A Correlation of Illinois Science Performance Descriptors Grades 1-6

Transcription

1 A Correlation of to Illinois Science Performance Descriptors Grades 1-6 G/S-118

2 Introduction This document demonstrates how Scott Foresman Science meets the Illinois Science Performance Descriptors. Page references are to the Teacher s Edition, which contains facsimile Student Edition and ancillary pages. Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design. Scaffolded 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 Grade One Grade Two Grade Three...15 Grade Four Grade Five Grade Six...41

4 Science Descriptors Scott Foresman Science to the Grade 1 Stage A 11A - Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry. 1. Describe an observed science concept using appropriate senses, making applicable estimations and measurements, predicting steps or sequences, describing changes in terms of starting and ending conditions using words, diagrams or graphs. describe observed science concepts. These are some of the many examples. 4, 18 19, 28, 40 41, 52, 74 75, 84, , 117, , 156, , 180, , 197, , UC1, UC4, 212, 217, , 244, 254, 262, , 276, , 301, , 316, , , 340, 349, Begin guided inquiry asking questions using prior knowledge and observations, inferring from observations to generate new questions, or developing strategies to investigate questions. begin guided inquiries. These are some of the many examples , 28, 40 41, 52, 74 75, 84, , 116, , , 148, , 180, , , UC4, , 244, , 276, , , 316, , , Conduct guided inquiry following appropriate procedural steps and safety precautions as directed by teacher. conduct guided inquiries. These are some of the many examples , 40 41, 74 75, , 116, , , , 180, , , 244, , 276, , , , , Collect data for guided inquiry identifying and using instruments for gathering data, making estimates and measurements, recording observations, or reading data from data-collection instruments. collect data for guided inquiries. These are some of the many examples. 4, 18 19, 40 41, 52, 74 75, , , , , 197, , , , 276, , , 316, , , Grade One 1

5 5. Record and store data assembling pictures to illustrate data, or organizing data on charts and pictographs, tables, journals or computers. record and store data. These are some of the many examples , 28, 40 41, 74 75, , , , , 197, , 216, , 235, , 269, 276, , 301, , , , Analyze and display results recognizing and describing patterns, noting similarities and differences in patterns, or predicting trends. analyze and display results. These are some of the many examples , 52, 74 75, , , , , , , 244, , 276, , , , Communicate individual and group results identifying similar data from others, generalizing data, drawing simple conclusions, or suggesting more questions to consider. communicate individual and group results. These are some of the many examples. 4, 18 19, 28, 40 41, 52, 74 75, 84, , , , , 180, , , , , 276, , , 316, , , B - Students who meet the standard know and apply the concepts, principles, and processes of technological design. 1. Propose ideas for solutions to technological design questions asking questions about concept (e.g., how to demonstrate that sound is produced by vibrating objects), identifying criteria for measuring success of design or prioritizing possible solutions from given list , 144, 148, , 227, 244, 252, , , 276, , 312, , Select a possible solution which addresses the design question choosing materials from teacher-generated options, determining the order of assembly steps, identifying the variables for testing criteria factors, proposing procedural steps to test design or sketching the projected final design , 144, 148, , , 340, 351, , Grade One 2

6 3. Construct the selected technological solution using the materials and tools provided or recording observational data for design process , 144, , 244, 276, , , 340, , Test for design success based on teacher-generated criteria conducting multiple trials or collecting data from tests using appropriate measurement methods , 144, , 276, , , Communicate results of design tests comparing data from student trials to evaluate design success, reporting the procedures followed, evaluating best design to solve technological design question or proposing modifications for design solution in additional trials , 144, , , 340, , 371, A - Students who meet the standard know and apply concepts that explain how living things function, adapt, and change. 1. Apply scientific inquiries or technological designs to introduce basic needs, characteristics and component parts of living things, comparing living and non-living things, describing basic needs and characteristics of living things, sorting the common key structures and functions for animal and plant groupings, classifying common animals by size, color, family units, and shape, and explaining the rationale for the grouping, or distinguishing common physical characteristics or structures for groupings of animals or plants with regard to seasonal, age changes and parent characteristics. UA1, UA4, 2 3, 4, 5, 6 9, 10 11, 12 13, 14 17, 21, 22 23, 50 51, 52, 53, 54 57, 58 61, 62 67, 68 71, 72 73, 74 75, 76 77, 78 79, 82 83, 84, 85, 86 91, 92 93, 94 97, 98 99, , , , 111, , , , , , 136, 154, 160, 164, 188, UC4, , B - Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment. 1. Apply scientific inquiries or technological designs to explore the relationships of living things to their environment, identifying the common characteristics of habitats, matching the needs of organisms in local and global habitats. UA2 UA3, 12 13, 18 19, 22 23, 26 27, 28, 29, 30 33, 34 35, 36 37, 38 39, 40 41, 43, 44 45, 46 47, 54 57, 59, 62 65, 70 71, 72 73, 157, 160, 162, Grade One 3

7 2. Apply scientific inquiries or technological designs to explore how living things are dependent on one another for survival, identifying the survival needs of plants and animals, matching groupings of animals (e.g., lion's pride, gaggle of geese, herds, packs), predicting what would happen to organisms when their environmental resources are changed (i.e., seasonally or climatically), or explaining how humans adapt to their environments. UA2 UA3, 6, 10 11, 12 13, 18 19, 22, 29, 32 33, 34, 36 37, 38, 42 43, 44 45, 48, 50 51, 52, 54 57, 59 61, 62 67, 68, 70 71, 72 73, 74 75, 78 79, 80, 82 83, 86, , , , , , , , 135, 136, 139, , 182, 188, 190, 200, 228, 278, 282, , 343, , , 360, C - Students who meet the standard know and apply concepts that describe properties of matter and energy and the interactions between them. 1. Apply scientific inquiries or technological designs to examine forms of energy, exploring sources and types of energy in familiar situations, experimenting with sounds by vibrating different materials, exploring ways that heat, light and sound are produced naturally and artificially , 245, , , 257, , , , 270, 273, , 276, , , , , , 298, , 304, 308, 312, 316, Apply scientific inquiries or technological designs to explore the states and properties of matter, comparing solids, liquids and gases and how they change states, or sorting objects by similar large-scale physical properties , 213, , , , , , , , , D - Students who meet the standard know and apply concepts that describe force and motion and the principles that explain them. 1. Apply scientific inquiries or technological designs to explore simple forces around us, describing how push or pull may affect the motion of objects, classifying materials by their magnetic attraction or repulsion, or sorting examples of simple machines , 244, 245, , 251, , , , , , , , Apply scientific inquiries or technological designs to explore the simple concepts of motion, changing the position and motion of objects or showing simple inertia and momentum in real-world applications. UC3, 242, 244, , , , , , , , 275, , Grade One 4

8 12E - Students who meet the standard know and apply concepts that describe the features and processes of Earth and its resources. 1. Apply scientific inquiries or technological designs to introduce the Earth's land, water and atmospheric components, sorting pictures of different land features, identifying the basic features of globes or maps, classifying major sources or uses of water, or sketching atmospheric features seen in the sky over time. 10, 25, 26 27, 31, 34, 36 37, 38, 44, , UB1, UB2 UB3, , 148, 149, , , 159, , 179, 187, Apply scientific inquiries or technological designs to introduce weather and seasonal changes, collecting daily weather data, predicting local weather conditions based on collected data, associating seasonal variations of weather data, or creating pictographs or other graphic displays of local weather patterns. 33, 34, UB1, , 180, 181, , , , , , , , 200, 201, Apply scientific inquiries or technological designs to classify renewable and non-renewable natural resources, sorting different examples of simple natural resources, identifying the origin of these examples with their recyclable possibilities, or setting and working toward a possible recycling or reusing goal for classroom application effort. UB2 3, , , 160, 162, 164, , , F - Students who meet the standard know and apply concepts that explain the composition and structure of the universe and Earth's place in it. 1. Apply scientific inquiries or technological designs to explore the familiar objects of the solar system, identifying the easily visible components, exploring their relative sizes using scale models, recording daily and/or nightly moon sightings, or introducing space mission studies. 80, 285, , 316, 317, , , , , , , , 336, Apply scientific inquiries or technological designs to explore the explanations of the daily and annual patterns of the Earth's motion, recording observations of the daily path of the sun over time, comparing shadows during a day, or observing the daily and seasonal differences of the day and night sky , 187, 282, , , , , 316, 317, , , , , , Grade One 5

9 13A - Students who meet the standard know and apply accepted practices of science. 1. Apply the appropriate principles of safety using established classroom safety, order and cleanliness rules during science inquiry or design investigations, applying general science rules in home and playground settings, role-playing what should be done in case of fire, explaining when and why electricity can be harmful and helpful, or reinforcing decisionmaking skills related to the promotion and protection of individual health. 4, 18 19, 28, 40 41, 52, 74 75, 84, , 116, , , 148, , 180, , 204, 212, , 244, , 276, 277, , , , , 304, 307, , 316, , 340, , Apply scientific habits of mind valuing the importance of recording scientific data accurately and honestly in inquiry and design investigations, comparing observations by different students observing the same activity, proposing reasons for differences in observations, or reporting data from repeated observations across timed intervals. 4, 18 19, 40 41, 52, 53, 74 75, 84, , , , 180, , , 212, 276, B - Students who meet the standard know and apply concepts that describe the interaction between science, technology, and society. 1. Apply the use of appropriate scientific tools in inquiry or design investigations using instruments for measuring length and temperature, or recording values with accuracy. 39, 52, 53, , 117, 178, , , 197, 204, , 234, 276, Explore the contributions of men and women in the life, environmental, physical, earth and space sciences identifying individuals and their discoveries or inventions, or explaining how scientists have advanced our knowledge in real life. 24, 48, 80, 112, 136, 174, 176, 200, 240, 272, 304, , 336, Describe ways that science and technology are found in real-world situations identifying familiar jobs and careers from science fields, inferring the impact of science and technologies in their lives, identifying how technologies make work easier, faster or more efficient, or describing ways that scientists are working to solve problems. 48, 80, 112, 136, , 200, 240, 272, 304, , , , , , , , 368 Grade One 6

10 4. Demonstrate an understanding of conservation and the need to protect natural resources identifying types and causes of pollution, listing materials that can be recycled, or suggesting ideas for reducing, reusing, or recycling renewable resources , , , 173 Grade One 7

11 Science Descriptors Scott Foresman Science to the Grade 2 Stage B 11A - Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry. 1. Describe observed science event, sequencing processes or steps, choosing/proposing causes or effects based on observations, or using measurable and descriptive attributes and units. describe observed science events. These are some of the many examples. 4, 26 27, 28 29, 36, 56 57, 58 59, 68, 90 91, 100, , , 140, 141, , 172, 173, , , 227, , 236, , 268, 285, , 300, , , , 364, , Begin guided inquiry investigations about objects, events, and/or organisms that can be tested, asking pertinent questions, predicting conditions that can influence change, or determining simple steps to follow to investigate selected question(s). begin guided inquiry investigations about objects, events, and/or organisms that can be tested. These are some of the many examples. 4, 26 27, 36, 56 57, 68, 90 91, 100, , 140, , 172, , 204, , , UC2 UC3, 233, 236, , , 300, , , , 364, , , Conduct guided inquiry assembling proper materials and equipment, or following appropriate procedural steps and safety precautions. conduct guided inquiries. These are some of the many examples. 4, 26 27, 36, 56 57, 68, 90 91, 100, , 136, 140, , 172, , 204, , , 236, , 289, , 300, , , 364, , , Grade Two 8

12 4. Collect data for investigations, choosing and using appropriate instruments and units, recording data on classroom charts, tables, journals or on computers, or sorting or modifying pictures or drawings that illustrate data. collect data for investigations. These are some of the many examples , 56 57, 58 59, 90 91, 100, , , 140, , 172, , 204, , , , , , 364, , , 419, Analyze results investigation, organizing data on graphs or charts, constructing reasonable and accurate explanations from data, or applying qualitative and quantitative terminology that describes observed data patterns. analyze results investigations. These are some of the many examples. 4, 26 27, 56 57, 90 91, 100, , 140, , 172, , , UC2 UC3, , , , , , , , Communicate results of individual and group investigation, matching similar data from other data sources, identifying reasons for differences or discrepancies in the data, selecting data that can be used to predict future events or data trends, or generating questions for possible future inquiry investigations. communicate results of individual and group investigations. These are some of the many examples. 4, 27, 36, 56 57, 90 91, 100, , 140, , 172, , 204, 227, 236, , , 300, , , , , B - Students who meet the standard know and apply the concepts, principles, and processes of technological design. 1. Propose ideas for solutions to technological design problem, asking questions about causes and effects of concept to model or test (e.g., how to test 'if-then' effects of magnets, batteries, sound, buoyancy), identifying criteria for measuring success of design, or prioritizing possible solutions from given list. propose ideas for solutions to technological design problems. These are some of the many examples. 4, 26 27, 56 57, 68, 69, , , 136, , , , 232, 300, , 332, , 396, Grade Two 9

13 2. Begin a design solution, choosing procedural steps for construction and testing from teacher-generated options, suggesting the variables for testing criteria factors, or sketching the projected final design. begin design solutions. These are some of the many examples. 4, 26 27, 56 57, 68, 69, 123, , 136, 172, , , 232, 300, , , , 364, 396, Construct the selected technological design using the materials and tools provided, recording anecdotal data from design process, or evaluating construction success. construct selected technological designs. These are some of the many examples. 4, 26 27, 56 57, 68, , , 136, 172, , , 232, 268, 300, , 332, , , 364, 396, Test for design success based on teacher- or student-generated criteria conducting multiple trials, or collecting data from tests using appropriate measurement methods. test for design success based on teacher- or student-generated criteria. These are some of the many examples. 4, 26 27, 56 57, 68, , , 136, 172, , , 232, 300, , , , Communicate results of design tests presenting group results which include data from student trials to evaluate design success in testing scientific principle, procedures followed, suggestions for second round of design, or evaluating best design to solve technological problem. communicate results of design tests. These are some of the many examples. 4, 27, 56 57, 68, 69, , , 136, 172, , , 232, 300, , 332, , , , 396 Grade Two 10

14 12A - Students who meet the standard know and apply concepts that explain how living things function, adapt, and change. 1. Apply scientific inquiries or technological designs to explore common and diverse structures and functions of living things, describing how plants and animals obtain energy, categorizing animals by structures for foodgetting and movement, comparing how plants and animals live and reproduce, associating common plant products with plant structures and functions, or comparing common and distinctive plants' or animals' growth cycles, structures and functions. UA1, UA4, 2 3, 4, 6 9, 10 11, 12 15, 16 19, 20 21, 22 23, 24 25, 26 27, 28 29, 34 35, 36, 37, 38 41, 42 43, 44 45, 46 47, 48 49, 50 51, 52 55, 58 59, 60 61, 70 73, 74 77, 78 81, 94 95, 98 99, , , , , , , , , , , , , , , 352, B - Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment. 1. Apply scientific inquiries or technological designs to explore the impact of plants and animals in their changing environments, identifying factors that affect animal and plant growth and reproduction, or matching plant and animal adaptations to changing seasons or climatic changes. UA2 UA3, 4, 7 8, 10 11, 12 15, 16 19, 20 21, 22 23, 24 25, 26 27, 42 43, 44 45, 48 49, 50 51, 62 63, 73, 78, , 114, 144, 149, , , 177, , , , 186, , 210, 273, Apply scientific inquiries or technological designs to examine how plants and animals (including humans) survive together in their ecosystems describing the food chains or webs in various ecosystems, identifying local habitats, or identifying predator/prey and parasite/host relationships. UA2 UA3, 11, 15, 16, 18 19, 22 23, 24 25, 44, 54, 63, 64, 67, 70, 72 73, 74 77, 78 81, 82 83, 84 89, 92 93, 96, 104, 107, , , 150, 154, 159, C - Students who meet the standard know and apply concepts that describe properties of matter and energy and the interactions between them. 1. Apply scientific inquiries or technological designs to demonstrate energy sources constructing and testing simple electrical circuits with batteries, demonstrating how sound is produced by vibrating objects, or analyzing which energy sources power different objects , , , , 286, 288, 296, , 308, , 332, 334, 335, 338, , , , 352, Grade Two 11

15 2. Apply scientific inquiries or technological designs to compare qualitative and quantitative properties of matter, identifying component materials in objects, classifying objects or materials according to variable masses, volumes, temperatures, and states, or constants such as texture, odor, magnetism and buoyancy , , , , , , , D - Students who meet the standard know and apply concepts that describe force and motion and the principles that explain them. 1. Apply scientific inquiries or technological designs to compare and contrast common forces around us dramatizing the ways that forces cause action and reaction behaviors of common objects, distinguishing the work of simple machines, describing the attraction and repulsion of magnetic and electrical fields, or sorting examples of natural or man-made forces , 300, , , , , , , Apply scientific inquiries or technological designs to make connections between the basic concepts of motion to real world applications describing how gravity affects motion, demonstrating the rate, time and distance factors and units for speed, or describing examples of inertia and momentum in the classroom, playground and at home. 286, , , , , , , E - Students who meet the standard know and apply concepts that describe the features and processes of Earth and its resources. 1. Apply scientific inquiries or technological designs to demonstrate the properties of Earth's basic materials describing different types and uses of Earth's rocks, soils and minerals, identifying major sources/locations of water on the planet, or identifying major Earth and atmospheric features from photographs including those from satellites. 18, 24, 62 63, UB4, 137, 138, 140, 141, , , , 164, , 173, Apply scientific inquiries or technological designs to examine the natural processes that change Earth's surface modeling erosion processes in various soil compositions, or comparing different water flow models for weathering impact, or identifying water cycle in local weather conditions and features. 138, 140, 141, , , 164, , 173, 176, , 186, , , 227 Grade Two 12

16 3. Apply scientific inquiries or technological designs to examine various renewable or non-renewable resources comparing different paper, glass or plastic composition examples, collecting data about paper, glass or plastic consumption at school over time, or predicting futuristic resource uses and availabilities , , F - Students who meet the standard know and apply concepts that explain the composition and structure of the universe and Earth's place in it. 1. Apply scientific inquiries or technological designs to describe the main bodies in the solar system identifying the sizes, distances, and relationships of them, relating Earth's dependence on the Sun for heat and light, modeling the phases of the Moon, or suggesting how and why people have studied and explained the solar system through time. 254, , , 274, 278, 283, 364, , , , , , , , 392, 393, Apply scientific inquiries or technological designs to explain the seasonal and annual motions of the Earth and other planets in relation to the Sun, modeling the Earth's motion in relation to the Sun during the day, night, year, introducing the comparative orbits of planets in the solar system, relating the moon's orbit to its observed phases, or using constellation models to explain apparent changes in the night sky. UD2 UD3, , 364, , , , , This objective can also be developed from these pages: , , , 186, , , , , 295, A - Students who meet the standard know and apply accepted practices of science. 1. Apply the appropriate principles of safety explaining the dangers of electricity to applicable classroom and home situations, refraining from tasting unknown substances, mapping pathways to leave classroom or home in case of fire or severe weather situations, or identifying safety hazards associated with classroom science inquiry or design investigations. 100, 158, , 187, , 204, 280, , Grade Two 13

17 2. Apply scientific habits of mind proposing ways to test student-generated predictions for science-conceptual relationships, practicing how scientists generate questions for possible studies, relating knowledge that was gained through careful, repeated observations by classmates, or distinguishing hypotheses from guesses. 4, 5, 10, 26 27, 29, 56 57, 68, 69, 90 91, 92 93, 101, , , 136, 140, , , , 232, , 396, B - Students who meet the standard know and apply concepts that describe the interaction between science, technology, and society. 1. Apply the use of appropriate scientific technologies in inquiry and design investigations selecting appropriate technologies for measuring and recording data, comparing accuracy of estimations and precise measurements, sequencing appropriate steps for instructed use of equipment, or investigating the technology of measuring time in history. 36, 47, 56 57, 68, 92 93, 100, , , , 136, 140, 147, , 172, , 204, 217, , , 236, 239, 243, 245, , , 268, , UD4 2. Correlate careers and avocations in life, environmental, physical, earth and space sciences to important historical events and ordinary daily life studying applicable personal interest stories, or reporting on specific examples of how scientists or technologists have affected society. 32, 53, 62 63, 64, 96, 128, 150, , 168, 200, , , 224, 264, 296, 328, 352, UD2 UD3, , 392, 393, 397, , , , , Describe the science connections to the fields of transportation, medicine, agriculture, sanitation, communication associating these fields to pertinent life, environmental, physical, earth and space science concepts, describing ways sciences and technology have affected societal problems in the past, present and projected future, identifying types and causes of pollutions, or applying the practices of reducing, reusing, or recycling renewable resources , 64, 82 83, 96, 128, 139, , , 164, 168, 185, 224, , 265, 328, , UD2 UD3, , 392, 393, , , , , , , , , , 416, 417 Grade Two 14

18 Science Descriptors Scott Foresman Science to the Grade 3 Stage C 11A - Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry. 1. Describe an observed (cause and effect) science experience or situation using the appropriate attributes, units and tools, classifying observations into characteristic, sequential or cause-and-effect categories, or describing phenomenon in terms of starting and ending conditions, types of changes. describe observed (cause and effect) science experiences or situations. These are some of the many examples. 4, 26 27, 36, 58 59, 68, 76 81, 90 91, 100, , , 172, , 196, , 220, , , , 276, , 293, 300, , 324, , 356, , 388, , , , , , 476, Devise inquiry investigation brainstorming possible questions for investigation consideration, prioritizing questions for inquiry, wording questions into appropriate hypotheses, choosing the procedural steps, or creating data collection format to address selected hypothesis. devise inquiry investigations. These are some of the many examples , 68, 90 91, 100, , , , , 172, , 196, , , , , , 293, 300, , 324, , 356, , 388, , , , , , 476, Collect data from inquiry investigations selecting and using the appropriate data-gathering instruments, or measurable unit, reading and recording data into student-created tables, charts, or journals. collect data from inquiry investigations. These are some of the many examples , 58 59, 90 91, 100, , , , , 172, , , , , , , 293, , , 356, , 388, , , , 420, , , 476, Grade Three 15

19 4. Analyze results or data pattern noting similarities and differences, summarizing for cause or effect, constructing reasonable and accurate explanations of data, or identifying reasons why similar investigations may not always have the same results. analyze results or data patterns. These are some of the many examples. 4, 26 27, 36, 58 59, 68, 90 91, 100, , , , 172, , , , , , , 293, , , 356, , 388, , , , 420, , , 476, Communicate conclusions from individual and group results displaying appropriate data analysis tables and charts, describing patterns from personal and group data, proposing causes or effects from data comparisons, or suggesting additional questions from analyzed procedures, similarities, discrepancies, or conclusions. communicate conclusions from individual and group results. These are some of the many examples , 36, 58 59, 90 91, , , , 172, , , , , , 293, , , 356, , , , , , , 476, B - Students who meet the standard know and apply the concepts, principles, and processes of technological design. 1. Describe an observed cause and effect technological design dilemma generating critical and creative questions associated with design dilemma (e.g., how to test the effect of friction, or how light is reflected, or how toy cars accelerate), recording observations into sequential or cause and effect categories, or describing dilemma in terms of starting conditions, types of changes and ending conditions. describe an observed (cause and effect) technological design dilemma. These are some of the many examples , 58 59, 90 91, 100, , 172, , , 220, , , , UC2 UC3, , 324, , 356, 388, , , , , , 476, Grade Three 16

20 2. Begin design investigation of cause and effect dilemma describing design conditions of the phenomenon that can be influenced by change, brainstorming possible questions related to causes and effects of phenomenon, prioritizing design options for design investigation, generating success criteria, or choosing the procedural steps to address selected design plan. begin design investigations of cause and effect dilemmas. These are some of the many examples , 32, 36, 58 59, 90 91, 100, , 172, , , 220, , , , , 324, , 356, 388, , , , , , 476, , Construct design prototype selecting the appropriate materials, designing necessary data tables for addressing success criteria, or using materials and tools provided. construct design prototypes. These are some of the many examples , 32, 36, 58 59, 90 91, 100, , 172, , , 220, , , , , 293, , , 351, 356, 388, , , , , 452, , 472, 476, , Collect data from prototype testing recording multiple incremental data sets and procedural observations, or keeping accurate procedural journals and drawings. collect data from prototypes. These are some of the many examples , 32, 58 59, 90 91,100, , 172, , , , , , , 293, , , 388, , , , , , , Display and analyze results summarizing individual data patterns, constructing reasonable and accurate explanations of data, identifying reasons why different designs can accomplish the same effect differently. display and analyze results. These are some of the many examples , 58 59, 90 91,100, , 172, , , , , , , , 356, 388, , , , , , 476, , Grade Three 17

21 6. Communicate design conclusions from individual and group results describing patterns from data tables, evaluating designs according to design success criteria, or generating design modifications from analyzed procedures, similarities, discrepancies, or conclusions. communicate design conclusions from individual and group results. These are some of the many examples , 58 59, 90 91,100, , 172, , , , , , , , 356, 388, , , , , , 476, , A - Students who meet the standard know and apply concepts that explain how living things function, adapt, and change. 1. Apply scientific inquiries or technological designs to explore past and present life forms and their adaptations classifying plant and animal groupings according to simple taxonomy guides or characteristics (e.g., locomotion, color, habitat, reproduction), categorizing body structures of living organisms to those from fossil studies, suggesting why changes over time for individuals and groupings of plants and animals happened, or matching the basic organs and functions of major human body systems. apply scientific inquiries or technological designs to explore past and present life forms and their adaptations. These are some of the many examples. 2 3, 6 9, 14 17, 18 21, 22 25, 26 27, 28 29, 34 35, 38 43, 44 47, 54 57, 70, 74, 77 80, 82, 84 85, 86 89, 98 99, 100, , 123, 125, , 206, B - Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment. 1. Apply scientific inquiries or technological designs to explore past and current ecosystems matching fossils of extinct organisms to their probable past ecosystems, comparing extinct organisms and their past ecosystems to plants and animals that live in current comparable ecosystems , 54 57, 58 59, UB1, UB4 Grade Three 18

22 2. Apply scientific inquiries or technological designs to examine the interdependence of organisms in ecosystems, identifying adaptations that help animals survive in specific or multiple environments, describing the interaction between living and non-living factors in an ecosystem, or predicting what can happen to organisms if they lose different environmental resources or ecologically related groups of organisms , 48 53, 70 75, 76 81, 82 85, 86 89, 90 91, 92 93, 98 99, 100, , , , , , , , , UB1, UB4, 149, 168, C - Students who meet the standard know and apply concepts that describe properties of matter and energy and the interactions between them. 1. Apply scientific inquiries or technological designs to examine the flow of energy, measuring variations of heat absorption or reflection in objects, comparing qualitative data about friction, contrasting the transmission of sound through different materials, describing how energy in different forms affects common objects in common events, experimenting with the reflection of light, or analyzing simple wave studies , , 356, 357, , , , 370, , , 388, 389, , , , , Apply scientific inquiries or technological designs to analyze simple properties and changes matching examples of physical and chemical properties to common substances (e.g., mixtures, solutions, solids, liquids, gases), categorizing common changes according to physical and chemical groupings, or explaining common examples of changes in terms of their physical or chemical nature , , , , , , , 296, , , , , , , D - Students who meet the standard know and apply concepts that describe force and motion and the principles that explain them. 1. Apply scientific inquiries or technological designs to explain the concepts of motion, dramatizing rate, time and distance factors for objects in constant motion, or accelerating in a straight line (on flat or inclined surfaces) and/or in circular paths. UC2 UC3, 307, , 324, 325, , , , 340, , , Grade Three 19

23 2. Apply scientific inquiries or technological designs to explain the characteristics of forces comparing examples of gravitational pull on earth, introducing the concepts associated with weightlessness (or more exactly, in continuous free fall) in space flight, diagramming the directions of forces affecting motion in common examples, or exploring how simple machines work , 233, 328, , , , , E - Students who meet the standard know and apply concepts that describe the features and processes of Earth and its resources. 1. Apply scientific inquiries or technological designs to analyze Earth's land, water and atmosphere as systems classifying samples of the major rock families, sorting soil types based on their formation and composition, illustrating nature's oxygen and water cycles, or identifying the major components of air. 8, 18 19, 39, 66 67, 86 89, UB2 UB3, 147, 148, 150, , , , , 176, , 193, , 196, 197, , , , , , , 216, , , 238, 266, , 272, 305, 309, Apply scientific inquiries or technological designs to examine weather patterns observing local, state, regional or national weather patterns, identifying topographic features which affect weather patterns, comparing simple models of Earth tilt and revolution to major seasonal changes, or predicting future weather conditions , 76 81, 82, 84, UB2 UB3, 160, , 173, , , 183, , , 272, UD1, UD4, , , Apply scientific inquiries or technological designs to compare natural resource availability creating tests for decomposition of paper, glass or plastic samples, mapping natural resources from around the world (Mideast oil, Illinois coal, US pine lumber, etc.), or evaluating impact of reducing, recycling or reusing projects at home and at school , , , , 244, , , , , , 264, 267, 272, UC2 UC3 Grade Three 20

24 12F - Students who meet the standard know and apply concepts that explain the composition and structure of the universe and Earth's place in it. 1. Apply scientific inquiries or technological designs to compare the main bodies of the solar system, describing the surface conditions and composition of the planets, modeling the impact of meteorites on solar system bodies, introducing gravitational force of bodies, or researching how 21st century scientists study the solar system , 154, 175, , , 417, , 420, , , , 450, 453, , , , , Apply scientific inquiries or technological designs to examine the Earth's motions in space, modeling the three-dimensional rotation and revolution of Earth in its orbit, including its axial tilt to introduce the explanation of seasons and solar/lunar eclipses, or addressing historical misconceptions of the Earth's place in the universe. UD2 UD3, 421, , , , , , A - Students who meet the standard know and apply accepted practices of science. 1. Apply the appropriate principles of safety identifying materials, equipment, and safety rules that apply in inquiry and design investigations, identifying proper storage locations for some dangerous chemicals that can be found at home or school, or following established procedures for simple investigations, including following appropriate equipment and clean-up requirements. apply the appropriate principles of safety. These are some of the many examples , 36, 58 59, 68, 90 91, 100, , , 148, , , 196, , , , , 276, , , , , , 420, 452, 476, , Apply scientific habits of mind comparing data sets from classroom observations and timed intervals, summarizing knowledge that was gained through careful observations, generating questions and strategies to test science concepts using critical and creative thinking, or defining and identifying hypotheses, predictions, laws and theories. apply scientific habits of mind. These are some of the many examples. 4, 26 27, 28 29, 58 59, 68, 90 91, 100, , 144, 148, , 172, , 196, , 220, , 244, , , 272, 300, , 324, , 356, 388, , , , 416, , , , 512 Grade Three 21

25 13B - Students who meet the standard know and apply concepts that describe the interaction between science, technology, and society. 1. Apply uses of scientific technologies in scientific investigations and innovations comparing tools for measuring, collecting and recording data for accuracy and precision, examining how to care for animals in these investigations, or researching how advances in technologies have altered how scientists measure, collect and record data , 28 29, 58 59, 90 91, 100, , , , , , 172, , , , , 240, , , , , , , , , 356, , 388, , , , 420, 437, , , 448, , , 476, Researching global examples of life, environmental, physical, earth and space scientific and technologic advances exploring historic and current discoveries and innovations, or investigating impact of different scientific discoveries, and/or technologic advances on world population and environmental conditions. 32, 64, 96, , 177, , 192, , , 216, 241, 264, 266, UC1, UC4, 296, , , 352, 384, 408, 422, , 448, 472, 477, , , , , , Explore the basic occupational categories for direct connections to science and technology identifying science processes, skills and concepts that apply in the career interest areas (e.g., agriculture and natural resources, business and administrative services, arts and communication, family and human services, industrial and scientific technology and health care), or researching past, present and projected future influences of science and technology in job skills, hobbies and home application. 21, 28 29, 32, 64, 96, , 136, 168, 177, , 192, 216, 241, 264, 296, 320, 352, 384, 408, 448, 472, , , , Associate linkages between conservation and natural resource availabilities to historic and current technological changes identifying causes of pollution in various global and local cases, their effects on plant and animal life, or projecting ways to prevent or reduce pollution. 96, , 149, , 179, 189, , , , 264, UD2 UD3, Grade Three 22

26 Science Descriptors Scott Foresman Science to the Grade 4 Stage D 11A - Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry. 1. Formulate contextual inquiry questions brainstorming questions, converting questions into hypothesis statements, researching associated scientific knowledge and skills, or identifying simple independent and dependent variables to be investigated. formulate contextual inquiry questions. These are some of the many examples. 4, 34 35, 44, 66 67, 76, 96 97, 108, , 140, , , 180, , 212, , 236, , 260, , 284, , , 316, , 348, , 372, , 404, , 436, , 460, , , 492, , 516, , 548, Propose procedural steps to investigate inquiry hypothesis applying logical sequence for investigatory process, constructing applicable data tables, selecting necessary materials and equipment, or identifying appropriate safety measures to follow. propose procedural steps to investigate inquiry hypotheses. These are some of the many examples. 4, 34 35, 44, 66 67, 76, 96 97, 108, , 140, , , 180, , 212, , 236, , 260, , 284, , , 316, , 348, , 372, , 404, , 436, , 460, , , 492, , 516, , 548, Conduct inquiry investigation collecting quantitative and qualitative data from trials, using applicable metric units, observing appropriate and necessary safety precautions, or validating data for accuracy. conduct inquiry investigations. These are some of the many examples. 4, 34 35, 44, 66 67, 76, 96 97, 108, , 140, , , 180, , 212, , 236, , 260, , 284, , , 316, , 348, , 372, , 404, , 436, , 460, , , 492, , 516, , 548, Grade Four 23

27 4. Construct charts and visualizations to display data choosing appropriate display media for data analysis, or incorporating available/appropriate technology. construct charts and visualizations to display data. These are some of the many examples. 4, 34 35, 66 67, 96 97, 108, , , , , , , , , , , , , , , , Analyze data trends summarizing inferences, explaining data points including outliers and discrepancies, or synthesizing collected data as evidence for explanations. analyze data trends. These are some of the many examples. 4, 34 35, 44, 66 67, 76, 96 97, 108, , 140, , , 180, , 212, , 236, , 260, , 284, , , , 316, , 348, , 372, , 404, , 436, , 460, , , 492, , 516, , 548, Communicate investigation hypothesis, procedure, and explanations, presenting the results of observations and explanations orally and in written format, or generating further questions for investigation to verify or refute hypothesis or explanation. communicate investigation hypotheses, procedures, and explanations. These are some of the many examples. 4, 34 35, 44, 66 67, 76, 86 87, 96 97, 108, , 140, , , 180, , 212, , 236, , 260, , 284, , , 316, , 348, , 372, , 404, , 436, , 460, , , 492, , 516, , 548, B - Students who meet the standard know and apply the concepts, principles, and processes of technological design. 1. Identify a contextual technological design dilemma, brainstorming design questions for consideration (e.g., how pendulums work, how heat is transmitted), researching associated knowledge and skills, or identifying independent and dependent variables. identify contextual technological design dilemmas. These are some of the many examples , 96 97, 108, , 140, , , 180, , 212, 260, , 284, , , , 372, , 404, , 436, 460, , , 548, , Grade Four 24