Oregon Science Content Standards Grades K-6

Transcription

1 A Correlation of to the Oregon Science Content Standards Grades K-6 M/S-113

2 Introduction This document demonstrates how meets the objectives of the. Correlation page references are to the Teacher s Edition and Student Edition. Lessons in the Teacher s Edition contain facsimile Student Edition and ancillary pages. Pearson is proud to introduce our, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design. Scaffolded Inquiry 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. Pre-made Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily. Technology 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 2 Grade Two 4 Grade Three 6 Grade Four 8 Grade Five 10 Grade Six 12

4 2010 Grade K Oregon Science Standards for Grade K K.1 Structure and Function: The natural world includes living and non-living things. K.1P.1 Compare and contrast characteristics of living and non-living things. K.1L.1 Compare and contrast characteristics of plants and animals. K.1E.1 Gather evidence that the sun warms land, air, and water. SE: 8-9, 10-11, TE: 8-9, 10-11, 12-15, 25A, 25C SE: 6-7, 14-15, 16-23, 28-29, 32-45, TE: 6-7, 14-15, 16-23, 25A, 28, 29, 32-45, 45A- 45D, 46D-46E, 48-65, 65A-65B SE: , , , , TE: , 157a, , , , K.2 Interaction and Change: Living and non-living things move. K.2P.1 Examine the different ways things move. SE: 36-37, , , , TE: 36-37, , , , K.2E.1 Identify changes in things seen in the SE: , , , , 220- sky. 221, , TE: , , , , , , K.3 Scientific Inquiry: Science explores the natural world through observation. K.3S.1 Explore questions about living and nonliving things and events in the natural world. K.3S.2 Make observations about the natural world. SE: 8-9, 10-11, TE: 8-9, 10-11, 12-15, 25A, 25C SE: 82-83, , , , , TE: 4E, 26E, 46E, 78E, 82-83, , 134E, 156E, , 174E, , 226E, , K.4 Engineering Design: Engineering design is used to design and build things. K.4D.1 Create structures using natural or SE: , , designed materials and simple tools. TE: , , K.4D.2 Show how components of designed SE: , , structures can be disassembled and TE: , , reassembled. 1

5 Oregon Science Standards for Grade 1 Grade Grade Structure and Function: Living and non-living things have characteristics and properties. 1.1P.1 Compare and contrast physical properties and composition of objects. 1.1L.1 Compare and contrast characteristics among individuals within one plant or animal group. 1.1E.1 Examine characteristics and physical properties of Earth materials. SE: , , 240 TE: , , 240 SE: 76-77, TE: 11, 76-77, SE: 149, , TE: 149, , Interaction and Change: Living and non-living things interact. 1.2P.1 Describe the motion of objects when a force is applied. SE: , , TE: , , L.1 Describe the basic needs of living things. SE: 2-3, 4-9, 10-11, 12-13, 25, 30-39, 44, 48, 52, 58-61, , 199 TE: 2-3, 4-9, 10-11, 12-13, 25, 25E, 30-39, 44, 48, 52, 58-61, , Scientific Inquiry: Science explores the natural world using evidence from observations. 1.3S.1 Identify and use tools to make careful observations and answer questions about the natural world. 1.3S.2 Record observations with pictures, numbers, or written statements. SE: 39, 52, 178, 184, 185, 198, 315, 324, 325 TE: 39, 52, 178, 184, 185, 198, 315, 324, 325 SE: 19, , , , 173, , , , , TE: 19, , , , 173, , , , , S.3 Describe why recording accurate observations is important in science. SE: 19, , , , 173, , , , , TE: 19, , , , 173, , , , , Engineering Design: Engineering design is used to design and build things to meet a need. 1.4D.1 Identify basic tools used in engineering design. 1.4D.2 Demonstrate that designed structures have parts that work together to perform a function. SE: 340, TE: 340, SE: 338, 342, , 347, , 370 TE: 338, 342, , 347, , 370 2

6 2010 Grade 1 Oregon Science Standards for Grade 1 1.4D.3 Show how tools are used to complete tasks every day. SE: , , , , , 371 TE: , , , , , 371 3

7 Oregon Science Standards for Grade 2 Grade Grade Structure and Function: Living and non-living things vary throughout the natural world. 2.1L.1 Compare and contrast characteristics and behaviors of plants and animals and the environments where they live. 2.2 Interaction and Change: Living and non-living things change. 2.2P.1 Compare and contrast how objects and materials respond to magnetic forces. SE: 2-3, 6-27, 33D-33E, 33-63, 70-73, 78-79, 84-89, 90-91, , , , , 352 TE: 2-3, 6-27, 33D-33E, 33-63, 70-73, 78-79, 84-89, 90-91, , , , , 352 SE: , TE: , L.1 Describe life cycles of living things. SE: , , 122, TE: , , 122, E.1 Observe and record the patterns of SE: , apparent movement of the sun and the moon. TE: , E.2 Record and summarize daily and seasonal temperature changes. SE: , , 199, , 268, TE: , , 199, , 268, Scientific Inquiry: Scientific inquiry is a process used to explore the natural world using evidence from observations. 2.3S.1 Observe, measure, and record properties of objects and substances using simple tools to gather data and extend the senses. 2.3S.2 Make predictions about living and nonliving things and events in the environment based on observed patterns. 2.3S.3 Make, describe, and compare observations, and organize recorded data. SE: 26-27, , 140, 141, , 165, , , 261, , 295, , , 351, , , TE: 26-27, , 140, 141, , 165, , , 261, , 295, , , 351, , , SE: 4, 5, 7, 10, 29, 31, , , , TE: 4, 5, 7, 10, 17, 23, 25, 29, 31, 89, 149, , 273, 283, 290, 309, 319, , 341, , 403, SE: 26-27, 100, , , 140, 141, , 165, , 199, , , , 261, , 295, , , 351, , , TE: 26-27, 100, , , 140, 141, , 165, , 199, , , , 261, , 295, , , 351, , ,

8 2010 Grade 2 Oregon Science Standards for Grade Engineering Design: Engineering design is a process used to design and build things to solve problems or address needs. 2.4D.1 Use tools to construct a simple designed structure out of common objects and materials. 2.4D.2 Work with a team to complete a designed structure that can be shared with others. 2.4D.3 Describe an engineering design that is used to solve a problem or address a need. SE: , , EM6-EM9 TE: , , EM6-EM9 SE: , , EM6-EM9 TE: , , EM6-EM9 SE: , , , , 416 TE: , , , , 416, D7 5

9 Oregon Science Standards for Grade 3 Grade Grade Structure and Function: Living and non-living things vary in their characteristics and properties. 3.1P.1 Compare and contrast the properties of states of matter. 3.1L.1 Compare and contrast the characteristics of offspring and parents. SE: 274, , , 368, 398 TE: 274, , , 368, 398 Opportunities to address this standard can be found on the following pages: SE: 33, 34-35, 38-39, 46, 52-53, 138 TE: 33, 34-35, 38-39, 46, 52-53, Interaction and Change: Living and non-living things interact with energy and forces. 3.2P.1 Describe how forces cause changes in an object s position, motion, and speed. 3.2L.1 Compare and contrast the life cycles of plants and animals. SE: , , , , 338, TE: , , , , 338, SE: 21, 37, 44-47, TE: 21, 37, 44-47, E.1 Identify Earth as a planet and describe its seasonal weather patterns of precipitation and temperature. SE: 147, 154, 181, 188, , , 431, 453, TE: 147, 154, 181, 188, , , 431, 453, Scientific Inquiry: Scientific inquiry is a process used to explore the natural world using evidence from observations and investigations. 3.3S.1 Plan a simple investigation based on a testable question, match measuring tools to their uses, and collect and record data from a scientific investigation. SE: 26-27, , , , , , , , , 388, , , TE: 26-27, 97D, , , , , , 241D, , , , 385D, 388, , , 473D, S.2 Use the data collected from a scientific investigation to explain the results and draw conclusions. SE: 26-27, , , , , , , , , 388, , , TE: 26-27, 97D, , , , , , 241D, , , , 385D, 388, , , 473D, S.3 Explain why when a scientific investigation is repeated, similar results are expected. SE: 26-27, , , , , , , , , 388, , , TE: 26-27, 97D, , , , , , 241D, , , , 385D, 388, , , 473D,

10 2010 Grade 3 Oregon Science Standards for Grade Engineering Design: Engineering design is a process that uses science to solve problems or address needs or aspirations. 3.4D.1 Identify a problem that can be addressed through engineering design, propose a potential solution, and design a prototype. 3.4D.2 Describe how recent inventions have significantly changed the way people live. SE: 356, 472, EM2-EM3, EM6-EM7, EM8-EM9 TE: 356, 472, EM2-EM3, EM6-EM7, EM8-EM9 SE: 360, 363, 369, 475, , , TE: 360, 363, 369, 475, , , D.3 Give examples of inventions that enable scientists to observe things that are too small or too far away. SE: xxviii-xxix, xxxi, 436, , 448, 472 TE: xxviii-xxix, xxxi, 436, , 448, 472 7

11 Oregon Science Standards for Grade 4 Grade Grade Structure and Function: Living and non-living things can be classified by their characteristics and properties. 4.1P.1 Describe the properties of forms of energy and how objects vary in the extent to which they absorb, reflect, and conduct energy. 4.1L.1 Compare and contrast characteristics of fossils and living organisms. 4.1E.1 Identify properties, uses, and availability of Earth materials. SE: , 348, , , , , TE: , 348, , , , , SE: 121, , TE: 121, , SE: , , , TE: , , , Interaction and Change: Living and non-living things undergo changes that involve force and energy. 4.2P.1 Describe physical changes in matter and explain how they occur. 4.2L.1 Describe the interactions of organisms and the environment where they live. 4.2E.1 Compare and contrast the changes in the surface of Earth that are due to slow and rapid processes. SE: , TE: , SE: 73-77, 78-83, 84-89, 90-97, , , , TE: 73-77, 78-83, 84-89, 90-97, , 105D-105E, , , SE: , 245, , , TE: , 245, , , Scientific Inquiry: Scientific inquiry is a process of investigation through questioning, collecting, describing, and examining evidence to explain natural phenomena and artifacts. 4.3S.1 Based on observations identify testable questions, design a scientific investigation, and collect and record data consistent with a planned scientific investigation. 4.3S.2 Summarize the results from a scientific investigation and use the results to respond to the question being tested. SE: , , , TE: 137D, , 281D, , 457D, , 545D, SE: , , , TE: 137D, , 281D, , 457D, , 545D,

12 2010 Grade 4 Oregon Science Standards for Grade 4 4.3S.3 Explain that scientific claims about the natural world use evidence that can be confirmed and support a logical argument. Opportunities to address this standard can be found on the following pages: SE: 38, 66-67, 70, 96-97, 100, 131, 134, 140, , 166, 204, 226, 230, 254, 260, 274, 275, 278, 284, 299, 316, 342, 348, 364, 372, 395, 398, 404, 426, 427, 454, 478, 510, 539, 542, 548, 560, 561 TE: 38, 66-67, 70, 96-97, 100, 131, 134, 140, , 166, 204, 226, 230, 254, 260, 274, 275, 278, 284, 299, 316, 342, 348, 364, 372, 395, 398, 404, 426, 427, 454, 478, 510, 539, 542, 548, 560, Engineering Design: Engineering design is a process of using science principles to solve problems generated by needs and aspirations. 4.4D.1 Identify a problem that can be addressed through engineering design using science principles. 4.4D.2 Design, construct, and test a prototype of a possible solution to a problem using appropriate tools, materials, and resources. 4.4D.3 Explain how the solution to one problem may create other problems. SE: , EM4-EM5 TE: , EM4-EM5 SE: , EM4-EM5 TE: , EM4-EM5 SE: TE:

13 Oregon Science Standards for Grade 5 Grade Grade Structure and Function: Living and non-living things are composed of related parts that function together to form systems. 5.1L.1 Explain that organisms are composed of parts that function together to form a living system. SE: 34-35, 44, 46-47, 54-55, 95, 98, 102 TE: 34-35, 44, 46-47, 54-55, 95, 98, E.1 Describe the Sun-Earth-Moon system. SE: 529, 537, 539, , , , TE: 529, 537, 539, , , , Interaction and Change: Force, energy, matter, and organisms interact within living and non-living systems. 5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth. 5.2L.1 Explain the interdependence of plants, animals, and environment, and how adaptation influences survival SE: 282, , TE: 282, , SE: , , , , , , , , , TE: , , , , , , , 161D, , , E.1 Explain how the energy from the sun affects Earth s weather and climate. Opportunities to address this standard can be found on the following pages: SE: 216, 226, 230, , , 459, , 546, 547 TE: 216, 226, 230, , , 459, , 546, Scientific Inquiry: Scientific inquiry is a process of investigation based on science principles and questioning, collecting, describing, and examining evidence to explain natural phenomena and artifacts. 5.3S.1 Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools. Collect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis. 5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports. SE: , , , TE: , , , SE: 114, 115, 119, 191, 254, 322, 323, 335, 363, , 490, 491, 503, 534, 607 TE: , 119, 191, 121E, 254, 297E, , 335, 363, 369E, 401E, 441E, , 473E, , 503, 534, S.3 Explain the reasons why similar investigations may have different results. SE: , , , TE: , , ,

14 2010 Grade 5 Oregon Science Standards for Grade Engineering Design: Engineering design is a process of using science principles to make modifications in the world to meet human needs and aspirations. 5.4D.1 Using science principles describe a solution to a need or problem given criteria and constraints. 5.4D.2 Design and build a prototype of a proposed engineering solution and identify factors such as cost, safety, appearance, environmental impact, and what will happen if the solution fails. 5.4D.3 Explain that inventions may lead to other inventions and once an invention exists, people may think of novel ways of using it. SE: 50-51, 508, EM6-EM7, EM8-EM9 TE: 50-51, 508, EM6-EM7, EM8-EM9 SE: 50-51, 508, EM6-EM7, EM8-EM9 TE: 50-51, 508, EM6-EM7, EM8-EM9 SE: , 265, 309, , 573, 576, , , TE: , 265, 309, , 573, 576, , ,

15 Oregon Science Standards for Grade 6 Grade Grade Structure and Function: Living and non-living systems are organized groups of related parts that function together and have characteristics and properties. 6.1P.1 Describe physical and chemical properties of matter and how they can be measured. SE: , , , , TE: , , , , P.2 Compare and contrast the characteristic properties of forms of energy. 6.1L.1 Compare and contrast the types and components of cells. Describe the functions and relative complexity of cells, tissues, organs, and organ systems. SE: 299, 302, , 427, 474, , 483, , , 535, 564 TE: 299, 302, , 427, 474, , 483, , , 535, 564 SE: 12, 16, 31-32, 34-38, 44-45, 46-47, 86-93, , TE: 12, 16, 31-32, 34-38, 44-45, 46-47, 86-93, , E.1 Describe and compare the properties and composition of the layers of Earth. 6.1E.2 Describe the properties of objects in the solar system. Describe and compare the position of the sun within the solar system, galaxy, and universe. SE: 211, , , , TE: 211, , , , SE: 430, 554, , , TE: 430, 554, , , Interaction and Change: The related parts within a system interact and change. 6.2P.1 Describe and compare types and properties of waves and explain how they interact with matter. 6.2P.2 Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits. 6.2L.1 Describe the relationships and interactions between and among cells, tissues, organs, and organ systems. SE: 501, , TE: 501, , SE: 475, , , TE: 475, , , SE: 12, 16, 31-32, 34-38, 44-45, 46-47, 86-93, , TE: 12, 16, 31-32, 34-38, 44-45, 46-47, 86-93, , L.2 Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources. SE: 138, , 150, , , TE: 138, , 150, , , E.1 Explain the water cycle and the relationship to landforms and weather. SE: 185, 298, 332 TE: 185, 298,

16 2010 Grade 6 Oregon Science Standards for Grade Scientific Inquiry: Scientific inquiry is the investigation of the natural world based on observation and science principles that includes proposing questions or hypotheses, and developing procedures for questioning, collecting, analyzing, and interpreting accurate and relevant data to produce justifiable evidence-based explanations. 6.3S.1 Based on observation and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data. 6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions. 6.3S.3 Explain why if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one variable. SE: , , , TE: , 273, 281, 327, 343, , , 539, SE: 84, , 207, 447, 470 TE: 84, , 207, , 470 SE: TE: , Engineering Design: Engineering design is a process of identifying needs, defining problems, developing solutions, and evaluating proposed solutions. 6.4D.1 Define a problem that addresses a need and identify science principles that may be related to possible solutions. 6.4D.2 Design, construct, and test a possible solution to a defined problem using appropriate tools and materials. Evaluate proposed engineering design solutions to the defined problem. 6.4D.3 Describe examples of how engineers have created inventions that address human needs and aspirations. SE: 28, 532, , , , EM2- EM3 TE: 28, 532, , , , EM2- EM3 SE: 28, 532, , , EM2-EM3 TE: 28, 532, , , , EM2- EM3 SE: , EM2-EM3, EM4-EM5, EM8-EM9 TE: 28, 532, , , , EM2- EM3 13