Medford School District 549C Science Standards

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1 A Correlation of to the Medford School District 549C Science Standards Grades K-5 P/S-3

2 Introduction This document demonstrates how Scott Foresman Science meets the Medford School District 549C Science Standards. Page references are to the Teacher s Edition. Lessons in the Teacher s Edition contain 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 Inquiry Scott 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 Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students. Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills at each student s reading level. Time-Saving Strategies Time-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. Technology Scott 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.

3 Table of Contents Kindergarten....1 Grade One Grade Two Grade Three...12 Grade Four Grade Five

4 Scott Foresman Science to the Medford School District 549C KINDERGARTEN GRADE CURRICULUM Science Standards This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the skills and knowledge that students will learn in Kindergarten. SCIENCE - Students are expected to learn the following: Physical Science Resources/Notes Matter Describe size and color of objects. Chapter 6, Lesson 1, pg 132 Force Explore the properties of magnets. Chapter 8, Lesson 6, pg 192 Energy Explore properties of hot/cold. Chapter 7, Lesson 3, pg 168 Life Sciences Resources/Notes Organisms Sort and classify collections using various features. Chapter 1, How to Read Science, p 10, Chapter 3, Lesson 1, pg 54 Explore plants and seeds. Chapter 2, Lesson 4, pg 40, Chapter 2, Lesson 5, pg 42 Explore a variety of animals. Chapter 2, Lesson 3, pg 38, Chapter 3 Lesson 1, pg 54 Recognize that all living things have basic needs including water, food, and air. Chapter 1, Lesson 3, pg 16, Lesson 4, pg 18, Lesson 5, pg 20 Identify the five senses. Can be developed from Chapter 1, Lesson 2, pg 14 Explore their environment via the five senses. Chapter 3, Guided Inquiry, pg 64 Heredity Recognize cycles as a pattern (i.e. calendar seasons, butterflies). Chapter 2, Lesson 1, pg 34 Diversity/Interdependence Explore external features of plants and animals in their environment. Chapter 3, Guided Inquiry, pg 64 Identify how various animals move (walk, fly, swim, crawl, hop). Chapter 2, Lesson 2, pg 36 1 Kindergarten

5 Earth and Space Science Resources/Notes The Dynamic Earth Recognize differences in Earth materials (i.e. rocks, water, soil). Chapter 4, Lesson 1, pg 86 Describe and illustrate the changes that occur during each season. Chapter 5, Lesson 2, pg 110, Lesson 3, pg 112, Lesson 4, pg 114, Lesson 5, pg 116 Graph, chart, and record weather data. Chapter 5, Directed Inquiry, pg 104 Identify the weatherman as a scientist. Chapter 5, Lesson 1, pg Kindergarten

6 Scientific Inquiry Resources/Notes Make observations, ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. Design a simple scientific investigation to answer question or test hypotheses. Collect, organize, and summarize data from investigations. No Work Sample Requirement. Group process and teacher modeling. Summarize, analyze, and interpret data from an investigation. NOTE: At all grade levels, each Scott Foresman chapter begins and ends with a laboratory activity. These are identified as a Directed Inquiry and a Guided Inquiry. Each unit ends with a third laboratory activity identified as a Full Inquiry. This research-based process of developing students understanding of Inquiry is called Scaffolded Inquiry and was developed by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of these activities in Chapter 5 pp , , at grade K. These laboratory activities require that the students apply the appropriate processes of authentic science inquiry as presented at the beginning of each student edition. Information is provided for the student on How to Read Science, How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using Scientific Methods, Using Science Process Skills, Science Tools and Science Safety. These same process skills are in compliance with the National and Oregon Science Standards, and they align with the inquiry section of the science standards, at each grade level, in the Medford School District 549C. Additional activities are provided in the Activity Flip Chart; see grade K, p. 26E for an example. 3 Kindergarten

7 Scott Foresman Science to the Medford School District 549C FIRST GRADE CURRICULUM Science Standards This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the skills and knowledge that students will learn in 1 st grade. SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed): Physical Science Resources/Notes Matter Describe shapes of objects. Chapter 8, Lesson 1, pg 215, Lesson 2, pg 218, Lesson 3, pg 222 Describe whether an object sinks or floats. Chapter 8, Guided Inquiry, pg 232 Identify and describe solid, liquids, and gases. Chapter 8, Lesson 2, pg 218 Classify examples of solids, liquids, and gases. Chapter 8, Lesson 2, pg 218 Compare common states of matter. Chapter 8, Lesson 2, pg 218 Understand that water left in an open container disappears, but in a closed container does not disappear. Chapter 8, Lesson 4, pg 226 Force Understand that a push or pull is needed to change the motion of an object. Chapter 9, Lesson 1, pg 247, Lesson 3, pg 252, Lesson 4, pg 256 Recognize that things near the Earth fall to the ground unless something holds them up. Chapter 9, Lesson 1, pg 247, Lesson 3, pg 252 Energy Recognize that the sun is a source of energy, which warms the land, air, and water. Chapter 10, Guided Inquiry, pg 276, Lesson 1, pg 279 Life Sciences Resources/Notes Organisms Sort and classify objects according to their physical characteristics. Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14 Explain the way a seed grows and how it disperses. Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry, pg 106 Classify seeds. Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry, pg 106 Label parts of a plant (roots, stem, leaf, flower). Chapter 3, Lesson 4, pg 68, Guided Inquiry, pg 74 4 Grade One

8 Explore the function of plant parts. Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72, Guided Inquiry, pg 74 Identify the needs of living organisms and/or plants. Chapter 1, Lesson 2, pg 6, Lesson 3, pg 10 Know that people use their senses to find out about their surroundings and themselves. Lab Zone, pg xxii-xxxii Recognize that all living things have basic needs to survive. Chapter 1, Lesson 2, pg 6, Lesson 3, pg 10 Describe the difference between living and non-living (provide examples). Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14 Provide examples of living and non-living things. Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14 Heredity Recognize and sequence parts of a cycle. Chapter 4, Lesson 1, pg 86, Lesson 2, pg 92, Lesson 3, pg 94 Identify and explore the life cycle of plants. Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry, pg 106 Diversity/Interdependence List items plants need to grow (air, sun, soil, water). Chapter 1, Lesson 2, pg 10 Identify various uses of plants. Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72 Know that plants can be alike or different in the way they look and in the things they do. Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72, Guided Inquiry, pg 74 Identify various plant habitats. Chapter 3, Lesson 4, pg 68, Chapter 5, Lesson 1, pg 118 Understand that living things are found almost everywhere in the world and are suited to their environment. Chapter 2, Directed Inquiry, pg 28, Lesson 1, pg 30, Lesson 2, pg 34, Lesson 3, pg 36, Lesson 4, pg 38 Earth and Space Science Resources/Notes The Dynamic Earth Know that materials can be recycled and used again in different forms. Chapter 6, Lesson 5, pg 166 Know that the Earth is made up of rock, soil, and air. Chapter 6, Lesson 1, pg 151, Lesson 2, pg 154 Explore the uses of soil. Chapter 6, Lesson 2, pg 154, Guided Inquiry, pg 168 Describe the different types of soil (i.e. sand, clay, loam). Chapter 6, Lesson 2, pg 154, Guided Inquiry, pg 168 Describe how people use land and water. Chapter 6, Lesson 4, pg Grade One

9 Describe physical characteristics of rocks. Chapter 6, Lesson 2, pg 154 Categorize rocks according to attributes. Chapter 6, Lesson 2, pg 154 Know how to observe daily changes in weather, such as sky cover and precipitation Chapter 7, Lesson 1, pg 183, Guided Inquiry, pg 194 Identify the four seasons. Chapter 7, Lesson 4, pg 192 Identity various types of weather (hot, cold, rainy, snowy, windy, cloudy, clear, sunny). Chapter 7, Lesson 1, pg 183, Lesson 2, pg 186, Lesson 3, pg 188 Describe the affects of weather on people. Chapter 7, Lesson 1, pg 183, Lesson 2, pg 186, Lesson 3, pg 188 Measure temperature using a thermometer. Chapter 7, Guided Inquiry, pg 194 The Earth in Space Identify the sun, moon, stars, and Earth. Chapter 11, Lesson 1, pg 319, Lesson 2, pg 322, Lesson 3, pg 324 Know that the sun can be seen during the day. Chapter 11, Lesson 1, pg 319, Lesson 2, pg 322 Identify that the moon and stars are usually seen at night. Chapter 11, Lesson 3, pg 324, Guided Inquiry, pg Grade One

10 Scientific Inquiry Make observations, ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. Design a simple scientific investigation to answer question or test hypotheses. Collect, organize, and summarize data from investigations. Summarize, analyze, and interpret data from an investigation. NOTE: At all grade levels, each Scott Foresman chapter begins and ends with a laboratory activity. These are identified as a Directed Inquiry and a Guided Inquiry. Each unit ends with a third laboratory activity identified as a Full Inquiry. This research-based process of developing students understanding of Inquiry is called Scaffolded Inquiry and was developed by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of these activities in Chapter 3. pp. 52, 74-75, and Unit A, pp at grade 1. These laboratory activities require that the students apply the appropriate processes of authentic science inquiry as presented at the beginning of each student edition. Information is provided for the student on How to Read Science, How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using Scientific Methods, Using Science Process Skills, Science Tools and Science Safety. See the Student Edition, pp. xx-xxxii. These same process skills are in compliance with the National and Oregon Science Standards, and they align with the inquiry section of the science standards, at each grade level, in the Medford School District 549C. ** Graphic Organizers, and other Visual Strategies, are used extensively throughout each student text to assist in the application of the process skills. ** Reference: Teaching Reading in Science - A supplement to Teaching Reading in the Content Areas. (Teacher's Manual 2nd edition) by Mary Lee Barton and Deborah L. Jordan Additional activities are provided in the Activity Flip Chart, see grade 1, p. 145E for an example. The online Student Edition offers additional activities and are referenced in the student edition. See grade 1, page 177 for an example. Quick Activities are also provided on overhead transparencies for each lesson, see Teacher's Edition, grade 1, page 145C, 146 for an example. No Work Sample Requirement. Group process and teacher modeling. 7 Grade One

11 Scott Foresman Science to the Medford School District 549C SECOND GRADE CURRICULUM Science Standards This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the skills and knowledge that students will learn in 2 nd grade. SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed): Physical Science Resources/Notes Matter Demonstrate texture and weight of objects. Chapter 8, Lesson 1, pg 236 Identify properties of water. Chapter 8, Lesson 2, pg 242, Lesson 3, pg 248, Guided Inquiry, pg 256 Identify uses of water. Chapter 6, Lesson 2, pg 178 Explore salt water vs. fresh water. Chapter 6, Lesson 2, pg 178 Recognize causes of water pollution. Chapter 5, Lesson 5, pg 154 Explore water conservation. Chapter 5, Lesson 5, pg 154, Chapter 6, Lesson 2, pg 178 Force Recognize that magnets can be used to make some things move without being touched. Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322 Explore what materials magnets attract. Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322 Explore the properties of magnets. Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322 Demonstrate that magnets can exert a force that pushes or pulls. Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322 Energy Recognize some common forms of energy such as heat, light, electricity, and sound energy. Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286 Recognize examples of movement, heat, light, and sound. Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286 Describe properties of light, sound, movement, and heat energy. Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286 Know that things that give off light often give off heat. Chapter 9, Lesson 3, pg 278, Lesson 4, pg 282, Guided Inquiry, pg Grade Two

12 Life Sciences Resources/Notes Organisms Identify different kinds of animals. Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Identify and classify various animals (i.e. meat eaters, birds, mammals). Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Sort and classify animals according to their physical characteristics. Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Identify particular adaptations in animals with the function they serve (i.e. claws, long beaks). Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Identify and know that all living things have adaptations that provide the basic needs for survival (food, air, water, shelter, protection, hibernation). Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Know that the senses can warn the individuals about danger; muscles help them to fight, hide, or get out of danger. Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Heredity Arrange, label, and construct a physical or pictorial model to describe animal life cycle. Chapter 4, Lesson 4, pg 112, Lesson 6, pg 116 Understand that living things have life cycles. Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110, Lesson 5, pg 114 Recognize and order the life cycle of an animal. Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110 Understand that there is variation among individuals of one kind within a population (such as different kinds of wild cats, elephants, etc.) Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110, Lesson 5, pg 114 Diversity/Interdependence Understand that different animals have external features that help them thrive in different kinds of different places. Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Understand that animals eat plants or other animals for food and may also use plants (or even other animals for shelter and nesting. Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84 Compare and contrast animal body coverings. Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Describe how an organism becomes endangered. Chapter 3, Lesson 5, pg 84 9 Grade Two

13 Determine ways to prevent the extinction of living things. Chapter 7, Lesson 1, pg 207 Identify and begin to classify different habitats in which animals live. Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84 Compare and contrast how animals move (walk, fly, swim, crawl, hop) in their environment. Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46, Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52 Compare and contrast animals according to how they get and eat food. Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84 Earth and Space Science Resources/Notes The Dynamic Earth Know that Earth materials can be recycled and used again in different forms (i.e. rubber, aluminum). Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154 Know that water can be found on Earth as a liquid, solid, or gas and can go back and forth from one form to another. Chapter 6, Lesson 2, pg 178 Recognize seasonal patterns in weather such as temperature, sky cover, and precipitation. Chapter 6, Lesson 1, pg 175, Lesson 7, pg 188, Guided Inquiry, pg 194 Describe and illustrate recycling of natural resources. Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154 Know that discarded products contribute to the problem of waste disposal. Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154 Construct a model of the water cycle. Chapter 6, Lesson 2, pg Grade Two

14 Scientific Inquiry Make observations, ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. Design a simple scientific investigation to answer question or test hypotheses. Collect, organize, and summarize data from investigations. Summarize, analyze, and interpret data from an investigation. NOTE: At all grade levels, each Scott Foresman chapter begins and ends with a laboratory activity. These are identified as a Directed Inquiry and a Guided Inquiry. Each unit ends with a third laboratory activity identified as a Full Inquiry. This research-based process of developing students understanding of Inquiry is called Scaffolded Inquiry and was developed by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of these activities in Chapter 4. pp. 100, , Unit A pp at grade 2. These laboratory activities require that the students apply the appropriate processes of authentic science inquiry as presented at the beginning of each student edition. Information is provided for the student on How to Read Science, How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using Scientific Methods, Using Science Process Skills, Science Tools and Science Safety. See the Student Edition, pp. xx-xxxii. These same process skills are in compliance with the National and Oregon Science Standards, and they align with the inquiry section of the science standards, at each grade level, in the Medford School District 549C. ** Graphic Organizers, and other Visual Strategies, are used extensively throughout each student text to assist in the application of the process skills. ** Reference: Teaching Reading in Science - A supplement to Teaching Reading in the Content Areas. (Teacher's Manual 2nd edition) by Mary Lee Barton and Deborah L. Jordan No Work Sample Requirement. Group process and teacher modeling. Additional activities are provided in the Activity Flip Chart, see grade 2, p. 137E for an example. The online Student Edition offers additional activities and are referenced in the student edition. See grade 2, page 137 for an example. Quick Activities are also provided on overhead transparencies for each lesson, see Teacher's Edition, grade 2, pages 137C, 138 for an example. 11 Grade Two

15 Scott Foresman Science to the Medford School District 549C THIRD GRADE CURRICULUM Science Standards This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the skills and knowledge that students will learn in 3 rd grade. SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed): Physical Science Resources/Notes Matter Describe objects in terms of materials they are made of and their physical properties. Chapter 10, Directed Inquiry, Page 274; Lesson 1, Page 279 Identify how temperature changes matter. Chapter 11, Lesson 1, Page 303; Directed Inquiry, Page 300; Chapter 13, Math & Science, Page 380 Identify and predict the state of matter. Chapter 11, Lesson 1, Page 303 Identify and differentiate between chemical and physical changes and give examples of their interchangeability such as: liquid water, water vapor, fog, clouds. Chapter 11, Lesson 1, Page 303; Directed Inquiry, Page 300; Lesson 2, Page 306; Lesson 3, Page 310; Guided Inquiry, Page 314 Force Describe different ways things move, such as straight, zigzag, round and round, back and forth, and fast and slow. Chapter 12, Directed Inquiry, Page 324; Lesson 1, Page 327, Math & Science, Page 346 Begin to identify and use simple machines to do work. Chapter 12, Lesson 3, Page 338 Observe objects in motion and at rest. Chapter 12, Lesson 1, Page 327; Lesson 2, Page 332 Demonstrate how levers, pullies, wheels, axles, and ramps work. Chapter 12, Lesson 3, Page 338; Guided Inquiry, Page 344 Energy Applications of how energy is used. Chapter 13, Lesson 3, Page 366; Lesson 4, Page 370; Lesson 5, Page 374; Connect forms of energy to its use. Chapter 13, Directed Inquiry, Page 356; Lesson 1, Page 359; Lesson 2, Page 362; Chapter 14, Full Inquiry, Page Grade Three

16 Life Sciences Resources/Notes Organisms Compare/contrast plants by their attributes. Chapter 1, Directed Inquiry, Page 4; Lesson 3, Page 14 Label flower/plant parts (i.e. stamen, pistil). Chapter 1, Lesson 1, Page 7 Classify animals by carnivore, omnivore, and herbivore. Chapter 2, Lesson 1, Page 39 Know that most living things need water, food, and air. Chapter 1, Lesson 2, Page 10, Lesson 4, Page 18; Chapter 3, Guided Inquiry, Page 68, Guided Inquiry, Page 90 Understand that the brain enables human beings to think and send messages to other body parts to help them work properly. Chapter 4, Lesson 5, Page 120, Lesson 6, Page 124 Heredity Identify animal life cycles. Chapter 2, Lesson 2, Page 44 Diagram and label parts of a life cycle of an animal. Chapter 2, Lesson 2, Page Construct a pictorial model to describe an animal life cycle. Chapter 2, Lesson 2, Page Understand that there is variation among individuals of one kind within a population (such as different kinds of cats and dogs). Chapter 2, Lesson 1, Page 39 Diversity/Interdependence Understand that some source of energy is needed for all organisms to stay alive and grow. Chapter 4, Lesson 2, Page 106; Lesson 1, Page 103; Lesson 3, Page 104; Lesson 5, Page 120; Guided Inquiry, Page 128 Explore how adaptations help species survive. Chapter 2, Lesson 3, Page 48 Explore the producers, consumers, and decomposers and predator-prey relationships in a given habitat. Chapter 4, Guided Inquiry, Page 100; Lesson 3, Page 110 Identify effects of seasonal changes on plant and animal life. Chapter 3, Lesson 1, Page 69, Lesson 3, Page 82, Lesson 4, Page 86 Explore food chains and food webs. Chapter 3, Lesson 2, Page 76 Identify endangered plants and animals. Chapter 3, Guided Inquiry, Page Grade Three

17 Earth and Space Science Resources/Notes The Earth in Space Describe the sun (benefits, characteristics, relation to the Earth). Chapter 15, Directed Inquiry, Page 420; Chapter 16, Lesson 1, Page 455 Describe the sun as a star, a source of energy that lights and heats the Earth (land, air, and water). Chapter 16, Guided Inquiry, Page 466, Chapter 16, Lesson 1, Page 455 Recognize why the sun, moon, and stars all appear to move slowly across the sky. Chapter 15, Lesson 2, Page 428 Understand the moon s relationship and orbit to Earth. Chapter 15, Lesson 3, Page 432 Recognize that the moon looks a little different every day but looks the same again about every four weeks. Chapter 15, Lesson 3, Page 432 Demonstrate Earth s revolution around the sun. Chapter 15, Lesson 2, Page 428 Recognize the concept of the Earth s rotation. Chapter 15, Lesson 1, Page 423 Demonstrate day and night cycles. Chapter 15, Lesson 1, Page 423 Recognize that there are nine planets that move in orbit around the sun. Chapter 16, Lesson 1, Page 455, Lesson 2, Page 458, Directed Inquiry, Page 452 Recognize there are more stars in the sky than anyone can easily count. Chapter 15, Lesson 4, Page 436, Guided Inquiry, Page 440 Know that stars are not scattered evenly and they are not always the same brightness and color. Chapter 15, Lesson 4, Page 436 Scientific Inquiry Make observations, ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. All Directed, Guided and Full Inquiry laboratory activities encourage students to use part or all of the Scientific method. Design a simple scientific investigation to answer question or test hypotheses. Emphasized in each Full Inquiry Activity at the end of each unit. Collect, organize, and summarize data from investigations. Directed, Guided and Full Inquiry laboratory activities are designed so that students use these process skills. Summarize, analyze, and interpret data from an investigation. Directed, Guided and Full Inquiry laboratory activities are designed so that students use these process skills. No Work Sample Requirement. Group process and teacher modeling. 14 Grade Three

18 NOTE: At all grade levels, each Scott Foresman chapter begins and ends with a laboratory activity. These are identified as a Directed Inquiry and a Guided Inquiry. Each unit ends with a third laboratory activity identified as a Full Inquiry. This research-based process of developing students understanding of Inquiry is called Scaffolded Inquiry and was developed by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of these activities in Chapter 10. pp.284, , at grade 4. These laboratory activities require that the students apply the appropriate processes of authentic science inquiry as presented at the beginning of each student edition. Information is provided for the student on How to Read Science, How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using Scientific Methods, Using Science Process Skills, Science Tools and Science Safety. See the Student Edition, pp. xx-xxxii. These same process skills are in compliance with the National and Oregon Science Standards, and they align with the inquiry section of the science standards, at each grade level, in the Medford School District 549C. ** Graphic Organizers, and other Visual Strategies, are used extensively throughout each student text to assist in the application of the process skills. ** Reference: Teaching Reading in Science - A supplement to Teaching Reading in the Content Areas. (Teacher's Manual 2nd edition) by Mary Lee Barton and Deborah L. Jordan Additional activities are provided in the Activity Flip Chart, see grade 4, p. 177E for an example. The online Student Edition offers additional activities and are referenced in the student edition. See grade 4, page 180 for an example. Quick Activities are also provided on overhead transparencies for each lesson, see Teacher's Edition, grade 4, page 182 for an example. 15 Grade Three

19 Scott Foresman Science to the Medford School District 549C FOURTH GRADE CURRICULUM Science Standards This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the skills and knowledge that students will learn in 4 th grade. SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed): Physical Science Resources/Notes Matter Identify substances as they exist in different states of matter. Chapter 11 Lesson 1 pp Distinguish among solids, liquids, and gases. Chapter 11 Lesson 1 pp Identify unique properties of each state of matter. Chapter 11 Lesson 2 pp Force Identify examples of magnetism and gravity exerting force on an object. Chapter 13 Lesson 3 pp ; Chapter 15 Lesson 3 pp Recognize magnets attract and repel each other and other materials. Chapter 13 Lesson 3 pp Energy Identify forms of various types of energy and their effects on matter. Chapter 2 Lesson 1 pp Identify various forms of energy; heat, light, sound, and electricity. Chapter 13 Lesson 1 pp Life Sciences Resources/Notes Organisms Group or classify organisms based on a variety of characteristics. Chapter 1 Lesson 2 pp Describe function of organ systems. Chapter 5 Lesson 1 pp Classify organs by the system to which they belong. Chapter 5 lesson 2 pp Describe basic plant and animal structures and their functions. Chapter 1 Lesson 2 pp , Lesson 3 pp , Lesson 4 pp Associate specific structures with their functions in the survival of the organism. Chapter 4- Lesson 2 pp Heredity Describe the life cycle of common organisms. Chapter 2 Lesson 4 pp Diversity/Interdependence Describe the relationship between characteristics of specific habitats and the organisms that live there. Chapter 3 Lesson 1 pp Grade Four

20 Use drawings or models to represent a series of food chains for specific habitats. Chapter 3 Lesson 2 pp Identify producers, consumers, and decomposers in a given habitat. Chapter 3 Lesson 2 pp , Lesson 3 pp Recognize how all animals depend on plants whether or not they eat the plants directly. Chapter 4 Lesson 1 pp Describe how adaptations help species survive. Chapter 1 Lesson 5 pp Describe the changes to the environment that have caused the population of some species to change. Chapter 4 Lesson 3 pp Earth and Space Science Resources/Notes The Dynamic Earth Identify properties and uses of Earth materials. Chapter 10 pp , Lesson 1 pp , Lesson 2 pp Identify and diagram Earth s layers; crust, mantle, core. Chapter 9 Lesson 1 pp Identify the ratio of water to land that covers the Earth s surface. Chapter 6 Lesson 1 pp Identify properties of the Earth: land, water, air, and their importance. Chapter 6 Lesson 1 pp , Lesson 2 pp , Lesson 3 pp Understand that rock is composed of different combinations of minerals. Chapter 8 pp , Lesson 1 pp , Lesson 2 pp , Lesson 3 pp , pp Identify effects of wind and running water on Earth materials (i.e. erosion by wind). Chapter 8 Lesson 2 pp ; Chapter 9 Lesson 2 pp Recognize that Earth materials are used in different ways based on differences in their physical and chemical properties. Chapter 10 pp , Lesson 1 pp , Lesson 2 pp , pp Recognize that soils vary in color, texture, components, reaction to water, and ability to support the growth of plants. Chapter 10 Lesson 1 pp Describe patterns of seasonal weather. Chapter 6 pp , Lesson 1 pp , Lesson 2 pp , Lesson 3 pp , Lesson 4 pp Describe weather in measurable quantities including temperature, wind, speed, and precipitation. Chapter 6 Lesson 4 pp , ; Chapter 7 Lesson 1 pp , Lesson 2 pp Interpret data over a period of time and use information to describe changes in Weather from day to day, week to week, and season to season. Chapter 6 Lesson 4 pp Grade Four

21 Identify causes of Earth surface change. Chapter 9 pp , Lesson 1 pp , Lesson 2 pp , Lesson 3 pp Identify effects of wind and water on Earth materials using appropriate models. Chapter 9 p. 260 Identify effects of rapid changes on Earth s surface features including earthquakes and volcanoes. Chapter 9 Lesson 3 pp Scientific Inquiry Make observations, ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. Design a simple scientific investigation to answer question or test hypotheses. Collect, organize, and summarize data from investigations. Summarize, analyze, and interpret data from an investigation. One required work sample scored in designing, collecting, and analyzing dimensions. Performance standard: Each dimension must have a rating of 4 or higher. Designing and collecting must be on the same work sample. Analyzing may be on a separate work sample. One required work sample 18 Grade Four

22 NOTE: At all grade levels, each Scott Foresman chapter begins and ends with a laboratory activity. These are identified as a Directed Inquiry and a Guided Inquiry. Each unit ends with a third laboratory activity identified as a Full Inquiry. This research-based process of developing students understanding of Inquiry is called Scaffolded Inquiry and was developed by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of these activities in chapter 10. pp.284, , at grade 4. These laboratory activities require that the students apply the appropriate processes of authentic science inquiry as presented at the beginning of each student edition. Information is provided for the student on How to Read Science, How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using Scientific Methods, Using Science Process Skills, Science Tools and Science Safety. See the Student Edition, pp. xx-xxxii. These same process skills are in compliance with the National and Oregon Science Standards, and they align with the inquiry section of the science standards, at each grade level, in the Medford School District 549C. ** Graphic Organizers, and other Visual Strategies, are used extensively throughout each student text to assist in the application of the process skills. ** Reference: Teaching Reading in Science - A supplement to Teaching Reading in the Content Areas. (Teacher's Manual 2nd edition) by Mary Lee Barton and Deborah L. Jordan Additional activities are provided in the Activity Flip Chart, see grade 4, p. 177E for an example. The online Student Edition offers additional activities and are referenced in the student edition. See grade 4, page 180 for an example. Quick Activities are also provided on overhead transparencies for each lesson, see Teacher's Edition, grade 4, page 182 for an example. 19 Grade Four

23 Scott Foresman Science to the Medford School District 549C FIFTH GRADE CURRICULUM Science Standards This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the skills and knowledge that students will learn in 5 th grade. In order for students to meet benchmark, they must meet (215) or exceed (231) standards on the state assessment. Additionally, they must meet the standard in all required traits on their scientific inquiry work sample. SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed): *Please note that extensions and additional examples of each standard are addressed in the three content leveled readers for each chapter in Scott Foresman Science. Physical Science Resources/Notes Matter Review states of matter. Chapter 11, Lesson 3, pg 354 Describe the ability of matter to change state by heating and cooling. Chapter 11, Lesson 3, pg 354 Identify changes in states of matter seen in the environment. Chapter 13, Lesson 1, pg 406 Force Describe and compare the motion of objects. Chapter 13, Lesson 1, pg 406 Recognize and describe the motion of an object in terms of one or more forces acting on it. Chapter 13, Lesson 2, pg 410 Measure the force required to lift an object (i.e. in air vs. in water) Chapter 13, Lesson 2, pg 416 Describe how the design of technological devices is related to the function of those devices (i.e. Aerodynamic car = better gas mileage). Chapter 13, Lesson 3, pg See also Chapter 18 pg 569 Identify examples of magnetism and gravity exerting force on an object. Chapter 13, Lesson 2, pg 410 Recognize things on or near Earth are pulled toward it by Earth s gravity. Chapter 13, Lesson 2, pg 410 Understand that complex machines are made of simple machines. Chapter 13, Lesson 4, pg 430 Energy Describe examples of energy transfer. Chapter 14, pg Grade Five

24 Identify direction of heat transfer on a diagram showing objects at different temperatures. Chapter 14, Lesson 4, pg 464 Identify ways to produce heat including light, burning, electricity, friction, and as a by-product of mechanical and electrical machines. Chapter 14, pg 441 Identify examples of energy transfer in the environment. Chapter 14, pg 441 Life Sciences Resources/Notes Organisms Group or classify organisms based on a variety of characteristics. Chapter 1, pg 1 Describe function of organ systems. Chapter 3, pg 57 Classify organs by the system to which they belong. Chapter 3, pg 57. See also chapter 2, pg 33. Describe basic plant and animal structures and their functions. Chapter 1, pg 1 Associate specific structures with their functions in the survival of the organism. Chapter 1, Lesson 3, pg 18. See also (plants) chapter 4, pg 94. Heredity Describe the life cycle of an organism. Chapter 1, pg 1 Compare and contrast the life cycle of different organisms. Chapter 3, pg 57. Recognize organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials. Chapter 3, pg 57. See also Chapter 2, pg 33. Diversity/Interdependence Describe the relationship between characteristics of specific habitats and the organisms that live there. Chapter 5, pg 121 Use drawings or models to represent a series of food chains for specific habitats. Chapter 5, Lesson 5, pg 144. See also Leveled Readers for additional examples. Recognize how all animals depend on plants whether or not they eat the plants directly. Chapter 5, Lesson 5, pg 144 Explain the relationship between animal behavior and species survival. Chapter 6, Lesson 2, pg 172 Describe the living and nonliving resources in a specific habitat and the adaptations of organisms to that habitat. Chapter 6, Lesson 1, pg 166 Describe how adaptations help species survive. Chapter 6, Lesson 2, pg 172 Identify conditions that might cause a species to become endangered or extinct. Chapter 6, Lesson 3, pg Grade Five

25 Earth and Space Science Resources/Notes The Dynamic Earth Identify properties and uses of Earth materials. Chapter 10, pg 297 Recognize that the supply of many resources is limited and that resources can be extended through recycling and decreased use. Chapter 10, pg 302 Recognize that discarded products contribute to the problem of waste disposal. Chapter 10, Lesson 4, pg Earth in Space Describe the Earth s place in the solar system and the patterns of movement of objects within the solar system using pictorial models. Chapter 17, pg 537 Describe Earth s position and movement in the solar system. Chapter 17, Lesson 1, pg 542 Recognize that rotation of Earth on its axis every 24 hours produces the night-day cycle. Chapter 17, Lesson 1, pg 544 Describe natural objects, events, and processes outside the Earth, both past and present. Chapter 17, Lesson 2, pg See also Chapter 16 Scientific Inquiry Make observations, ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. See end of unit experiments and Science Fair projects. Example pg 500 Design a simple scientific investigation to answer question or test hypotheses. See Go Further in end of chapter and end of unit experiments. Collect, organize, and summarize data from investigations. See Go Further in end of chapter and end of unit experiments. Summarize, analyze, and interpret data from an investigation. See Go Further in end of chapter and end of unit experiments. One required work sample scored in designing, collecting, and analyzing dimensions. Performance standard: Each dimension must have a rating of 4 or higher. Designing and collecting must be on the same work sample. Analyzing may be on a separate work sample. See also performance tasks in the Assessment book. One required work sample 22 Grade Five

26 NOTE: At all grade levels, each Scott Foresman chapter begins and ends with a laboratory activity. These are identified as a Directed Inquiry and a Guided Inquiry. Each unit ends with a third laboratory activity identified as a Full Inquiry. This research-based process of developing students understanding of Inquiry is called Scaffolded Inquiry and was developed by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of these activities in Chapter 10. pp. 284, , at grade 4. These laboratory activities require that the students apply the appropriate processes of authentic science inquiry as presented at the beginning of each student edition. Information is provided for the student on How to Read Science, How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using Scientific Methods, Using Science Process Skills, Science Tools and Science Safety. See the Student Edition, pp. xx-xxxii. These same process skills are in compliance with the National and Oregon Science Standards, and they align with the inquiry section of the science standards, at each grade level, in the Medford School District 549C. ** Graphic Organizers, and other Visual Strategies, are used extensively throughout each student text to assist in the application of the process skills. ** Reference: Teaching Reading in Science - A supplement to Teaching Reading in the Content Areas. (Teacher's Manual 2nd edition) by Mary Lee Barton and Deborah L. Jordan Additional activities are provided in the Activity Flip Chart, see grade 4, p. 177E for an example. The online Student Edition offers additional activities and are referenced in the student edition. See grade 4, page 180 for an example. Quick Activities are also provided on overhead transparencies for each lesson, see Teacher's Edition, grade 4, page 182 for an example. 23 Grade Five

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