-105

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PERFORMANCE INDICATOR 4.4Observe and describe cell division at the microscopic level and its macroscopic effects.


4.4a In multicellular organisms, cell division is responsible for growth, maintenance, and repair. In some one-celled organisms, cell division is a method of asexual reproduction.25, 26-27, 38-41, 54-57, 60-61, 66-67

4.4b In one type of cell division, chromosomes are duplicated and then separated into two identical and complete sets to be passed to each of the two resulting cells. In this type of cell division, the hereditary information is identical in all the cells that result.39–41

4.4c Another type of cell division accounts for the production of egg and sperm cells in sexually reproducing organisms. The eggs and sperm resulting from this type of cell division contain one-half of the hereditary information.62–63

4.4d Cancers are a result of abnormal cell division.This objective can be developed from: 591


PERFORMANCE INDICATOR 5.1Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.


5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition.86–89, 90–93, 94–97, 98-101, 102-105, 114-115, 116, 118-121, 122-125, 130-131

5.1b An organism’s overall body plan and its environment determine the way that the organism carries out the life processes.129, 130-131, 142-147, 148-153, 170-171, 176-181

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5.1c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food.122–125, 170–175

5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods.122–125, 170–171

5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms.170–175

5.1f Regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required for survival. Regulation includes a variety of nervous and hormonal feedback systems.34–35, 86–89, 90–93, 94–97, 98–101, 102–105

5.1g The survival of an organism depends on its ability to sense and respond to its external environment.129, 130–131

PERFORMANCE INDICATOR 5.2Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms.


5.2a Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes.98-101, 116, 122–125, 170-175, 178-179

5.2b Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of the organism.98-99, 170-175, 401

235


5.2c Metabolism is the sum of all chemical reactions in an organism. Metabolism can be influenced by hormones, exercise, diet, and aging.90-93, 94-97, 104-105This objective can also be developed from: 98–101

5.2d Energy in foods is measured in Calories. The total caloric value of each type of food varies. The number of Calories a person requires varies from person to person.174–175

5.2e In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state.93, 97, 104–105

5.2f Contraction of infectious disease, and personal behaviors such as use of toxic substances and some dietary habits, may interfere with one’s dynamic equilibrium. During pregnancy these conditions may also affect the development of the child. Some effects of these conditions are immediate; others may not appear for many years.This objective can be developed from: 61


PERFORMANCE INDICATOR 6.1Describe the flow of energy and matter through food chains and food webs.


6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids.170–175, 299

6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem.170–175

236


6.1c Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment.182–185

PERFORMANCE INDICATOR 6.2Provide evidence that green plants make food and explain the significance of this process to other organisms.


6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun’s energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight.118, 122–125, 146

6.2b The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis.114–115, 122–125

6.2c Green plants are the producers of food, which is used directly or indirectly by consumers.170This objective can also be developed from: 125

Key Idea 7:Human decisions and activities have had a profound impact on the physical and living environment.

PERFORMANCE INDICATOR 7.1Describe how living things, including humans, depend upon the living and nonliving environment for their survival.


7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a

237


community. The community and the physical factors with which it interacts compose an ecosystem.7, 138–139, 142–145This objective can also be developed from: 147, 148–153

7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem.162–163, 169, 188, 189

7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other.7–9, 147, 162–163, 166, 167–168, 176–179, 180–181This objective can also be developed from:148–153

7.1d Some microorganisms are essential to the survival of other living things.146, 181

7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring of soil, air, and water, and taking steps to keep them safe.174, 188–191

PERFORMANCE INDICATOR 7.2Describe the effects of environmental changes on humans and other populations.


7.2a In ecosystems, balance is the result of interactions between community members and their environment.146This objective can also be developed from: 186–191

7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long-term gradual changes (ecological succession).

238


186–189, 200

7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc.169, 188–189, 294-301, 342

7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth’s resources.143, 160, 305, 306–307, 312, 406This objective can also be developed from: 188–191

STANDARD 4—The Physical SettingStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.


PERFORMANCE INDICATOR 1.1Explain daily, monthly, and seasonal changes on Earth.


1.1a Earth’s Sun is an average-sized star. The Sun is more than a million times greater in volume than Earth.535, 539, 566-567

1.1b Other stars are like the Sun but are so far away that they look like points of light. Distances between stars are vast compared to distances within our solar system.535, 557, 564–569

1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.

239


530–531, 534–535, 556, 558–563

1.1d Gravity is the force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth.428–430, 554–555, 561–563

1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, phases of the Moon, eclipses, tides, meteor showers, and comets.530–531, 538–543, 558

1.1f The latitude/longitude coordinate system and our system of time are based on celestial observations.532, 538–539This objective can also be developed from: 537, 540, 541

1.1g Moons are seen by reflected light. Our Moon orbits Earth, while Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern in about one month.530–531, 533, 536–537, 546–547

1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizon and to set along the western horizon. Earth’s revolution around the Sun defines the length of the year as 365 1/4 days.431, 530–531, 538–541, 542–543, 558, 569, 576

1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause seasons on Earth. The length of daylight varies depending on latitude and season.530–531, 540–541

1.1j The shape of Earth, the other planets, and stars is nearly spherical.530–531, 540

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PERFORMANCE INDICATOR 2.1Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.


2.1a Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere.216, 327–329

2.1b As altitude increases, air pressure decreases.328, 374

2.1c The rock at Earth’s surface forms a nearly continuous shell around Earth called the lithosphere.214–219, 220-223, 224-227, 228-231

2.1d The majority of the lithosphere is covered by a relatively thin layer of water called the hydrosphere.218, 220-223, 224

2.1e Rocks are composed of minerals. Only a few rock-forming minerals make up most of the rocks of Earth. Minerals are identified on the basis of physical properties such as streak, hardness, and reaction to acid.242–243, 246–249, 250–251

2.1f Fossils are usually found in sedimentary rocks. Fossils can be used to study past climates and environments.221, 250, 252–253

2.1g The dynamic processes that wear away Earth’s surface include weathering and erosion.266–267, 270–273, 288

2.1h The process of weathering breaks down rocks to form sediment. Soil consists of sediment, organic material, water, and air.242–243, 254–257, 260–261, 266–267, 270–273

241


2.1i Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving water, wind, and glaciers.266–267, 270–273, 274–277, 278–281This objective can also be developed from: 252

2.1j Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.185, 274, 298, 332

PERFORMANCE INDICATOR 2.2Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.


2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins.210–211, 216–217, 219, 224–225, 228–231, 230

2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers—the crust, mantle, outer core, and inner core—have distinct properties.216, 219This objective can also be developed from: 224–227

2.2c Folded, tilted, faulted, and displaced rock layers suggest past crustal movement.219, 224–227

2.2d Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together.210–211, 220–221, 225–226

2.2e The Theory of Plate Tectonics explains how the “solid” lithosphere consists of a series of plates that “float” on the partially molten section of the mantle. Convection cells within the mantle may be the driving force for the movement of the plates.210–211, 224–227

242


2.2f Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting in earthquakes.210–211, 226–227, 228–233

2.2g Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that give clues to their formation conditions.242-243, 245, 250–253This objective can also be developed from: 216

2.2h The rock cycle model shows how types of rock or rock material may be transformed from one type of rock to another.250–251, 252

2.2i Weather describes the conditions of the atmosphere at a given location for a short period of time.322–323, 336–337, 346–347This objective can also be developed from: 350–351

2.2j Climate is the characteristic weather that prevails from season to season and year to year.322–323, 342–343, 352

2.2k The uneven heating of Earth’s surface is the cause of weather.332–333, 336–337, 350–351

2.2l Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location.322–323, 326, 336

2.2m Most local weather condition changes are caused by movement of air masses.322–323, 326, 330–331, 336

2.2n The movement of air masses is determined by prevailing winds and upper air currents.322–323, 330–331

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2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.322–323, 336–337

2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.328, 336–337, 346–347This objective can also be developed from: 332–335

2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given sufficient warning.338–339, 340–341, 344–345

2.2r Substances enter the atmosphere naturally and from human activity. Some of these substances include dust from volcanic eruptions and greenhouse gases such as carbon dioxide, methane, and water vapor. These substances can affect weather, climate, and living things.189, 307, 326–329, 342–343, 350–351


PERFORMANCE INDICATOR 3.1Observe and describe properties of materials, such as density, conductivity, and solubility.


3.1a Substances have characteristic properties. Some of these properties include color, odor, phase at room temperature, density, solubility, heat and electrical conductivity, hardness, and boiling and freezing points.362–363, 367–371

3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved.370, 386–387, 404–405

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3.1c The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles.362–363, 364–365, 372–373, 380–381

3.1d Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container.296, 326-327, 372-375, 378-379, 380-381

3.1e A liquid has definite volume, but takes the shape of a container.372-375, 380-381

3.1f A solid has definite shape and volume. Particles resist a change in position.372-375, 380-381, 502

3.1g Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. For example, iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble substance by such processes as filtration, settling, and evaporation.402–403

3.1h Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser.362–363, 367–369

3.1i Buoyancy is determined by comparative densities.368–369This objective can also be developed from:371

PERFORMANCE INDICATOR 3.2Distinguish between chemical and physical changes.


3.2a During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing.370–371, 374–377, 384

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3.2b Mixtures are physical combinations of materials and can be separated by physical means.400, 402–403

3.2c During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk.362–363, 376–377

3.2d Substances are often placed in categories if they react in similar ways. Examples include metals, nonmetals, and noble gases.370–371, 386–387, 394–397

3.2e The Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactants equals the total mass of the products.384, 481, 565

PERFORMANCE INDICATOR 3.3Develop mental models to explain common chemical reactions and changes in states of matter.


3.3a All matter is made up of atoms. Atoms are far too small to see with a light microscope.36, 389, 391–393

3.3b Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion.372–375, 377, 378–379, 381, 503–505

3.3c Atoms may join together in well-defined molecules or may be arranged in regular geometric patterns.247, 389, 393, 400–403

3.3d Interactions among atoms and/or molecules result in chemical reactions.376–377, 390, 516–517

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3.3e The atoms of any one element are different from the atoms of other elements.389, 391, 394, 403

3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form.216, 243, 296, 386–387, 389, 394–399, 400–403

3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).386–387, 396–399


PERFORMANCE INDICATOR 4.1Describe the sources and identify the transformations of energy observed in everyday life.


4.1a The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy.155, 290–291, 304–305, 320, 535

4.1b Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.295, 304–305, 306–313

4.1c Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations.474–475, 478–481

4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.448, 474–475, 476, 478–481, 498–499

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4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.474–475, 478–481

PERFORMANCE INDICATOR 4.2Observe and describe heating and cooling events.


4.2a Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.155, 223, 234–235, 378–379, 504–509

4.2b Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).498–499, 500, 504–509, 514–515

4.2c During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid.374–375, 380–381

4.2d Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.374–375, 408–409

4.2e Temperature affects the solubility of some substances in water.405

PERFORMANCE INDICATOR 4.3Observe and describe energy changes as related to chemical reactions.


4.3a In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to heat.479, 516–517

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PERFORMANCE INDICATOR 4.4Observe and describe the properties of sound, light, magnetism, and electricity.


4.4a Different forms of electromagnetic energy have different wavelengths. Some examples of electromagnetic energy are microwaves, infrared light, visible light, ultraviolet light, X-rays, and gamma rays.486–489, 510–511, 513

4.4b Light passes through some materials, sometimes refracting in the process. Materials absorb and reflect light, and may transmit light. To see an object, light from that object, emitted by or reflected from it, must enter the eye.498–499, 506–507, 511–513

4.4c Vibrations in materials set up wave-like disturbances that spread away from the source. Sound waves are an example. Vibrational waves move at different speeds in different materials. Sound cannot travel in a vacuum.212, 219, 223, 228, 279, 422, 477, 484–485, 510–513

4.4d Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.479, 482–489

4.4e Electrical circuits provide a means of transferring electrical energy.482–489, 490–491

4.4f Without touching them, material that has been electrically charged attracts uncharged material, and may either attract or repel other charged material.482–489

4.4g Without direct contact, a magnet attracts certain materials and either attracts or repels other magnets. The attractive force of a magnet is greatest at its poles.477, 483–489

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PERFORMANCE INDICATOR 4.5Describe situations that support the principle of conservation of energy.


4.5a Energy cannot be created or destroyed, but only changed from one form into another.427, 448, 476, 478–481, 504–505

4.5b Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less loss of heat than others.478–481, 498–499, 502–505, 514–515


PERFORMANCE INDICATOR 5.1Describe different patterns of motion of objects.


5.1a The motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading.418–419, 432–433

5.1b The motion of an object can be described by its position, direction of motion, and speed.418–419, 426–427, 432–435, 436–441

5.1c An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to move at a constant speed in a straight line. An object at rest will remain at rest.418–419, 424–425, 436–437

5.1d Force is directly related to an object’s mass and acceleration. The greater the force, the greater the change in motion.418–419, 432–435

5.1e For every action there is an equal and opposite reaction.418–419, 422, 440

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PERFORMANCE INDICATOR 5.2Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.


5.2a Every object exerts gravitational force on every other object. Gravitational force depends on how much mass the objects have and on how far apart they are. Gravity is one of the forces acting on orbiting objects and projectiles.418–419, 422, 428–431

5.2b Electric currents and magnets can exert a force on each other.486–487, 488–489

5.2c Machines transfer mechanical energy from one object to another.451, 453, 456–457, 468–469, 476, 479This objective can also be developed from: 458–465, 466–467

5.2d Friction is a force that opposes motion.426–427, 457

5.2e A machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces.450–451, 457

5.2f Machines can change the direction or amount of force, or the distance or speed of force required to do work.450–451, 454–457

5.2g Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines, e.g., a bicycle.456, 458–465, 472, 578–579, 583–589

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