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A Correlation of

Interactive Science ©2012

To the

Arizona Science Standards

Grades Kindergarten-5

A Correlation of Interactive Science, ©2012 to the

Arizona Science Standards, Grades K-5

2

Introduction

This document demonstrates the close alignment between Interactive Science, © 2012, and the Arizona Science Standards, Grades K-5. Correlation page references are to the Teacher’s Edition and Student Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.

Pearson Education is pleased to introduce Interactive Science, a Kindergarten through Grade 5 program that makes all students really want to learn more about science and the world. It helps students develop scientific literacy so they better understand the world we live in. Organized into three distinct pathways reading, inquiry, and digital, Interactive Science makes learning and teaching science personal, relevant, and engaging for both students and teachers.

Reading Path Target Reading Skills, continual vocabulary support, and graphic organizers help

students develop critical reading skills and strategies to uncover meaning when they read.

Core Content in the Write-in Student Editions as well as below-, on-, and advanced-Leveled Readers with built-in ELL support give students tools to become successful readers.

Inquiry Path ABCs of Inquiry Activity Before Concept activities in the Write-in Student Edition

engage students and set a purpose for reading. Scaffolded inquiry activities consist of directed, guided, and open inquiry options to

allow students to move from teacher-directed to student-centered hand-on experiences.

Digital Path Interactive Science goes digital at myscienceonline.com. Untamed Science and

Got It? 60-Second Videos, I Will Know activities, and Virtual labs resources engage students in today’s digital world.

My scienceonline.com can be used for teacher-led instruction from a single computer, with an interactive whiteboard, or by students working at their own pace at school or at home.



3 SE = Student Edition TE = Teacher’s Edition

Table of Contents

Kindergarten .......................................................................................................... 4 Grade 1 ................................................................................................................ 11 Grade 2 ................................................................................................................ 18 Grade 3 ................................................................................................................ 25 Grade 4 ................................................................................................................ 33 Grade 5 ................................................................................................................ 42 Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. Copyright ©2015 Pearson Education, Inc. or its affiliate(s). All rights rese




Arizona Science Standards Articulated by Grade Level

Interactive Science, Kindergarten ©2012

Kindergarten Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Observe common objects using

multiple senses.

SE: 3, 4, 6 BB: 3, 4, 6; Activities: 3, 4, 6 TE: 12, 15A, 15B, 18, 19, 22-23

PO 2. Ask questions based on experiences with objects, organisms, and events in the environment.

(See M00-S2C1-01)

BB: 5 SE: 5; Activity: 5 TE: 13, 20-21, 33

PO 3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., the five senses, changes in weather).

For related content, please see: SE: 7, 66 BB: 7, 66; Activities: 7, 66 TE: 24-25, 182, 186

Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 1. Demonstrate safe behavior and

appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.

BB: 4, 10 SE: 4, 10; Activities: 4, 10 TE: 12, 19, 30-31, 39

PO 2. Participate in guided investigations in life, physical, and Earth and space sciences.

BB: 3, 11, 19, 31, 42, 54, 66, 76, 85 SE: 3, 11, 19, 31, 42, 54, 66, 76, 85; Activities: 3, 11, 19, 31, 42, 54, 66, 76, 85 TE: 14, 18, 32, 37, 56, 88, 118, 150, 182, 210, 236

PO 3. Perform simple measurements using non-standard units of measure to collect data.

For related content, please see: BB: 4, 9, 71 SE: 4, 9, 71; Activities: 4, 9, 71 TE: 19, 28-29, 200-201, 245






Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize (e.g., compare, classify,

and sequence) objects, organisms, and events according to various characteristics.

(See M00-S4C4-01 and M00-S4C4-03)

BB: 23, 24, 26, 27, 31, 32, 58, 62, 63 SE: 23, 24, 26, 27, 31, 32, 58, 62, 63; Activities: 23, 24, 26, 27, 31, 32, 58, 62, 63 TE: 70-71, 74-75, 76, 78-79, 80-81, 88, 89, 162-163, 168, 174-175, 176-177

PO 2. Compare objects according to their measurable characteristics (e.g., longer/shorter, lighter/heavier).

(See M00-S4C4-01)

BB: 62, 63, 66 SE: 62, 63, 66; Activity: 62, 63, 66 TE: 174-175, 176-177, 182, 187

Concept 4: Communication Communicate results of investigations. PO 1. Communicate observations with

pictographs, pictures, models, and/or words.

(See M00-S2C1-02)

BB: 3, 8, 11, 14, 18, 19 SE: 3, 8, 11, 14, 18, 19; Activities: 3, 8, 11, 14, 18, 19 TE: 18, 26-27, 32, 37, 48, 54-55, 56

PO 2. Communicate with other groups to describe the results of an investigation.

(See LS-R3 and LS-R5)

TE: 36, 60, 65, 92, 122, 154, 240

Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. PO 1. Give examples of how diverse people

(e.g., children, parents, weather reporters, cooks, healthcare workers, gardeners) use science in daily life.

SE: 12, 20, 55, 86 BB: 12, 20, 55, 86; Activities: 12, 20, 55, 86 TE: 33, 57, 137, 151, 237






PO 2. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jane Goodall [scientist], supports Strand 4; Louis Braille [inventor], supports Strand 4).

SE: 20, 43 BB: 20, 43; Activities: 20, 43 TE: 57, 119

Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. No performance objectives at this grade

level

Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. No performance objectives at this grade

level

Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Describe how simple tools (e.g.,

scissors, pencils, paper clips, hammers) can make tasks easier.

BB: 9, 11 SE: 9, 11; Activities: 9, 11 TE: 28-29, 32

Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Distinguish between living things and

nonliving things.

BB: 23, 24, 32 SE: 23, 24, 32; Activities: 23, 24, 32 TE: 70-71, 74-75, 76, 89






PO 2. Name the following human body parts: Head legs Shoulders hips Arms knees Elbows ankles Wrists feet Hands heels Fingers toes

(See 1CH-R3-01)

For related content, please see: BB: 6, 60 SE: 6, 60; Activities: 6, 60 TE: 22-23, 170-171

PO 3. Identify the five senses and their related body parts:

sight – eyes hearing – ears smell – nose taste – tongue touch – skin

BB: 6, 60 SE: 6, 60; Activities: 6, 60 TE: 22-23, 170-171

Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Describe that most plants and

animals will grow to physically resemble their parents.

BB: 36 SE: 36; Activity: 36 TE: 100, 106-107

Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. PO 1. Identify some plants and animals

that exist in the local environment.

SE: 27, 32 BB: 27, 32; Activities: 27, 32 TE: 80-81, 89

PO 2. Identify that plants and animals need the following to grow and survive:

food water air space

BB: 28 SE: 28; Activity: 28 TE: 82-83, 94

PO 3. Describe changes observed in a small system (e.g., ant farm, plant terrarium, aquarium).

BB: 34, 42 SE: 34, 42; Activities: 34, 42 TE: 104, 118






Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations. No performance objectives at this grade

level

Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. PO 1. Identify the following observable

properties of objects using the senses:

shape texture size color

(See M00-S4C1-02 and M00-S4C1-03)

BB: 6, 30, 57, 58, 62, 63, 66, 67 SE: 6, 30, 57, 58, 62, 63, 66, 67; Activity: 6, 30, 57, 58, 62, 63, 66, 67 TE: 23, 86-87, 162, 166-167, 168, 174-175, 182, 183

PO 2. Compare objects by the following observable properties:

size color type of material

(See M00-S4C1-02)

SE: 70 BB: 70; Activity: 70 TE: 199

Concept 2: Position and Motion of Objects Understand spatial relationships and the way objects move. PO 1. Describe spatial relationships (i.e.,

above, below, next to, left, right, middle, center) of objects.

(See M00-S4C1-02 and 3SS-R1-01)

BB: 81 SE: 81; Activity: 81 TE: 220, 228-229, 237

Concept 3: Energy and Magnetism Investigate different forms of energy. PO 1. Investigate how applied forces (push

and pull) can make things move.

BB: 82, 85 SE: 82, 85; Activities: 82, 85 TE: 220, 221, 230-231, 236, 240






PO 2. Investigate how forces can make things move without another thing touching them (e.g., magnets, static electricity).

BB: 84 SE: 84; Activity: 84 TE: 234-235

PO 3. Sort materials according to whether they are or are not attracted by a magnet.

SE: 84 BB: 84; Activity: 84 TE: 234-235

PO 4. Identify familiar everyday uses of magnets (e.g., in toys, cabinet locks, decoration).

For related content, please see: TE: 234-235

Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of Earth materials. PO 1. Identify rocks, soil, and water as

basic Earth materials.

BB: 48 SE: 48; Activity: 48 TE: 130, 138-139

PO 2. Compare physical properties (e.g., color, texture, capacity to retain water) of basic Earth materials.

BB: 30, 63, 71, 72, 73 SE: 30, 63, 71, 72, 73; Activities: 30, 63, 71, 72, 73 TE: 86-87, 162-163, 176-177, 200-201, 202-203, 204-205

PO 3. Classify a variety of objects as being natural or man-made.

For related content, please see: BB: 3 SE: 3; Activity: 3 TE: 18






PO 4. Identify ways some natural or man-made materials can be reused or recycled (e.g., efficient use of paper, recycle aluminum cans).

For related content, please see: TE: 42

Concept 2: Objects in the Sky Identify objects in the sky. No performance objectives at this grade

level

Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. PO 1. Identify the following aspects of

weather: temperature wind precipitation storms

BB: 46, 47, 52, 53, 55 SE: 46, 47, 52, 53, 55; Activity: 46, 47, 52, 53, 55 TE: 130, 136, 137, 146-147, 148-149, 151

PO 2. Describe observable changes in weather.

BB: 46, 52, 53, 55 SE: 46, 52, 53, 55; Activities: 46, 52, 53, 55 TE: 131, 136, 146-147, 148-149, 151

PO 3. Give examples of how the weather affects people’s daily activities.

BB: 52, 55 SE: 52, 55; Activities: 52, 55 TE: 131, 146-147, 151





Interactive Science, Grade 1 ©2012

Grade 1 Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Compare common objects using

multiple senses.

SE/TE: 11, 13, 243 TE only: 13a-13b

PO 2. Ask questions based on experiences with objects, organisms, and events in the environment.

(See M01-S2C1-01)

SE/TE: 6-7, 8, 20, 21, 22-23 TE only: 6B, 20B, 23a, 23b

PO 3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., animal life cycles, physical properties, Earth materials).

SE/TE: 12, 20, 42, 56-57, 80, 92, 126, 206, 304, 312, 323 TE only: 20B, 42B, 57b, 57c, 80b, 92B, 126B, 304B, 312B



SE/TE: 18-19, 36 TE only: 19b, 37b


SE/TE: 21, 22-23, 56-57, 102-103, 144-145, 194-195, 224-225, 258-259, 288-289, 316-317 TE only: 23a-23b, 57b-57c, 103b-103c, 145b-145c, 195b-195c, 225b-225c, 259b-259c, 289b-289c, 317b-317c

PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units).

(See M01-S4C4-07)

SE/TE: 14, 15, 16-17, 42, 238 TE only: 14B, 19a, 19b, 45a






PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper).

(See W01-S3C2-01 and W01-S3C3-01)

SE/TE: 24, 26, 146, 288-289 TE only: 24B, 27a, 27b, 289b

Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize (e.g., compare, classify,

and sequence) objects, organisms, and events according to various characteristics.

(See M01-S4C4-01)

SE/TE: 13, 114, 115, 120-121, 242-243, 258-259, 266 TE only: 121b, 259b, 267b

PO 2. Compare the results of the investigation to predictions made prior to the investigation.

SE/TE: 57 TE only: 57b, 57c, 195c, 289c, 317c

Concept 4: Communication Communicate results of investigations. PO 1. Communicate the results of an

investigation using pictures, graphs, models, and/or words.

(See M01-S2C1-02 and W01-S3C3-02)

SE/TE: 24, 25, 27, 114, 136, 168, 208, 284, 298, 300 TE only: 24B, 27a, 27b, 136B, 168B, 208B, 284B, 300B Each Chapter’s Activity Cards, Open Inquiry, Analyze and Conclude, engage students in related what they have learned.


(See LS-F1)

TE only: 29c, 145c, 225c, 259c Each Chapter’s Activity Cards, Guided, Inquiry, Analyze and Conclude, engage students in explaining to other groups what they have learned and comparing results.






Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. PO 1. Give examples of how diverse people

(e.g., children, parents, weather reporters, cooks, healthcare workers, gardeners) use science in daily life.

SE/TE: 2-3, 5, 6, 43, 45, 162, 196, 226 TE only: 6B, 9a, 250B, 253a, 268C

PO 2. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Sally Ride [scientist], supports Strand 6; Neil Armstrong [astronaut, engineer], supports Strand 6).

SE/TE: 6, 30, 46, 162, 188, 226, 280 TE only: 9a, 46B, 167a, 188B, 193a, 283a, 296D

Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. No performance objectives at this grade

level


level

Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Identify various technologies (e.g.,

automobiles, radios, refrigerators) that people use.

SE/TE: 43-45, 58 TE only: 42B, 45b, 63a, 63b

PO 2. Describe how suitable tools (e.g., magnifiers, thermometers) help make better observations and measurements.

SE/TE: 14, 15, 16-17, 42 TE only: 14B, 19a, 19b, 37a, 45a






Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Identify the following as

characteristics of living things: growth and development reproduction response to stimulus

SE/TE: 78-79, 126, 127, 128-129, 131, 132-133, 134-135 TE only: 126B, 129a, 129b, 130B, 135b

PO 2. Compare the following observable features of living things:

movement – legs, wings protection – skin, feathers, tree bark respiration – lungs, gills support – plant stems, tree trunks

SE/TE: 116, 117, 118-119, 120-121, 123, 124-125, 142, 143, 152 TE only: 121a, 121b, 122B, 125b

PO 3. Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals.

SE/TE: 116, 117, 118-119, 120-121, 140, 142, 143 TE only: 79a, 79b, 121a, 121b, 143a, 143b

Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Identify stages of human life (e.g.,

infancy, adolescence, adulthood).

For related content, please see: SE/TE: 131, 132-133, 134-135 TE only: 130B, 135b

PO 2. Identify similarities and differences between animals and their parents.

(See 1CH-F4)

SE/TE: 112-113, 136, 137, 138, 139, 153 TE only: 136B, 139a, 139b

Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. PO 1. Identify some plants and animals

that exist in the local environment.

SE/TE: 90, 95

PO 2. Compare the habitats (e.g., desert, forest, prairie, water, underground) in which plants and animals live.

SE/TE: 87-91, 93-97 TE only: 86B, 91b, 92B, 97b






PO 3. Describe how plants and animals within a habitat are dependent on each other.

For related content, please see: SE/TE: 86, 87-91, 93-97 TE only: 86B, 91a, 91b, 92B, 97b


level

Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. PO 1. Classify objects by the following

observable properties: shape texture size color weight

SE/TE: 13, 242-245, 258-259, 266 TE only: 245b, 259b

PO 2. Classify materials as solids or liquids.

SE/TE: 248, 260 TE only: 259b

Concept 2: Position and Motion of Objects Understand spatial relationships and the way objects move. PO 1. Demonstrate the various ways that

objects can move (e.g., straight line, zigzag, back-and-forth, round-and-round, fast, slow).

SE/TE: 301, 302, 303 TE only: 300B, 303b

Concept 3: Energy and Magnetism Investigate different forms of energy. No performance objectives at this grade

level






Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of Earth materials. PO 1. Describe the following basic Earth

materials: rocks soil water

SE/TE: 163, 165, 166, 168, 169, 170, 171, 172, 173, 202 TE only: 162B, 167b, 168B, 173a, 173b

PO 2. Compare the following physical properties of basic Earth materials:

color texture capacity to retain water

SE/TE: 168, 169, 170, 171, 172, 173 TE only: 168B, 173a, 173b

PO 3. Identify common uses (e.g., construction, decoration) of basic Earth materials (i.e., rocks, water, soil).

SE/TE: 180, 181, 182-183 TE only: 183b

PO 4. Identify the following as being natural resources:

air water soil trees wildlife

SE/TE: 179, 180, 202 TE only: 178B

PO 5. Identify ways to conserve natural resources (e.g., reduce, reuse, recycle, find alternatives).

SE/TE: 182-183, 274, 290 TE only: 183b

Concept 2: Objects in the Sky Identify objects in the sky. PO 1. Identify evidence that the Sun is the

natural source of heat and light on the Earth (e.g., warm surfaces, shadows, shade).

SE/TE: 180, 184, 186, 187, 203 TE only: 184B, 187a






PO 2. Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds, birds, airplanes, contrails).

SE/TE: 185, 188, 189-191 TE only: 158G, 188B, 193a, 193b

PO 3. Describe observable changes that occur in the sky, (e.g., clouds forming and moving, the position of the Moon).

SE/TE: 192-193, 213 TE only: 193b

Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. PO 1. Identify the following characteristics

of seasonal weather patterns: temperature type of precipitation wind

SE/TE: 206, 220-221, 222-223, 231 TE only: 220B, 223a, 223b

PO 2. Analyze how the weather affects daily activities.

SE/TE: 217






Grade 2 Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Formulate relevant questions about

the properties of objects, organisms, and events in the environment. (See M02-S2C1-01)

SE/TE: 8, 9, 22, 34 TE only: 9b

PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle).

SE/TE: 12, 82, 108-109, 134, 318 TE only: 134B, 318B



SE/TE: 19, 35, 74, 100, 104, 108-109, 150-151, 166, 194-195, 298-299, 310, 312, 318, 338-339 TE only: 19b, 100B, 103a, 104B, 107a, 312B, 317a, 318B, 323a


SE/TE: 28-29, 56-57, 108-109, 194-195, 224-225, 258-259, 298-299, 338-339 TE only: 29c, 29d, 109c, 109d, 195b, 195c, 225b-225c, 259b-259c, 299b-299c, 339b-339c

PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units).

(See M02-S4C4-05 and M02-S4C4-06)

SE/TE: 14, 15, 18, 279 TE only: 14B, 19a

PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper).

(See W02-S3C2-01 and W02-S3C3-01)

SE/TE: 23, 26, 28-29, 108-109, 194-195, 224-225, 258-259, 298-299, 338-339 TE only: 29b-29c, 109b-109c, 151c, 195b-195c, 225b-225c, 259b-259c, 299b-299c, 339b-339c






Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize data using graphs (i.e.,

pictograph, tally chart), tables, and journals.

(See M02-S2C1-02)

SE/TE: 24, 27 TE only: 24B, 27a, 27b

PO 2. Construct reasonable explanations of observations on the basis of data obtained (e.g., Based on the data, does this make sense? Could this really happen?).

(See M02-S2C1-04)

SE/TE: 10, 20, 21, 22-23, 50, 74, 94, 120, 138, 172, 188, 206, 214, 234, 252, 272, 288, 318, 334 TE only: 20B, 23a, 23b


TE only: 151c, 299c, 339c

PO 4. Generate questions for possible future investigations based on the conclusions of the investigation.

For related content, please see: SE/TE: 8, 9, 22-23 TE only: 29d, 57d, 109d, 151d, 195d, 225d, 259d, 299d, 339d

Concept 4: Communication Communicate results of investigations. PO 1. Communicate the results and

conclusions of an investigation (e.g., verbal, drawn, or written).

(See M02-S2C1-02 and W02-S3C2-01)

SE/TE: 4, 10, 14, 24, 38, 50, 100, 120, 126, 138, 214, 244, 272, 288, 312, 318 TE only: 13a, 14B, 19a, 27a, 129a, 214B, 219a, 244B, 247a, 288B, 293a, 312B, 317a, 318B, 323a Each Chapter’s Activity Cards, Open Inquiry, Analyze and Conclude, engage students in related what they have learned.


(See LS-F1)

TE only: 29c, 195c, 225c Each Chapter’s Activity Cards, Guided, Inquiry, Analyze and Conclude, engage students in explaining to other groups what they have learned and comparing results.






Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. PO 1. Identify how diverse people and/or

cultures, past and present, have made important contributions to scientific innovations (e.g., Daniel Hale Williams [physician], supports Strand 4; Charles Drew [physician], supports Strand 4; Elizabeth Blackwell [physician], supports Strand 4).

SE/TE: 30, 40, 226, 260, 324 TE only: 43a, 164D

PO 2. Identify science-related career opportunities.

SE/TE: 110

Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. PO 1. Identify components of familiar

systems (e.g., organs of the digestive system, bicycle).

For related content, please see: SE/TE: 143-149 TE only: 142B, 149b

PO 2. Identify the following characteristics of a system:

consists of multiple parts or subsystems

parts work interdependently

For related content, please see: SE/TE: 143-149 TE only: 142B, 149b

PO 3. Identify parts of a system too small to be seen (e.g., plant and animal cells).

See Grade 3 Unit A, B, and C student activities involving the use of a microscope.







level

Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Analyze how various technologies

impact aspects of people’s lives (e.g., entertainment, medicine, transportation, communication).

SE/TE: 41, 42-43, 58, 62 TE only: 43b

PO 2. Describe important technological contributions made by people, past and present:

automobile – Henry Ford airplane – Wilbur and Orville Wright telephone – Alexander G. Bell

SE/TE: 42-43 TE only: 2D, 2G, 36D, 36G

PO 3. Identify a simple problem that could be solved by using a suitable tool.

SE/TE: 45-49, 50, 51-55, 56-57 TE only: 49b, 55a, 55b

Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Identify animal structures that serve

different functions (e.g., sensory, defense, locomotion).

SE/TE: 53, 78-79, 80-81, 142, 143-149 TE only: 81b, 142B, 149a, 149b






PO 2. Identify the following major parts of: the digestive system – mouth,

esophagus, stomach, small and large intestines

respiratory system – nose, trachea, lungs, diaphragm

circulatory system – heart, arteries, veins, blood

(See 1CH-F3-01)

SE/TE: 145, 146-147 TE only: 142B, 149b

PO 3. Describe the basic functions of the following systems:

digestive – breakdown and absorption of food, disposal of waste

respiratory – exchange of oxygen and carbon dioxide

circulatory – transportation of nutrients and oxygen throughout the body

(See 1CH-F3-02)

SE/TE: 145, 146-147 TE only: 142B, 149b

Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Describe the life cycles of various

insects.

SE/TE: 120, 124-125 TE only: 122B, 125b, 129a

PO 2. Describe the life cycles of various mammals.

SE/TE: 132-133

PO 3. Compare the life cycles of various organisms.

SE/TE: 126 TE only: 126B, 129a

Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. No performance objectives at this grade

level


level






Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. PO 1. Describe objects in terms of

measurable properties (e.g., length, volume, weight, temperature) using scientific tools.

(See M02-S4C4-01 and M02-S4C4-02)

SE/TE: 276, 278-279, 281 TE only: 274B, 281b

PO 2. Classify materials as solids, liquids, or gases.

SE/TE: 283-287, 306 TE only: 282B, 287b

PO 3. Demonstrate that water can exist as a:

gas – vapor liquid – water solid – ice

SE/TE: 238-239, 272, 273, 284-285, 293, 296, 297 TE only: 297b

PO 4. Demonstrate that solids have a definite shape and that liquids and gases take the shape of their containers.

SE/TE: 283-287, 306, 307 TE only: 282B, 287b

Concept 2: Position and Motion of Objects Understand spatial relationships and the way objects move. No performance objectives at this grade

level

Concept 3: Energy and Magnetism Investigate different forms of energy. No performance objectives at this grade

level






Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of Earth materials. No performance objectives at this grade

level


level

Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. PO 1. Measure weather conditions (e.g.,

temperature, precipitation). (See M02-S4C4-04 and M02-S4C4-05)

SE/TE: 240, 244, 246, 247, 258-259 TE only: 240B, 243a, 244B, 247a, 247b, 259b

PO 2. Record weather conditions (e.g., temperature, precipitation).

SE/TE: 234, 240, 244, 247 TE only: 240B, 243a, 244B, 247a

PO 3. Identify the following types of clouds:

cumulus stratus cirrus

For related content, please see: SE/TE: 237, 238-239 TE only: 236B, 239b

PO 4. Analyze the relationship between clouds, temperature, and weather patterns.

For related content, please see: SE/TE: 241-243, 249-251 TE only: 240B, 243b, 248B, 251b






Grade 3 Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Formulate relevant questions about

the properties of objects, organisms, and events of the environment using observations and prior knowledge.

(See M03-S2C1-01)

SE/TE: 8, 18 TE only: 6B, 9b

PO 2. Predict the results of an investigation based on observed patterns, not random guessing.

SE/TE: 66-67, 122-123, 162-163, 198-199, 256-257, 302-303, 340-341, 392-393, 426-427



SE/TE: 32, 33, 34-35, 98, 110, 122-123, 198-199, 232, 250, 256-257, 274, 380 TE only: 98B, 103a, 110B, 115a, 224B, 231a, 232B, 237a, 238B, 243a, 250B, 255a, 274B, 279a, 380B, 385a

PO 2. Plan a simple investigation (e.g., one plant receives adequate water, one receives too much water, and one receives too little water) based on the formulated questions.

SE/TE: 18-19, 24 TE only: 9b, 35d, 67d, 123d, 163d, 199d, 257d, 303d, 341d, 393d, 427d

PO 3. Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of a sound, properties of rocks) in life, physical, and Earth and space sciences.

SE/TE: 34-35, 66-67, 122-123, 162-163, 198-199, 256-257, 302-303, 340-341, 392-393, 426-427 TE only: 35b-35c, 67b-67c, 123b-123c, 163b-163c, 199b-199c, 257b-257c, 303b-303c, 341b-341c, 393b-393c, 427b-427c

PO 4. Use metric and U.S. customary units to measure objects.

(See M03-S4C4-04)

SE/TE: 16, 28, 82, 198-199, 280, 334, 335, 336, 337, 339, 340-341 TE only: 16B, 28B, 33a, 334B, 339a






PO 5. Record data in an organized and appropriate format (e.g., t-chart, table, list, written log).

(See W03-S3C2-01 and W03-S3C3-01)

SE/TE: 22, 25, 27, 28, 34-35, 48, 88, 136, 162-163, 198-199, 238, 256-257, 302-303, 328, 340-341, 406, 426-427 TE only: 22B, 27a, 28B, 33a, 35b, 163b, 199b, 257b, 303b, 427b

Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize data using the following

methods with appropriate labels: bar graphs pictographs tally charts

(See M03-S2C1-02)

SE/TE: 22, 25, 27, 123, 316, 440-441 TE only: 22B, 27a See also Chapter Activity Cards; Directed Inquiry, Guided Inquiry, and Open Inquiry, that engage students in recording data.

PO 2. Construct reasonable interpretations of the collected data based on formulated questions.

(See M03-S2C1-03)

SE/TE: 15, 18-19, 238, 422, 426-427 TE only: 154B, 238B, 422B, 427b


SE/TE: 393 TE only: 67c, 123c, 257c, 393b, 393c, 427c

PO 4. Generate questions for possible future investigations based on the conclusions of the investigation.

SE/TE: 8, 18-19, 24 TE only: 35d, 67d, 123d, 163d, 199d, 257d, 303d, 341d, 393d, 427d

PO 5. Record questions for further inquiry based on the conclusions of the investigation.

SE/TE: 8, 18-19, 24 TE only: 35d, 67d, 123d, 163d, 199d, 257d, 303d, 341d, 393d, 427d

Concept 4: Communication Communicate results of investigations. PO 1. Communicate investigations and

explanations using evidence and appropriate terminology.

(See W03-S3C2-01)

SE/TE: 4, 22, 25, 35, 48, 54, 88, 176, 224, 272, 322, 354, 362, 386, 422 TE only: 22B, 35b, 54B, 224B, 362B, 386B, 422B Each Chapter’s Activity Cards, Open Inquiry, Analyze and Conclude, engage students in related what they have learned.






PO 2. Describe an investigation in ways that enable others to repeat it.

(See W03-S3C2-01 and LS-F1)

For related content, please see: SE/TE: 27 TE only: 27b


(See LS-E1)

TE only: 35c, 199c, 303c Each Chapter’s Activity Cards, Guided, Inquiry, Analyze and Conclude, engage students in explaining to other groups what they have learned and comparing results.


cultures, past and present, have made important contributions to scientific innovations (e.g., John Muir [naturalist], supports Strand 4; Thomas Edison [inventor], supports Strand 5; Mae Jemison [engineer, physician, astronaut], supports Strand 6; Edmund Halley [scientist], supports Strand 6).

SE/TE: 45, 50, 146, 164, 258, 296, 304, 408, 428 TE only: 14, 53a, 146B, 153a, 296B, 301a, 408B, 413a

PO 2. Describe science-related career opportunities.

SE/TE: 61-64, 124, 209, 394

Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. PO 1. Describe how, in a system (e.g.,

terrarium, house) with many components, the components usually influence one another.

SE/TE: 180-183, 186-187, 188-189 TE only: 178B, 183b, 184B, 189b

PO 2. Explain why a system may not work if a component is defective or missing.

SE/TE: 180-183, 186-187, 188-189 TE only: 178B, 183b, 184B, 189b






Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Describe the major factors that could

impact a human population (e.g., famine, drought, disease, improved transportation, medical breakthroughs).

SE/TE: 52, 75, 192, 194, 196-197 TE only: 50B

PO 2. Describe the beneficial and harmful impacts of natural events and human activities on the environment (e.g., forest fires, flooding, pesticides).

SE/TE: 177, 183, 190, 191-192, 194, 207 TE only: 178B, 183a, 190B, 197a, 207b

Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Identify ways that people use tools

and techniques to solve problems.

SE/TE: 51, 52-53, 54, 60, 61-65, 74-75 TE only: 53b, 54B, 59a, 60B, 65a, 65b

PO 2. Describe the development of different technologies (e.g., communication, entertainment, transportation, medicine) in response to resources, needs, and values.

SE/TE: 47, 49, 50, 51-53, 62-63 TE only: 50B, 53a

PO 3. Design and construct a technological solution to a common problem or need using common materials.

SE/TE: 48, 54, 60, 62, 78-83 TE only: 54B, 59a, 60B, 65a






Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Describe the function of the following

plant structures: roots – absorb nutrients stems – provide support leaves – synthesize food flowers – attract pollinators and

produce seeds for reproduction

SE/TE: 102-103, 104, 105-109, 112 TE only: 103b, 104B, 109a, 109b

Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Compare life cycles of various plants

(e.g., conifers, flowering plants, ferns).

SE/TE: 121

PO 2. Explain how growth, death, and decay are part of the plant life cycle.

SE/TE: 117, 118-119, 120-121 TE only: 116B, 121b

Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. PO 1. Identify the living and nonliving

components of an ecosystem.

SE/TE: 180-181, 183, 206 TE only: 183b

PO 2. Examine an ecosystem to identify microscopic and macroscopic organisms.

For related content, please see: SE/TE: 183, 198-199

PO 3. Explain the interrelationships among plants and animals in different environments:

producers – plants consumers – animals decomposers – fungi, insects,

bacteria

SE/TE: 185-189 TE only: 184B, 189b, 207b

PO 4. Describe how plants and animals cause change in their environment.

SE/TE: 192, 197 TE only: 190B, 197b






PO 5. Describe how environmental factors (e.g., soil composition, range of temperature, quantity and quality of light or water) in the ecosystem may affect a member organism’s ability to grow, reproduce, and thrive.

SE/TE: 183, 189, 191-193, 194-195 TE only: 178B, 183a, 184B, 189b

Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations. PO 1. Identify adaptations of plants and

animals that allow them to live in specific environments.

SE/TE: 195, 207 TE only: 190B, 197b

PO 2. Describe ways that species adapt when introduced into new environments.

SE/TE: 195, 196-197 TE only: 197b

PO 3. Cite examples of how a species’ inability to adapt to changing conditions in the ecosystem led to the extinction of that species.

For related content, please see: SE/TE: 191, 193, 194-195 TE only: 190B, 197b

Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. No performance objectives at this grade

level


level






Concept 3: Energy and Magnetism Investigate different forms of energy. PO 1. Demonstrate that light can be:

reflected (with mirrors) refracted (with prisms) absorbed (by dark surfaces)

SE/TE: 368, 370-371, 372-373, 400 TE only: 368B, 375a, 375b

PO 2. Describe how light behaves on striking objects that are:

transparent (clear plastic) translucent (waxed paper) opaque (cardboard)

For related content, please see: SE/TE: 369

PO 3. Demonstrate that vibrating objects produce sound.

SE/TE: 380, 381-385 TE only: 380B, 385a, 385b

PO 4. Demonstrate that the pitch of a sound depends on the rate of the vibration (e.g., a long rubber band has a lower pitch than a short rubber band).

SE/TE: 384-385 TE only: 380B, 385b

Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of Earth materials. PO 1. Identify the layers of the Earth:

crust mantle core (inner and outer)

For related content, please see: SE/TE: 245, 248 TE only: 244B

PO 2. Describe the different types of rocks and how they are formed:

metamorphic igneous sedimentary

SE/TE: 235-237, 266 TE only: 232B, 237b

PO 3. Classify rocks based on the following physical properties:

color texture

SE/TE: 236






PO 4. Describe fossils as a record of past life forms.


PO 5. Describe how fossils are formed.


PO 6. Describe ways humans use Earth materials (e.g., fuel, building materials, growing food).

SE/TE: 235 TE only: 232B, 234, 237b


level

Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. No performance objectives at this grade

level






Grade 4 Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Differentiate inferences from

observations.

SE/TE: 28, 31

PO 2. Formulate a relevant question through observations that can be tested by an investigation.

(See M04-S2C1-01)

SE/TE: 7, 8-9, 16, 18-19 TE only: 9b, 16B, 23a

PO 3. Formulate predictions in the realm of science based on observed cause and effect relationships.

SE/TE: 18-19

PO 4. Locate information (e.g., book, article, website) related to an investigation.

(See W04-S3C6-01 and R04-S3C1-05)

SE/TE: 8-9 TE only: 6B, 9a, 9b


appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

SE/TE: 14-15, 124-125, 180-181, 208, 242-243, 330, 336-337, 378-379, 392, 400, 414, 420-421 TE only: 15b, 208B, 330B, 335a, 400B, 405a, 414B, 419a

PO 2. Plan a simple investigation that identifies the variables to be controlled.

For related content, please see: SE/TE: 18-19, 32-33 See also Chapter Activity Cards, Open Inquiry: Design Your Own Investigation.

PO 3. Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and Earth and space sciences.

SE/TE: 32-33, 62-63, 124-125, 180-181, 242-243, 284-285, 336-337, 378-379, 420-421, 450-451 TE only: 33b-33c, 63b-63c, 181b-181c, 243b-243c, 285b-285c, 337b-337c, 379b-379c, 421b-421c, 451b-451c






PO 4. Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary).

(See M04-S4C4-03 and M04-S4C4-07)

SE/TE: 11, 16, 32-33, 124-125, 230, 284-285, 310, 312-317, 318, 434 TE only: 310B, 317a, 317b, 318B


(See W04-S3C2-01 and W04-S3C3-01)

SE/TE: 24, 26, 27, 32-33, 54, 62-63, 124-125, 180-181, 242-243, 284-285, 336-337, 378-379, 420-421, 450-451 TE only: 24B, 54B, 125b, 181b, 243b, 285b, 337b, 379b, 421b, 451b

Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Analyze data obtained in a scientific

investigation to identify trends. (See M04-S2C1-03)

For related content, please see: SE/TE: 19, 24, 26, 27, 31 TE only: 24B, 31a See also Chapter Activity Cards; Directed Inquiry, Guided Inquiry, and Open Inquiry, Analyze and Conclude.

PO 2. Formulate conclusions based upon identified trends in data.

(See M04-S2C1-03)

For related content, please see: SE/TE: 18-19, 23, 24, 26, 27, 31a TE only: 24B

PO 3. Determine that data collected is consistent with the formulated question.

SE/TE: 16, 18-19, 195, 299, 463 TE only: 16B, 23a

PO 4. Determine whether the data supports the prediction for an investigation.

SE/TE: 62-63, 195, 299, 420-421, 450- 451, 463 TE only: 421b, 451b

PO 5. Develop new questions and predictions based upon the data collected in the investigation.

SE/TE: 19






Concept 4: Communication Communicate results of investigations. PO 1. Communicate verbally or in writing

the results of an inquiry. (See W04-S3C3-01)

SE/TE: 24, 33, 46, 54, 112, 366, 394 TE only: 24B, 33b, 54B, 112B, 366B, 394B See also Chapter Activity Cards; Directed Inquiry, Guided Inquiry, and Open Inquiry, that engage students in writing investigation inferences, analyses, and conclusions.

PO 2. Choose an appropriate graphic representation for collected data:

bar graph line graph Venn diagram model

(See M04-S2C1-02)

SE/TE: 22, 24, 27, 54, 62-63, 106, 162, 208, 230, 256, 270, 284-285, 420-421, 450-451 TE only: 24B, 26, 54B, 61a, 87, 104, 106B, 159, 162B, 173, 208B, 230B, 270B, 280, 282, 285b, 421b, 451b See also Chapter Activity Cards; Directed Inquiry, Guided Inquiry, and Open Inquiry, that engage students in recording data.

PO 3. Communicate with other groups or individuals to compare the results of a common investigation.

SE/TE: 23, 24, 29, 33, 63 TE only: 24B, 31a, 33b, 63b, 173, 285c, 421c


cultures, past and present, have made important contributions to scientific innovations (e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla [engineer, inventor] supports Strand 5; Michael Faraday [scientist], supports Strand 5; Benjamin Franklin [scientist], supports Strand 5).

SE/TE: 55-61, 113, 182, 258, 389, 406, 415-416 TE only: 406B, 409a






PO 2. Describe science-related career opportunities.

SE/TE: 126, 338, 422

Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. PO 1. Explain the role of experimentation

in scientific inquiry.

SE/TE: 9, 18-19, 30

PO 2. Describe the interaction of components in a system (e.g., flashlight, radio).

SE/TE: 143, 151, 153, 400, 401

PO 3. Explain various ways scientists generate ideas (e.g., observation, experiment, collaboration, theoretical and mathematical models).

SE/TE: 7, 16, 17, 23 TE only: 6B, 9b, 16B

Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Describe how natural events and

human activities have positive and negative impacts on environments (e.g., fire, floods, pollution, dams).

SE/TE: 60, 71, 163-167, 226, 228-229

PO 2. Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion).

SE/TE: 220-223, 225-229, 250-251 TE only: 218B, 223b, 224B, 229b

Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Describe how science and technology

(e.g., computers, air conditioning, medicine) have improved the lives of many people.

SE/TE: 48, 49-53, 68, 69 TE only: 48B, 53a, 53b






PO 2. Describe benefits (e.g., easy communications, rapid transportation) and risks (e.g., pollution, destruction of natural resources) related to the use of technology.

SE/TE: 48, 49, 50-51, 52-53 TE only: 48B, 53a, 53b


SE/TE: 56-61, 62-63, 71-77 TE only: 61b, 63b-63c

Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Compare structures in plants (e.g.,

roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival.

For related content, please see: SE/TE: 88-91, 104-105, 147

PO 2. Classify animals by identifiable group characteristics:

vertebrates – mammals, birds, fish, reptiles, amphibians

invertebrates – insects, arachnids

SE/TE: 88-89, 90-91 TE only: 84B, 91a, 91b

Concept 2: Life Cycles Understand the life cycles of plants and animals. No performance objectives at this grade

level

Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. PO 1. Describe ways various resources

(e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population.

SE/TE: 144, 149-153, 155-161, 188 TE only: 142B, 147b, 154B, 161b

PO 2. Differentiate renewable resources from nonrenewable resources.

For related content, please see: SE/TE: 179, 230-235 TE only: 179b






PO 3. Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an environment.

SE/TE: 162, 163-167 TE only: 162B, 167a, 167b

PO 4. Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling, finding substitutes).

SE/TE: 60, 71, 166, 179, 234, 281, 357, 431, 459

Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations. PO 1. Recognize that successful

characteristics of populations are inherited traits that are favorable in a particular environment.

SE/TE: 113-117, 135 TE only: 112B, 117b

PO 2. Give examples of adaptations that allow plants and animals to survive.

camouflage – horned lizards, coyotes

mimicry – Monarch and Viceroy butterflies

physical – cactus spines mutualism – species of acacia that

harbor ants, which repel other harmful insects

SE/TE: 107-111, 134 TE only: 106B, 111b

Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. No performance objectives at this grade

level


level






Concept 3: Energy and Magnetism Investigate different forms of energy. PO 1. Demonstrate that electricity flowing

in circuits can produce light, heat, sound, and magnetic effects.

SE/TE: 400, 414, 415-419, 420-421, 429, 430 TE Only: 400B, 405a, 414B, 419a, 419b, 421b-421c

PO 2. Construct series and parallel electric circuits.

SE/TE: 400, 404-405 TE only: 400B, 405a

PO 3. Explain the purpose of conductors and insulators in various practical applications.

SE/TE: 402-403

PO 4. Investigate the characteristics of magnets (e.g., opposite poles attract, like poles repel, the force between two magnet poles depends on the distance between them).

SE/TE: 309, 326, 410, 411-413, 429 TE only: 410B, 413a, 413b

PO 5. State cause and effect relationships between magnets and circuitry.

SE/TE: 405 414, 415, 416, 417, 418, 419, 420-421 TE Only: 421b-421c

Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of Earth materials. No performance objectives at this grade

level

Concept 2: Earth’s Processes and Systems Understand the processes acting on the Earth and their interaction with the Earth systems. PO 1. Identify the Earth processes that

cause erosion.

SE/TE: 218, 222, 223, 250 TE only: 218B, 223a, 223b

PO 2. Describe how currents and wind cause erosion and land changes.

SE/TE: 220-221, 222






PO 3. Describe the role that water plays in the following processes that alter the Earth’s surface features:

erosion deposition weathering

SE/TE: 220-223

PO 4. Compare rapid and slow processes that change the Earth’s surface, including:

rapid – earthquakes, volcanoes, floods

slow – wind, weathering

SE/TE: 220-223, 226-229, 250-251 TE only: 218B, 223b, 224B, 229b

PO 5. Identify the Earth events that cause changes in atmospheric conditions (e.g., volcanic eruptions, forest fires).

SE/TE: 226, 229

PO 6. Analyze evidence that indicates life and environmental conditions have changed (e.g., tree rings, fish fossils in desert regions, ice cores).

SE/TE: 168, 169-173, 175-179, 189 TE only: 168B, 173a, 174B, 179b

Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. PO 1. Identify the sources of water within

an environment (e.g., ground water, surface water, atmospheric water, glaciers).

SE/TE: 230, 231-235, 251 TE only: 230B, 235a, 235b

PO 2. Describe the distribution of water on the Earth’s surface.

SE/TE: 230, 232-233, 251 TE only: 230B, 235a

PO 3. Differentiate between weather and climate as they relate to the southwestern United States.

For related content, please see: SE/TE: 240, 241

PO 4. Measure changes in weather (e.g., precipitation, wind speed, barometric pressure).







PO 5. Interpret the symbols on a weather map or chart to identify the following:

temperatures fronts precipitation

TE only: 240

PO 6. Compare weather conditions in various locations (e.g., regions of Arizona, various U.S. cities, coastal vs. interior geographical regions).

For related content, please see: TE only: 241






Grade 5 Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources. PO 1. Formulate a relevant question

through observations that can be tested by an investigation.

(See M05-S2C1-01)

SE/TE: 4, 16-17

PO 2. Formulate predictions in the realm of science based on observed cause and effect relationships.

SE/TE: 9, 13

PO 3. Locate information (e.g., book, article, website) related to an investigation.

(See W05-S3C6-01 and R05-S3C1-05)

SE/TE: 8-9 TE only: 6B, 11a, 11b

Concept 2: Scientific Testing (Investigating and Modeling) Design and conduct controlled investigations. PO 1. Demonstrate safe behavior and

appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

SE/TE: 24, 32-33, 106-107, 166, 190-191, 216, 264, 282, 344-345, 424, 448-449, 510, 522-523 TE only: 27b, 41a, 166B, 216B, 264B, 282B, 424B, 510B, 515a

PO 2. Plan a simple investigation that identifies the variables to be controlled.

For related content, please see: SE/TE: 16-17 TE only: 12B, 19b See also Chapter Activity Cards, Open Inquiry: Design Your Own Investigation.

PO 3. Conduct simple investigations (e.g., related to forces and motion, Earth processes) based on student-developed questions in life, physical, and Earth and space sciences.

TE only: 33d, 69d, 107d, 147d, 191d, 237d, 289d, 345d, 395d, 449d, 487d, 523d






PO 4. Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary).

(See M05-S4C4-01)

SE/TE: 20, 26, 28, 190-191, 382, 414, 478 TE only: 20B, 27a, 28B, 191b, 382B, 478B


(See W05-S3C2-01 and W05-S3C3-01)

SE/TE: 25, 32-33, 46, 68-69, 102, 134, 140, 178, 190-191, 236-237, 268, 328, 414, 486-487 TE only: 102B, 134B, 140B, 178B, 191b, 237b, 268B, 328B

Concept 3: Analysis and Conclusions Analyze and interpret data to explain correlations and results; formulate new questions. PO 1. Analyze data obtained in a scientific

investigation to identify trends and form conclusions.

(See M05-S2C1-03)

SE/TE: 11, 16-17, 32-33, 146-147, 190-191, 236-237, 486-487 TE only: 33b-33c, 147b-147c, 191b-191c, 237b-237c, 487b-487c See also Chapter Activity Cards; Directed Inquiry, Guided Inquiry, and Open Inquiry, Analyze and Conclude.

PO 2. Analyze whether the data is consistent with the proposed explanation that motivated the investigation.

SE/TE: 21, 26, 27, 68-69, 146-147, 236-237, 344-345, 448-449, 522-523 TE only: 20B, 27b, 69b, 147b, 237b, 345b, 449b, 523b

PO 3. Evaluate the reasonableness of the outcome of an investigation.

SE/TE: 19, 32-33, 106-107, 190-191, 288-289, 394-395, 486-487 TE only: 33b, 107b, 191b, 289b, 395b, 487b

PO 4. Develop new investigations and predictions based on questions that arise from the findings of an investigation.

TE only: 33c, 69c, 147c, 191c, 237c, 289c, 345c, 395c, 449c, 487c, 523c

PO 5. Identify possible relationships between variables in simple investigations (e.g., time and distance; incline and mass of object).

SE/TE: 16-17, 20, 120, 184, 232, 374, 414, 442, 470, 510 TE only: 20B, 184B, 232B, 374B, 442B, 470B, 510B






Concept 4: Communication Communicate results of investigations. PO 1. Communicate verbally or in writing

the results of an inquiry. (See W05-S3C3-01)

SE/TE: 32-33, 60, 96, 172, 216, 282, 310, 430, 470, 500 TE only: 33b, 60B, 67a, 96B, 172B, 216B, 282B, 310B, 430B, 470B See also Chapter Activity Cards; Directed Inquiry, Guided Inquiry, and Open Inquiry, that engage students in writing investigation inferences, analyses, and conclusions.

PO 2. Choose an appropriate graphic representation for collected data:

bar graph line graph Venn diagram model

(See M05-S2C1-02)

SE/TE: 14, 25, 34, 60, 68-69, 78-83, 94, 106-107, 236-237, 332, 361, 363, 394-395 TE only: 60B, 69b, 70, 395b See also Chapter Activity Cards; Directed Inquiry, Guided Inquiry, and Open Inquiry, that engage students in recording data.

PO 3. Communicate with other groups or individuals to compare the results of a common investigation.

TE only: 33a, 69a, 107a, 147a, 191a, 289a, 345a, 345c, 449a

Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual, cultural, and technological contributions to scientific knowledge. PO 1. Identify how diverse people and/or

cultures, past and present, have made important contributions to scientific innovations (e.g., Percy Lavon Julian [scientist], supports Strand 4; Niels Bohr [scientist], supports Strand 5; Edwin Hubble [scientist], supports Strand 6).

SE/TE: 49, 50, 66, 155, 192, 208, 346, 384-385, 392, 488






Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. PO 1. Provide examples that support the

premise that science is an ongoing process that changes in response to new information and discoveries (e.g., space exploration, medical advances).

SE/TE: 7, 8, 49, 50-51, 52-53, 56-57, 58-59 TE only: 53b, 54B, 59a

PO 2. Explain the cycle by which new scientific knowledge generates new scientific inquiry.

SE/TE: 7, 8

PO 3. Describe how scientific knowledge is subject to modification and/or change as new information/ technology challenges prevailing theories.

SE/TE: 7, 8, 11, 49, 50-51, 52-53 TE only: 48B, 53b

PO 4. Compare collaborative approaches that scientists use for investigations (e.g., teams, individual with peer review).

SE/TE: 8, 13-15, 16-17, 18-19, 30, 31 TE only: 12B, 19b

PO 5. Describe qualities of the scientists’ habits of mind (e.g., openness, skepticism, integrity, tolerance).

SE/TE: 8, 22, 24, 31 TE only: 12B, 19b

Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Explain the impacts of natural

hazards on habitats (e.g., global warming, floods, asteroid or large meteor impacts).

SE/TE: 225, 226, 288-289, 328, 329-333 TE only: 328B, 333a, 390

PO 2. Propose a solution, resource, or product that addresses a specific human, animal, or habitat need.

SE/TE: 62, 234, 235 TE only: 235b






PO 3. Evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to human, animal, or habitat needs.

For related content, please see: SE/TE: 234, 235 TE only: 235b

Concept 2: Science and Technology in Society Develop viable solutions to a need or problem. PO 1. Describe the relationship between

science and technology.

SE/TE: 49-53, 55-59 TE only: 48B, 53b, 59b

PO 2. Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers.

SE/TE: 117, 148, 203, 524


SE/TE: 49-51, 68-69, 78-83 TE only: 69b-69c

Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Structure and Function in Living Systems Understand the relationships between structures and functions of organisms. PO 1. Identify the functions and parts of

the skeletal system: protection – rib cage, cranium support – vertebrae movement – pelvis, femur, hip

SE/TE: 124, 172, 173, 175 TE only: 172B, 177a, 177b

PO 2. Identify the following types of muscles:

cardiac – heart smooth – stomach skeletal – biceps

SE/TE: 174, 175 TE only: 172B, 177b

PO 3. Identify the functions and parts of the nervous system:

control center – brain relay mechanism – spinal cord transport messages – nerves

SE/TE: 179-183 TE only: 183b






PO 4. Distinguish between voluntary and involuntary responses.

SE/TE: 181 TE only: 178B, 183b

Concept 2: Reproduction and Heredity Understand the basic principles of heredity. No performance objectives at this grade

level

Concept 3: Populations of Organisms in an Ecosystem Analyze the relationships among various organisms and their environment. No performance objectives at this grade

level

Concept 4: Diversity, Adaptation, and Behavior Identify structural and behavioral adaptations. No performance objectives at this grade

level

Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties and Changes of Properties in Matter Understand physical and chemical properties of matter. PO 1. Identify that matter is made of

smaller units called: molecules (e.g., H2O, CO2) atoms (e.g., H, N, Na)

SE/TE: 420-421, 423, 456 TE only: 416B, 423b

PO 2. Distinguish between mixtures and compounds.

SE/TE: 422-423, 436, 437-439 TE only: 416B, 423b, 436B, 441a, 441b

PO 3. Describe changes of matter: physical – cutting wood, ripping

paper, freezing water chemical – burning of wood, rusting

of iron, milk turning sour

SE/TE: 442, 443-447 TE only: 442B, 447a, 447b

Concept 2: Motion and Forces Understand the relationship between force and motion. PO 1. Describe the following forces:

gravity friction

SE/TE: 466-467, 468-469, 494 TE only: 464B, 469b






PO 2. Describe the various effects forces can have on an object (e.g., cause motion, halt motion, change direction of motion, cause deformation).

SE/TE: 465, 466-467, 468-469, 470, 471, 472-473, 474-475, 477 TE only: 469b, 470B, 477a, 477b

PO 3. Examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley, lever).

SE/TE: 470, 478, 479-485 TE only: 470B, 477a, 478B, 485a, 485b

PO 4. Demonstrate effects of variables on an object’s motion (e.g., incline angle, friction, applied forces).

SE/TE: 470, 471, 472-473, 474-475, 477 TE only: 470B, 477a, 477b

Concept 3: Transfer of Energy Understand that energy can be stored and transferred. No performance objectives at this grade

level

Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Structure of the Earth Describe the composition and interactions between the structure of the Earth and its atmosphere. No performance objectives at this grade

level

Concept 2: Earth’s Processes and Systems Understand the processes acting on the Earth and their interaction with the Earth systems. PO 1. Describe how the Moon’s appearance

changes during a four-week lunar cycle.

For related content, please see: SE/TE: 379, 402 TE only: 381b

PO 2. Describe how Earth’s rotation results in day and night at any particular location.

SE/TE: 364-365 TE only: 362B, 367b

PO 3. Distinguish between revolution and rotation.

SE/TE: 364-365, 367 TE only: 362B, 367b






PO 4. Describe the role of gravity as an attractive force between celestial objects.

SE/TE: 365, 376, 379

Concept 3: Earth in the Solar System Understand the relationships of the Earth and other objects in the solar system. PO 1. Identify the known planets of the

solar system.

SE/TE: 375-381, 382, 383-387, 403 TE only: 374B, 381b, 382B, 387a, 387b

PO 2. Describe the distinguishing characteristics of the known planets in the solar system.

SE/TE: 377-381, 382, 383-387, 403 TE only: 374B, 381b, 382B, 387a, 387b

PO 3. Describe various objects in the sky (e.g., asteroids, comets, stars, meteors/shooting stars).

SE/TE: 368, 369, 372, 373, 388, 389-393, 402-403 TE only: 368B, 373a, 373b, 388B, 393a, 393b

PO 4. Describe the change in position and motion of the following objects in the sky over time:

real motion – Moon, planets apparent motion (due to the motion

of the Earth) – Sun, Moon, stars

SE/TE: 363-367, 375-381, 383-387, 402 TE only: 362B, 367b, 374B, 381b, 382B, 387b

PO 5. Explain the apparent motion of the Sun and stars.

SE/TE: 363-367, 402 TE only: 362B, 367b

PO 6. Describe efforts to explore space (e.g., Apollo missions, space shuttles, Hubble space telescope, space probes).

(See Strand 2)

SE/TE: 377, 381, 387, 405

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