Medford School District 549C Science Standards

Size: px
Start display at page:

Download "Medford School District 549C Science Standards"

Transcription

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

Fourth Grade Science

Fourth Grade Science Fourth Grade Science Science Content Standard 1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific

More information

FIRST GRADE SCIENCE PACING GUIDE

FIRST GRADE SCIENCE PACING GUIDE NINE WEEKS & SCIENCE CHAPTER READING UNIT First Nine Weeks Introductory Chapter: Ready, Set, Science! Chapter 8: All About Animals Chapter 10: Environments for Living Things Unit 1: Back to School Unit

More information

SECOND GRADE SCIENCE PACING GUIDE

SECOND GRADE SCIENCE PACING GUIDE SECOND GRADE SCIENCE PACING GUIDE NINE WEEKS & CHAPTER READING UNIT First Nine Weeks Introductory Chapter: Ready, Set, Science! Chapter 1: Observing and Classifying Matter Chapter 2: Changes in Matter

More information

SCIENCE: A Closer Look

SCIENCE: A Closer Look Macmillan/McGraw-Hill 2008 Grades K - 6 Wisconsin Science Assessment Framework Grades 4 and 8 Macmillan/McGraw-Hill 800-789-2665 This correlation was completed through a detailed manual process that matches

More information

MACMILLAN/McGRAW-HILL SCIENCE: A CLOSER LOOK. Grade 3 ALASKA SCIENCE PERFORMANCE STANDARDS. And GRADE LEVEL EXPECTATIONS. Grade 3

MACMILLAN/McGRAW-HILL SCIENCE: A CLOSER LOOK. Grade 3 ALASKA SCIENCE PERFORMANCE STANDARDS. And GRADE LEVEL EXPECTATIONS. Grade 3 MACMILLAN/McGRAW-HILL SCIENCE: A CLOSER LOOK TO ALASKA SCIENCE PERFORMANCE STANDARDS And GRADE LEVEL EXPECTATIONS Macmillan/ Edition, Copyright 2008 MACMILLAN/MCGRAW-HILL SCIENCE: A CLOSER LOOK, COPYRIGHT

More information

MACMILLAN/McGRAW-HILL SCIENCE A CLOSER LOOK. Grade 3 OREGON SCIENCE CONTENT STANDARDS ADOPTED BY THE STATE BOARD OF EDUCATION FEBRUARY 20, 2009

MACMILLAN/McGRAW-HILL SCIENCE A CLOSER LOOK. Grade 3 OREGON SCIENCE CONTENT STANDARDS ADOPTED BY THE STATE BOARD OF EDUCATION FEBRUARY 20, 2009 MACMILLAN/McGRAW-HILL SCIENCE A CLOSER LOOK TO OREGON SCIENCE CONTENT STANDARDS ADOPTED BY THE STATE BOARD OF EDUCATION FEBRUARY 20, 2009 Macmillan/ Edition, Copyright 2011 MACMILLAN/MCGRAW-HILL SCIENCE

More information

Kindergarten Science Units Life Science Plants and Animals

Kindergarten Science Units Life Science Plants and Animals Kindergarten Science Units Life Science Plants and Animals How do certain characteristics of plants and animals help them to survive? How do plants and animals change during their life cycles? How are

More information

Notebook Set Up Packet

Notebook Set Up Packet A Science Notebook Set Up Packet for Primary Grades By Nancy VandenBerge Firstgradewow.blogspot.com Graphics By Thistle Girl, scrappindoodles This little unit is intended to be an aid in setting up a science

More information

A Correlation of Illinois Science Performance Descriptors Grades 1-6

A Correlation of Illinois Science Performance Descriptors Grades 1-6 A Correlation of to Illinois Science Performance Descriptors Grades 1-6 G/S-118 Introduction This document demonstrates how Scott Foresman Science meets the Illinois Science Performance Descriptors. Page

More information

Kansas Science Education Standards

Kansas Science Education Standards A Correlation of & Scott Foresman Science Leveled Readers to the Kansas Science Education Standards Grades K - 6 G/S-130B Introduction This document demonstrates how Scott Foresman Science & Scott Foresman

More information

DATES TAUGHT DATE ASSESSED. ASSESSMENT TYPE (classroom, STAR, objective, subjective, project, etc.) Ongoing Ongoing Ongoing Discussion Classroom Tests

DATES TAUGHT DATE ASSESSED. ASSESSMENT TYPE (classroom, STAR, objective, subjective, project, etc.) Ongoing Ongoing Ongoing Discussion Classroom Tests York Public Schools, 2 nd Grade STRAND Inquiry and Nature of STANDARD OBJECTIVES (What it looks like in the classroom) The learner will SC2.1.1.a Ask questions that relate to a science topic SC2.1.1.b

More information

Florida Science Standards

Florida Science Standards A Correlation of to the Florida Science Standards Grades K - 5 T/S-55 Introduction This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references

More information

First Grade Science Vocabulary

First Grade Science Vocabulary data conclusion predict describe observe record identify investigate evidence recycle dispose reuse goggles air cloud precipitation temperature weather wind precipitation property season temperature weather

More information

Michigan Science Grade Level Content Expectations Grades K-6

Michigan Science Grade Level Content Expectations Grades K-6 A Correlation of Chapter Books to the Michigan Science Grade Level Content Expectations Grades K-6 G/S-137 Introduction This document demonstrates how the Chapter Books meet objectives of the. Correlation

More information

Grade One: Weather Kit: Standard Connections

Grade One: Weather Kit: Standard Connections Grade One: Weather Kit: Standard Connections Record the temperature outdoors in a sunny location and a shady location. Discuss the reason for the difference in temperature. Do as above on a sunny day and

More information

North Carolina Essential Standards 3-5 Science

North Carolina Essential Standards 3-5 Science North Carolina s Note on Numbering: Physical Science (P) Earth Science (E) Life Science (L) The North Carolina Science s maintain the respect for local control of each Local Education Authority (LEA) to

More information

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 3

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 3 Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 3 TEKS Comments Louisiana GLE (3.1) Scientific Processes. The student

More information

I/R/M FIRST GRADE Religious Values

I/R/M FIRST GRADE Religious Values I/R/M FIRST GRADE Religious Values Life Science A. Animals 1. Characteristics and changes in habitats a. Identify that living things move by themselves, make new ones like themselves, interact with their

More information

Standards: 3.1.C; 3.2.A; 3.2.B; 3.3.A; 3.3.C; 3.3.D; 3.5.A; 3.6.C; 4.1.C; 4.1.D; 4.2.A; 4.2.B; 4.3.A; 4.4.C; 4.6. A; 4.7.A; 4.7.B; 4.7.C; 4.8.

Standards: 3.1.C; 3.2.A; 3.2.B; 3.3.A; 3.3.C; 3.3.D; 3.5.A; 3.6.C; 4.1.C; 4.1.D; 4.2.A; 4.2.B; 4.3.A; 4.4.C; 4.6. A; 4.7.A; 4.7.B; 4.7.C; 4.8. Unit: Animals Standards: 3.1.C; 3.2.A; 3.2.B; 3.3.A; 3.3.C; 3.3.D; 3.5.A; 3.6.C; 4.1.C; 4.1.D; 4.2.A; 4.2.B; 4.3.A; 4.4.C; 4.6. A; 4.7.A; 4.7.B; 4.7.C; 4.8.D Unit Essential Question (s): How do animals

More information

Unit: Plants & Animals (Grade 2)

Unit: Plants & Animals (Grade 2) Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals

More information

4THE UNIVERSITY OF THE STATE OF NEW YORK

4THE UNIVERSITY OF THE STATE OF NEW YORK 4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test

More information

Exploring Science Table of Contents with NGSS and Literacy Alignment

Exploring Science Table of Contents with NGSS and Literacy Alignment Exploring Science Table of Contents with NGSS and Literacy Alignment Grade 5 Physical Science Structure and Properties of Matter Lesson Matter States of Matter Investigate: Matter Think Like a Scientist:

More information

NEVADA Science Standards

NEVADA Science Standards A Correlation of 2012 To the NEVADA Science Standards , 2012 Introduction This document demonstrates the close alignment between 2012, and the for. Correlation page references are Teacher s Edition and

More information

Essential Standards: Kindergarten Science Unpacked Content

Essential Standards: Kindergarten Science Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

North Carolina Essential Standards K-2 Science

North Carolina Essential Standards K-2 Science North Carolina s Note on Numbering: Physical Science (P) Earth Science (E) Life Science (L) The North Carolina Science s maintain the respect for local control of each Local Education Authority (LEA) to

More information

Grade 1 Compare and Measure (STC) Relative lengths may be compared by using a variety of frames of reference. Use of nonstandard units of measure prod

Grade 1 Compare and Measure (STC) Relative lengths may be compared by using a variety of frames of reference. Use of nonstandard units of measure prod Kindergarten Weather (STC) Weather changes from day to day and week to week. Features of weather include cloud cover, precipitation, wind, and temperature. Tools used to measure different features of weather

More information

Second Grade Science Vocabulary

Second Grade Science Vocabulary data conclusion predict describe observe record identify investigate evidence analyze recycle dispose reuse goggles magnet force motion position sliding rolling spinning Unit - Investigation Design and

More information

Louisiana Department of Education Science. Correlation to Grade Level Expectations. Grade 4 Correlation Document

Louisiana Department of Education Science. Correlation to Grade Level Expectations. Grade 4 Correlation Document Louisiana Department of Education Science Correlation to Grade Level Expectations Grade 4 Correlation Document Pearson Education, Inc., publishing as Scott Foresman Louisiana Interactive Science 2012 Subject

More information

ELEMENTARY-LEVEL SCIENCE TEST

ELEMENTARY-LEVEL SCIENCE TEST 4THE UNIVERSITY OF THE STATE OF NEW YORK SPRING 2008 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test

More information

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Broward County Elementary Science (1/2006) 1 K First Quarter Second Quarter Third Quarter Fourth Quarter Introduction to Science The Senses, Classification,

More information

KINDERGARTEN Science Content Standards

KINDERGARTEN Science Content Standards KINDERGARTEN Physical Sciences 1. Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept: a. Students know water can be a liquid or a solid and can

More information

South Carolina State Standard Ties-Ins

South Carolina State Standard Ties-Ins South Carolina State Standard Ties-Ins The following are suggested opportunities to tie-in food waste composting with state science curriculum standards. Kindergarten Science Standards K.S.1A. Conceptual

More information

MCSD SCIENCE Curriculum Map ~ 1 st Grade

MCSD SCIENCE Curriculum Map ~ 1 st Grade MCSD SCIENCE Curriculum Map ~ 1 st Grade S.K 2.A.1.1.1 Identify and explain the application of scientific, environmental, or technological knowledge to possible solutions to problems Taught in Unit(s):

More information

P17X Science Unit Plans 1

P17X Science Unit Plans 1 P17X Science Unit Plans 1 Kindergarten September Unit 1-Trees Through The Seasons What are some changes we see in trees during the year? Identify what plants need to live: -Water Identify what plants need

More information

SCIENTIFIC INVESTIGATIONS Experiments Safety Construct Models 1.5. PHYSICAL SCIENCE Matter Magnets 2.

SCIENTIFIC INVESTIGATIONS Experiments Safety Construct Models 1.5. PHYSICAL SCIENCE Matter Magnets 2. KINDERGARTEN TOPICS LIST Skill Taught State Standard SCIENTIFIC INVESTIGATIONS Experiments 1.1 1.3 1.4 1.6 5.2 Safety 1.1 1.3 Construct Models 1.5 Measurement 1.2 PHYSICAL SCIENCE Matter 2.1 2.3 2.4 Magnets

More information

Plants Pupils should be taught to: identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

Plants Pupils should be taught to: identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Plants identify and name a variety of common wild and garden plants, including deciduous and evergreen trees identify and describe the basic structure of a variety of common flowering plants, including

More information

Third Grade Science Curriculum

Third Grade Science Curriculum Third Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the third grade level.

More information

Science Process Skills

Science Process Skills Columbia Falls - S6 SCENCE GRAE 3 Course Overview: Focus Areas: Chemical Tests, Plant Growth and evelopment, Rocks and Minerals, Soils Students will continue to learn and apply science process skills as

More information

Grade 5 Science Assessment. Eligible Texas Essential Knowledge and Skills

Grade 5 Science Assessment. Eligible Texas Essential Knowledge and Skills Science Assessment Eligible Texas Essential Knowledge and Skills STAAR Science Assessment Reporting Category 1: Matter and Energy The student will demonstrate an understanding of the properties of matter

More information

Third Grade Science Vocabulary Investigation Design & Safety

Third Grade Science Vocabulary Investigation Design & Safety recycle dispose reuse goggles data conclusion predict describe observe record identify investigate evidence analyze mass matter float sink attract force magnet magnetic magnetism pole pull push repel Third

More information

NEW NATIONAL CURRICULUM SUBJECT AREA:

NEW NATIONAL CURRICULUM SUBJECT AREA: NEW NATIONAL CURRICULUM SUBJECT AREA: Science End Of Year Expectations Animals including humans Identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals Identify

More information

Kindergarten Science SBRC Rubric TEKS Performance Assessment Assessment of Mastery MS AS IPS

Kindergarten Science SBRC Rubric TEKS Performance Assessment Assessment of Mastery MS AS IPS Report Card Stard Process Skills Actively conducting investigations using tools safely. Observes, collects, s, communicates scientific data. Kindergarten Science SBRC Rubric TEKS Performance Assessment

More information

Learning Targets Science K4-12 For All Levels/ Areas of Science

Learning Targets Science K4-12 For All Levels/ Areas of Science Learning Targets Science K4-12 For All Levels/ Areas of Science Science Connections Connect scientific themes to the natural and designed world using models, scientific methods, including data collection,

More information

FOSS Next Generation

FOSS Next Generation FOSS Next Generation NGSS Alignment Overview Grades K 5 Three-dimensional active science for the Next Generation April 2016 deltaeducation.com/fossng The Next Generation of NGSS Alignment FOSS Next Generation

More information

Bracken County Schools Curriculum Guide Science. Grade 1 Unit 1: Discovery Suggested Length: 2-3 Weeks

Bracken County Schools Curriculum Guide Science. Grade 1 Unit 1: Discovery Suggested Length: 2-3 Weeks Grade 1 Unit 1: Discovery Suggested Length: 2-3 Weeks Program of Studies 1. How do my body parts and five senses help me discover and learn about the world? SI1 Students will ask simple scientific questions

More information

North Carolina Extended Essential Standards Science K-2

North Carolina Extended Essential Standards Science K-2 North Carolina Extended Essential Standards Science K-2 The Alternate Achievement Standards for Students With the Most Significant Cognitive Disabilities Non-Regulatory Guidance states, Materials should

More information

Student Name: Pretest. Grade 3 Science. Student Test Booklet

Student Name: Pretest. Grade 3 Science. Student Test Booklet Student Name: Pretest Grade 3 Science Student Test Booklet F O C U S curriculum Curriculum materials for your content standards 101 Manor Drive, Hudson, OH 446 866-315-7880 www.focuscurriculum.com Published

More information

SCIENCE STANDARD ARTICULATED BY GRADE LEVEL

SCIENCE STANDARD ARTICULATED BY GRADE LEVEL The goal in the development of the standard was to assure that the six strands and five unifying concepts are interwoven into a fabric of science that represents the true nature of science. Students have

More information

Grade 7 Science Vocabulary

Grade 7 Science Vocabulary Grade 7 Science Vocabulary The Florida Comprehensive Assessment Test Specifications for Science provides a glossary of vocabulary words identified by Florida educators as essential to assessing the Science

More information

Grade K Grade Span Expectations in Science Kindergarten. Alaska. Michigan

Grade K Grade Span Expectations in Science Kindergarten. Alaska. Michigan Grade Span Expectations in Science Alaska SCIENCE New Hampshire Michigan A C L O S E R L O O K Life Science STANDARDS LS1 - All living organisms have identifiable structures and characteristics that allow

More information

Fifth Grade Nature of Science

Fifth Grade Nature of Science Required to be taught to meet the state content standards in science Information introduced for the next grade level + Brookings school District additional requirements to be taught Fifth Grade Nature

More information

Show-Me Standards Students will: Classify matter as a solid, liquid or gas, using physical properties

Show-Me Standards Students will: Classify matter as a solid, liquid or gas, using physical properties Class: Science Grade 5 Learner Objective (to know) Activity (to do) Assessment Show-Me Standards Classify matter as a solid, liquid or gas, using physical properties Classify assorted objects that are

More information

Macmillan/McGraw Hill A Closer Look SCIENCE GRADE 2

Macmillan/McGraw Hill A Closer Look SCIENCE GRADE 2 Macmillan/McGraw Hill A Closer Look CORRELATION TO THE MISSISSIPPI CURRICULUM FRAMEWORKS INQUIRY SCIENCE GRADE 2 1. Develop abilities necessary to conduct scientific investigations. a. Formulate questions

More information

Grade 5 Correlation Document

Grade 5 Correlation Document Louisiana Department of Education Science Correlation to Grade Level Expectations Grade 5 Correlation Document Pearson Education, Inc., publishing as Scott Foresman Louisiana Interactive Science 2012 Subject

More information

Know: a) Planets orbit the sun in our solar system. b) The daily rotation of planets on their axis produces day and night. c) The moon orbits earth.

Know: a) Planets orbit the sun in our solar system. b) The daily rotation of planets on their axis produces day and night. c) The moon orbits earth. 4.1a Patterns and Cycles PreK-12 EU: Students will understand that patterns, cycles and movement govern the universe. What are some observable patterns and cycles in the solar system and how does it affect

More information

6th Grade - Science. Content Vocabulary. * Assess. investigation. make observations complete investigations conduct research generate questions

6th Grade - Science. Content Vocabulary. * Assess. investigation. make observations complete investigations conduct research generate questions Science Processes - Inquiry Process S.IP..1 Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

More information

Fourth Grade Science Curriculum

Fourth Grade Science Curriculum Fourth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the fourth grade level.

More information

8.1.1.e Make qualitative and quantitative observations

8.1.1.e Make qualitative and quantitative observations Grades 6-8 Science: s, s and s SC 1: INQUIRY, THE NATURE OF SCIENCE, AND TECHNOLOGY Students will combine scientific processes and knowledge with scientific reasoning and critical thinking to ask questions

More information

I can ask relevant questions and use different types of scientific enquiries to answer them.

I can ask relevant questions and use different types of scientific enquiries to answer them. Science: Mapping Progression across KS1 and KS2 Strand: Working Scientifically I can ask simple questions and know that there can be more than one answer. I can use simple equipment to look very closely

More information

Texas Essential Knowledge and Skills for Science

Texas Essential Knowledge and Skills for Science 112.2. Science, Kindergarten (2) As students learn science skills, they identify components of the natural world including rocks, soil, and water. Students observe the seasons and growth as examples of

More information

4THE UNIVERSITY OF THE STATE OF NEW YORK

4THE UNIVERSITY OF THE STATE OF NEW YORK 4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 3, 2013 Student Name School Name The possession or use of any communications device is strictly prohibited

More information

3rd Grade Science. Curriculum Map. Town of West Point Public Schools

3rd Grade Science. Curriculum Map. Town of West Point Public Schools Town of s Science Curriculum Map Version: January, 2013 Based on: Science Standards of Learning Adopted, 2010 Full Implementation: 2012-2013 Assessment Map Strands/ Reporting Categories Scientific Investigation,

More information

Second Grade Nature of Science

Second Grade Nature of Science required to be taught to meet state standards in Science Second Grade Nature of Science Indicator 1: Understand the nature and origin of scientific knowledge. Note: These skills should be taught and practiced

More information

Lee County Schools 1 st Grade Pacing Guide Science

Lee County Schools 1 st Grade Pacing Guide Science Lee County Schools 1 st Grade Pacing Guide ALCOS Stards Week Topics/Themes Vocabulary Textbook Resources 1 All About Me Start Smart Week 1. Indentify basic 4 Physical Solid properties of objects. Length

More information

Interactive Science Grades

Interactive Science Grades A Correlation of Interactive Science Grades 5 2012 To the Michigan Science Grade Level Content Expectations v.1.09 Introduction This document demonstrates the close alignment between Interactive Science

More information

4THE UNIVERSITY OF THE STATE OF NEW YORK

4THE UNIVERSITY OF THE STATE OF NEW YORK 4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 1, 2015 Student Name School Name The possession or use of any communications device is strictly prohibited

More information

Indiana Learning Standards. Illinois Learning Standards

Indiana Learning Standards. Illinois Learning Standards The Simple Machines Program takes place in a highly engaging learning environment and is designed for students from third to fifth grade. The children perform hands- on experiments as well as learn various

More information

Science Georgia Standards of Excellence CROSSWALK

Science Georgia Standards of Excellence CROSSWALK CROSSWALK Georgia Performance Standards (GPS) to Proposed Georgia Standards of Excellence (GSE) to Recommended Georgia Standards of Excellence (GSE) Kindergarten Grade 12 DRAFT Georgia Department of Education

More information

Benchmarks for Science Literacy

Benchmarks for Science Literacy Benchmarks for Science Literacy 1. The Nature of Science 1.1 When a science investigation is done the way it was done before, we expect to get a very similar result. 1.2 Science investigation generally

More information

Fifth Grade. I can Define producer, herbivore, carnivore, omnivore, and decomposer.

Fifth Grade. I can Define producer, herbivore, carnivore, omnivore, and decomposer. Fifth Grade Ecosystems Habitats and Food Webs Indicator(s): Ls5.1. Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis. LS

More information

Science Units. Third and Fourth Grades Birchwood School Overview. Earth Science

Science Units. Third and Fourth Grades Birchwood School Overview. Earth Science Science Units Third and Fourth Grades Birchwood School 2010-2011 Overview Earth Science Rocks and Minerals Fossils Erosion Earth s Landforms Earth s Resources Weather The Water Cycle The Earth, the Moon

More information

A CLOSER LOOK. Grades 3 and Science Education Standards Grades 3-4 Kansas

A CLOSER LOOK. Grades 3 and Science Education Standards Grades 3-4 Kansas Science Education Standards Grades 3-4 Kansas SCIENCE A CLOSER LOOK Grades 3 and 4 2008 Codes used for the Teacher Wraparound Edition pages are the initial caps of headings on that page. STANDARD 1: SCIENCE

More information

Science. Fair. Handbook

Science. Fair. Handbook Science Fair Handbook What is A Science Fair Project? Adapted from http://www.eduplace.com/science/profdev/science_fair/whatis.html Science is about asking questions. A science fair project is a unique

More information

Disciplinary Core Ideas

Disciplinary Core Ideas Fifth Grade The performance expectations in fifth grade help students formulate answers to questions such as: When matter changes, does its weight change? How much water can be found in different places

More information

Earth/Space Science. Kindergarten

Earth/Space Science. Kindergarten Earth/Space Science Kindergarten Overall Essential Skill Students will use their 5 senses to observe and describe characteristics and changes in non-living and living objects in the world around them will

More information

GRADE. Correlated. Congratulations on your purchase of some of the fi nest teaching materials in the world. to State Standards

GRADE. Correlated. Congratulations on your purchase of some of the fi nest teaching materials in the world. to State Standards GRADE 1 Editorial Development: Penny Atcheson James Spears Andrea Weiss Copy Editing: Roseann Erwin Cathy Harber Art Direction: Cheryl Puckett Illustration: Ruth Linstromberg Design/Production: Susan Bigger

More information

Science Curriculum New Hartford Public Schools Grade 6 MATTER

Science Curriculum New Hartford Public Schools Grade 6 MATTER 6.1.a Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means. 6.1.b Pure substances can be either elements or compounds, and they

More information

How Engineering is Elementary units link to the Next Generation Science Standards*

How Engineering is Elementary units link to the Next Generation Science Standards* How Engineering is Elementary units link to the Next Generation Science Standards* Physical Science Kindergarten K-PS2 Motion and Stability: Forces and Interactions K-PS3 Energy K-PS2-1. Plan and conduct

More information

EARTH SCIENCE CONCEPTUAL FRAMEWORK GRADES K 12 WCCUSD/UCMP EARTH AS A SYSTEM

EARTH SCIENCE CONCEPTUAL FRAMEWORK GRADES K 12 WCCUSD/UCMP EARTH AS A SYSTEM EARTH AS A SYSTEM K-2 3-5 6-8 How is the Earth part of a larger system? The Earth is part of a bigger system called the Solar System. The Earth is part of the Solar System. The Earth is part of the Solar

More information

4THE UNIVERSITY OF THE STATE OF NEW YORK

4THE UNIVERSITY OF THE STATE OF NEW YORK 4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 7, 2010 Student Name School Name Print your name and the name of your school on the lines above. The test

More information

MINNESOTA ACADEMIC SCIENCE CONTENT AND PERFORMANCE STANDARDS GRADE 6. PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

MINNESOTA ACADEMIC SCIENCE CONTENT AND PERFORMANCE STANDARDS GRADE 6. PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) Minnesota Academic Content Standards and Benchmarks (Performance Standards) (Grades 6-8) GRADE 6 I. HISTORY AND NATURE OF SCIENCE A. Scientific World View The student will understand that science is a

More information

Second Grade. 2. List living and nonliving resources (for animals, humans, and plants) from an environment and explain how each is used.

Second Grade. 2. List living and nonliving resources (for animals, humans, and plants) from an environment and explain how each is used. Second Grade Plants and Animals - Needs of Living Things Indicator(s): Es1.1/Ls 2.1 Identify and explain that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals,

More information

Second Grade Science Content Guide

Second Grade Science Content Guide Second Grade Science Content Guide NEXT GENERATION SECOND GRADE SCIENCE STANDARDS (NGSS) 2-PS1 Matter and its Interactions Plan and carry out investigations to answer questions or test solutions to problems

More information

Sunshine State Standards for Palm Beach County

Sunshine State Standards for Palm Beach County A Correlation of to the Sunshine State Stards for Palm Beach County T/S-45_K Introduction This document demonstrates how meets the Sunshine State Stards for Palm Beach County. Page references are to the

More information

WETLAND EXPLORATION: PRAIRIES

WETLAND EXPLORATION: PRAIRIES WETLAND EXPLORATION: PRAIRIES DESCRIPTION: Students will travel to a wetland and will focus on varying aspects of wetland ecology based on prairies. PROGRAM TYPE: Classroom/Fieldtrip - Wellington Reservation;

More information

Second Grade Science Content Standards and Objectives

Second Grade Science Content Standards and Objectives Second Grade Science Content Standards and Objectives Standard 1: Nature of Science Students will demonstrate an understanding of the history and nature of science as a human endeavor encompassing the

More information

Essential Standards: Grade 4 Science Unpacked Content

Essential Standards: Grade 4 Science Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

Unit 4: Earth Science. Organization of Living Things Ecosystems

Unit 4: Earth Science. Organization of Living Things Ecosystems Michigan District Lutheran School Curriculum SCOPE & SEQUENCE Grade Level: 6 Unit 1: Science Processes Curricular Area: Science Unit 2: Unit 3: Physical Science Life Science Unit 4: Earth Science Inquiry,

More information

National Curriculum 2014 Science Objectives

National Curriculum 2014 Science Objectives Year 1 Year 1 and 2 Plants Animals, inc humans Everyday Materials Seasonal Changes common wild and garden plants, including deciduous and evergreen trees structure of a variety of common flowering plants,

More information

SCIENCE Grade 2 Standard: Earth & Space

SCIENCE Grade 2 Standard: Earth & Space Standard: Earth & Space The Universe A. Observe constant and changing patterns of objects in the 1. Recognize that there are more stars in the sky than day and night sky. anyone can easily count. 2. Observe

More information

Pre-K Science. Earth and Space Air Weather. Life Science Living-Non Living Things. Physical Science Properties of Objects Motion

Pre-K Science. Earth and Space Air Weather. Life Science Living-Non Living Things. Physical Science Properties of Objects Motion Pre-K Science Earth and Space Air Weather Life Science Living-Non Living Things Physical Science Properties of Objects Motion Technology Simple Tools 1 Strand-Earth and Space Science 1.2 Pre-School Teacher

More information

First Grade Outreach Programs TEKS

First Grade Outreach Programs TEKS First Grade Outreach Programs TEKS First Grade Animal Program: (b) Knowledge and skills. (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in

More information

Primary Curriculum 2014

Primary Curriculum 2014 Primary Curriculum 2014 Suggested Key Objectives for Science at Key Stages 1 and 2 Year 1 Science Key Objectives 1 Asking simple questions and recognising that they can be answered in different ways 2

More information

Kindergarten Science & Engineering Learning Expectations. Public Schools of Brookline

Kindergarten Science & Engineering Learning Expectations. Public Schools of Brookline Kindergarten Science & Engineering Overview The Science & Engineering (LEs) outline the content that students will learn and skills (practices) that students will be able to do from prek through Grade

More information

Organization of the Elementary Science Core

Organization of the Elementary Science Core Introduction Utah Elementary Science Core Curriculum Third Grade Adopted by Utah State Board of Education March 12, 2002 Science is a way of knowing, a process for gaining knowledge and understanding of

More information

MACMILLAN/McGRAW-HILL SCIENCE A CLOSER LOOK. Grade 5 OREGON SCIENCE CONTENT STANDARDS ADOPTED BY THE STATE BOARD OF EDUCATION FEBRUARY 20, 2009

MACMILLAN/McGRAW-HILL SCIENCE A CLOSER LOOK. Grade 5 OREGON SCIENCE CONTENT STANDARDS ADOPTED BY THE STATE BOARD OF EDUCATION FEBRUARY 20, 2009 - MACMILLAN/McGRAW-HILL SCIENCE A CLOSER LOOK TO OREGON SCIENCE CONTENT STANDARDS ADOPTED BY THE STATE BOARD OF EDUCATION FEBRUARY 20, 2009 Macmillan/ Edition, Copyright 2011 MACMILLAN/MCGRAW-HILL SCIENCE

More information

Macmillan/McGraw Hill A Closer Look SCIENCE GRADE 3

Macmillan/McGraw Hill A Closer Look SCIENCE GRADE 3 Macmillan/McGraw Hill A Closer Look CORRELATION TO THE MISSISSIPPI CURRICULUM FRAMEWORKS INQUIRY SCIENCE GRADE 3 1. Apply concepts involved in a scientific investigation. a. Identify questions and predict

More information

Third Grade. I can Define species, cell, nucleus, cytoplasm, mitochondria, ribosomes, reproduction, egg, chrysalis, off-spring.

Third Grade. I can Define species, cell, nucleus, cytoplasm, mitochondria, ribosomes, reproduction, egg, chrysalis, off-spring. Third Grade Animals Indicator(s): Explain that animals are made of smaller units called cells. Draw animal cells and identify their parts. Ls3.1. Compare the life cycles of different animals including

More information

Science Fusion. Grade 4 Homeschool Pacing Guide

Science Fusion. Grade 4 Homeschool Pacing Guide Unit 1: Studying Science Science Fusion Grade 4 Homeschool Pacing Guide Options for Instruction: Two parallel paths meet the unit objectives, with a strong inquiry strand woven into each. Follow the Print

More information

Second Grade Science Curriculum

Second Grade Science Curriculum Second Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the second grade level.

More information