Montana Standards for Science Grades K-6

Transcription

1 A Correlation of to the Montana Standards for Science Grades K-6 M/S-107

2 Introduction This document demonstrates how Scott Foresman Science meets the Montana Standards for Science. Correlation page references are to the Teacher s Edition. Lessons in the Teacher s Edition contain facsimile Student Edition and ancillary pages. Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design. Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process. How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students. Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills at each student s reading level. Time-Saving Strategies Time-saving strategies are built right into the Teacher s Edition that will save the teacher hours of time in lesson preparation. Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily. Technology Scott Foresman Science brings teaching and learning together in one convenient spot the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teacher s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

3 Table of Contents Kindergarten --Grade Four....1 Grade Five & Six

4 to the Kindergarten Grade Four Content Standard 1 Students design, conduct, evaluate and communicate scientific investigations. Students must understand the process of science how information is gathered, evaluated and communicated to others. This process mirrors everyday life. The knowledge and skills related to scientific inquiry enable students to understand how science works and are powerful ways for students to build their understanding of the scientific facts, principles, concepts and applications that are described in the other science standards. In addition, scientific inquiry stimulates student interest, motivation and creativity. 1. be given a testable question, plan, design, and safely conduct a scientific investigation with identified variables. Grade K: Representative pages: 8-9, 44-45, 72-75, 98-99, , , , , , Grade 1: Representative pages: 18-19, 74-75, , , , , , , , Grade 2: Representative pages: 26-27, 90-91, , , , , , , , Grade 3: Representative pages: 26-27, 58-59, 90-91, , , , , , , Grade 4: Representative pages: 34-35, 66-67, , , , , , , , select and accurately use appropriate tools to measure (in SI units), process and analyze results of a basic scientific investigation. Grade K: 82-83, , , Grade 1: 18-19, 52, , , , 276, , Grade 2: 140, 172, , , 300, , 332, Grade 3: 26-27, 90-91, 148, 172, , , , 300, , , 412, 452, , Grade 4: 4, 96-97, , , , 284, , , 348, , 436, , 492,

5 3. represent, communicate and provide supporting evidence of scientific investigations. Grade K: Representative pages: 8-9, 50-51, 72-73, 82-83, , , , , , Grade 1: Representative pages: 4, 28, 52, 84, 116, 148, 180, 212, 244, 276 Grade 2: Representative pages: 4, 36, 68, , 140, 172, 204, 257, , Grade 3: Representative pages: 36, 68, 148, 172, 196, 244, 276, 300, 324, 356 Grade 4: Representative pages: 44, 76, 140, , , , 284, 348, , , describe relationships among parts of a familiar system (e.g., digestive system, simple machines) and identify and record changes and patterns of changes in the system. Grade K: Grade 1: 54-57, 58-61, 62-67, 68-71, 72-73, , , , , , Grade 2: 7-9, 39-41, 56-57, , , Grade 3: 6-9, 38-43, 70-75, , , Grade 4: 4, 7-9, 50-53, , , , , i7, , construct models that illustrate simple concepts and compare those models to what they represent. Grade K: 64-65, Grade 1: , 148, , Grade 2: 36, 90-91, 133, , , 384 Grade 3: 36, 215, 235, 238, , 471 Grade 4: 162, 189, 212, , 364, 380, 516, 539, , 548, 561, 564, communicate results from a controlled experiment and are reproducible. Grade K: Representative pages: 24-25, 44-45, 64-65, 82-83, , , , , , Grade 1: Representative pages: 18-19, 40-41, , , , , , , , 372 Grade 2: Representative pages: 68, 100, , , , , , , 332, Grade 3: Representative pages: 36, 58-59, , 196, , , , , , 452 Grade 4: Representative pages: 34-35, 96-97, 180, 236, , , , 404, ,

6 Content Standard 2 Students demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. Everyone has experience with matter in a variety of forms. Energy is also a central concept in science because all physical interactions involve changes in energy. Therefore, knowledge of the forms of matter and energy is essential to interpreting, explaining, predicting and influencing change in our world. 1. examine, describe, compare and classify tangible objects in terms of common physical properties. Grade K: , , , , , , , Grade 1: , , Grade 2: , , Grade 3: 276, , , Grade 4: , 322, create mixtures and separate them based on different properties (e.g., salt and sand, iron filings and soil, oil and water). Grade K: Grade 1: , , Grade 2: , , Grade 3: , 290, Grade 4: , , model and explain that matter exists as solids, liquids and gases and can change from one form to another. Grade K: , , , Grade 1: , , Grade 2: , , , Grade 3: 278, 283, , , , Grade 4: 316, , , identify and predict what changes and what remains unchanged when matter experiences an external influence. Grade K: , Grade 1: , , , Grade 2: , , Grade 3: 300, , , , Grade 4: , , ,

7 5. identify, build, and describe mechanical systems (e.g., simple and complex machines). Grade K: , , , , , , , Grade 1: , Grade 2: Grade 3: Grade 4: 460, , , describe the basic characteristics of light, heat, magnetism and sound. Grade K: , , Grade 1: , , , , Grade 2: , , , , , Grade 3: , , , , , Grade 4: , , , , , , , Content Standard 3 Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. Students gain a better understanding of the world around them if they study a variety of organisms, microscopic as well as macroscopic. Through the study of similarities and differences of organisms, students learn the importance of classification and the diversity of living organisms. The understanding of diversity helps students understand biological evolution and life s natural processes (cycles, growth and reproduction). Structure, function, body organization, growth and development, health and disease are important aspects to the study of life. The study of living systems provides students important information about how humans critically impact Earth s biomes. 1. identify that plants and animals have structures and systems, which serve different functions. Grade K: 16-17, 18-19, 20-21, 22-23, 34-35, 36-37, 38-39, 40-41, Grade 1: 10-11, 12-13, 54-57, 58-61, 62-67, 68-71, Grade 2: 7-9, 12-15, 16-19, 20-21, 22-23, 24-25, 39-41, 42-43, 44-45, 46-47, 48-49, 50-51, Grade 3: 6-9, 44-47, Grade 4: 7-9, 46-49, 50-53, , , , ,

8 2. identify and describe basic requirements of energy needed and nutritional needs for each human body system. Grade K: 16-17, 18-19, 20-21, 22-23, 30-31, 34-35, Grade 1: 10-11, 12-13, 54-57, 58-61, Grade 2: 42-43, , Grade 3: , , Grade 4: , , , , develop models that trace the life cycles of different plants and animals and discuss how they differ from species to species. Grade K: 24-25, 28-29, 34-35, 42-43, Grade 1: 84-85, 86-91, 92-93, 94-97, 98-99, , , Grade 2: , , , , , , , Grade 3: 18-21, Grade 4: 26-33, explain cause and effect relationships in living systems and nonliving components within ecosystems. Grade K: 54-55, 56-57, 58-59, 60-61, 62-63, 64-65, Grade 1: , , , , , Grade 2: 71-73, 74-77, 78-81, 82-83, Grade 3: , , Grade 4: 78-83, 84-89, 90-95, 96-97, , create and use a classification system to group a variety of plants and animals according to their similarities and differences. Grade K: Can be developed from: 38-39, 54-55, 56-57, 58-59, 60-61, Grade 1: Can be developed from: 30-33, 34-35, 36-37, 38-39, Grade 2: 12-15, 16-19, 20-21, 22-23, 24-25, 39-41, 42-43, 44-45, 46-47, 48-49, 50-51, 52-55, Grade 3: 14-17, Grade 4: 10-13, 14-17, 18-25, 26-33,

9 Content Standard 4 Students demonstrate knowledge of the composition, structures, processes and interactions of Earth s systems and other objects in space. By studying Earth, its composition, history and the processes that shape it, students gain a better understanding of the planet on which they live. The world s atmosphere and water are vital to life. Both subtle and wholesale changes in either can have a profound effect on human existence. Knowledge of the Sun and the rest of the Universe help students make predictions about Earth and informed decisions about the future of space exploration. 1. describe and give examples of Earth s changing features. Grade K: 82-83, 86-87, Grade 1: , , Grade 2: , Grade 3: 220, , , , Grade 4: 260, , , , describe the physical properties of Earth s basic materials (including soil, rocks, water and gases). Grade K: 86-87, 88-89, 90-91, 92-93, Grade 1: , , Grade 2: , , , , , Grade 3: , , , , Grade 4: , , , , , , investigate fossils and make inferences about life and the environment long ago. Grade K: Can be developed from: 86-87, 88-89, Grade 1: Grade 2: , , , , , Grade 3: 22-25, Grade 4: , observe and describe local weather and demonstrate how weather conditions are measured. Grade K: , , , , Grade 1: , , , , Grade 2: 172, , , Grade 3: 172, , Grade 4: , , , , ,

10 5. identify seasons and explain the difference between weather and climate. Grade K: , , , Grade 1: Grade 2: , , , , Grade 3: Grade 4: , , , , , , describe objects in the sky and explain that light and heat comes from a star called the Sun. Grade K: , , , , , , Grade 1: , , , , Grade 2: 364, , , , , Grade 3: , Grade 4: , , 516, , , , Content Standard 5 Students understand how scientific knowledge and technological developments impact society. Our world and human activity is shaped in many ways by the advances in science and technology, which involves the application of science. Because these advances affect all of Earth s living and nonliving systems, it is vital that students understand the interrelationships of science, technology and human activity. 1. give examples of how people use science and technology. Grade K: , , , , , Grade 1: , , , , , , , Grade 2: , , , , , Grade 3: , , Grade 4: 548, , , model scientific collaboration by sharing and communicating ideas and solutions in a variety of cooperative settings. Grade K: Representative pages: 8-9, 44-45, 72-75, 98-99, , , , , , Grade 1: Representative pages: 18-19, 74-75, , , , , , , , Grade 2: Representative pages: 26-27, 90-91, , , , , , , , Grade 3: Representative pages: 26-27, 58-59, 90-91, , , , , , , Grade 4: Representative pages: 34-35, 66-67, , , , , , , ,

11 3. use current scientific knowledge to make inferences and propose solutions for local environmental problems (recycling, waste management). Grade K: Grade 1: , Grade 2: Grade 3: , , Grade 4: , identify a scientific or technological innovation that benefits the community. Grade K: Can be developed from: , , , , , Grade 1: , , , , , Grade 2: , , , , Grade 3: , , Grade 4: 54, , , Content Standard 6 Students understand historical developments in science and technology. Students need to understand that scientific knowledge was influenced greatly by societal influences. They also need to know that scientific advances have influenced society. For instance, the development of the atom bomb and the discovery that microbes cause disease both had a major impact on society. Therefore, the use of history in school science programs is necessary to clarify different aspects of scientific discovery, to understand that scientific knowledge is publicly shared and to understand the role that science has played in the development of various cultures. 1. give historical examples of scientific and technological contributions to society. Grade K: 68-69, , , , , , Grade 1: 24, 46-47, 48, 80, 112, 136, , 176, 200, , 240, 272, 304 Grade 2: 32, 64, 128, 166, 224, 262, 328, 352, 390, 416 Grade 3: 64, 96, 134, 190, 216, 240, 352, 408, 448 Grade 4: 104, 168, 208, 232, 256, 368, 400, 480, 512, 544, 568 8

12 2. describe how scientific inquiry has produced much knowledge about the world. Grade K: Can be developed from: , , , , , Grade 1: 24, 46-47, 48, 80, 112, 136, , 176, 200, , 240, 272, 304 Grade 2: 32, 64, 128, 166, 224, 262, 328, 352, 390, 416 Grade 3: 64, 96, 134, 190, 216, 240, 352, 408, 448 Grade 4: 104, 168, 208, 232, 256, 368, 400, 480, 512, 544, 568 9

13 to the Grades Five and Six Content Standard 1 Students design, conduct, evaluate and communicate scientific investigations. Students must understand the process of science how information is gathered, evaluated and communicated to others. This process mirrors everyday life. The knowledge and skills related to scientific inquiry enable students to understand how science works and are powerful ways for students to build their understanding of the scientific facts, principles, concepts and applications that are described in the other science standards. In addition, scientific inquiry stimulates student interest, motivation and creativity. 1. identify a question, formulate a hypothesis, control and manipulate variables, devise and safely conduct experiments, predict outcomes and compare and analyze results. Grade 5: Representative pages: 50-51, 80-81, , , 229, , , , , Grade 6: Representative pages: 18-19, 42-43, 74-75, , , , , , , select and accurately use appropriate equipment and technology to measure (in SI units), gather, process and analyze data from a scientific investigation. Grade 5: 26-27, 80-81, 164, 196, 300, , 372, , 404, 476, Grade 6: 84, , , , 212, 344, , , , 532, communicate and defend results of investigations; question results of investigations if different from predicted. Grade 5: , 260, 295, 340, 508 Grade 6: 22, 46, 78-79, 193, 207, 263, , ,

14 4. analyze the processes, parts and subsystems of familiar (e.g., electrical circuits, bacteria) and infer cause and effect relationships among components of the system. Grade 5: 10-17, 18-21, 42-45, 46-49, 63-69, 70-73, 74-79, , , Grade 6: 30-33, 34-37, 86-89, 90-93, 94-97, , , , create models to illustrate scientific concepts and use the model to predict change (e.g., computer simulation, a stream table, graphic representation). Grade 5: 51, 54, 84, , , 295, 300, 327, 298, 531, 563, , 593 Grade 6: 42-43, 46, 74,-75, , , 135, , 259, 263, 283, 286, 345, 348,-349, 412, 495, 548, distinguish between controlled and uncontrolled experiments by consistency of results. Grade 5: Representative pages: 26-27, 80-81, , , , , , , , Grade 6: Representative pages: 4, 28, 52, 84, 116, 140, 164, 212, 244, 268 Content Standard 2 Students demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. Everyone has experience with matter in a variety of forms. Energy is also a central concept in science because all physical interactions involve changes in energy. Therefore, knowledge of the forms of matter and energy is essential to interpreting, explaining, predicting and influencing change in our world. 1. examine, describe, compare and classify objects and substances based on common physical properties and simple chemical properties. Grade 5: , Grade 6: , , classify, describe, and model matter in terms of elements, compounds, mixtures, atoms and molecules. Grade 5: , , Grade 6: , , , , , model and explain that states of matter, solids, liquids and gases, are dependent upon the quantity of energy present in the system. Grade 5: , Grade 6: , , ,

15 4. identify and predict what will change and what will remain unchanged when matter experiences an external force or energy change. Grade 5: , , 372, , , Grade 6: , , , , identify, build, describe, measure, and analyze mechanical systems (e.g., simple and complex machines). Grade 5: Grade 6: 452, , , define energy and compare and contrast the characteristics of light, heat, motion, magnetism, electricity, sound and mechanical waves. Grade 5: 444, , , , , Grade 6: 476, , , , 500, , Content Standard 3 Students demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. Students gain a better understanding of the world around them if they study a variety of organisms, microscopic as well as macroscopic. Through the study of similarities and differences of organisms, students learn the importance of classification and the diversity of living organisms. The understanding of diversity helps students understand biological evolution and life s natural processes (cycles, growth and reproduction). Structure, function, body organization, growth and development, health and disease are important aspects to the study of life. The study of living systems provides students important information about how humans critically impact Earth s biomes. 1. compare the structure and function of prokaryotic cells (bacteria) and eukaryotic cells (plant, animal, etc.). Grade 5: 38-41, 42-45, Grade 6: 30-33, 34-37, 38-41, explain how organisms and systems of organisms obtain and use energy resources to maintain stable conditions and how they respond to stimuli (e.g., photosynthesis, respiration). Grade 5: 70-73, 94-97, , , , , Grade 6: , , , ,

16 3. communicate the differences in the reproductive processes of a variety of plants and animals using the principles of genetic modeling (e.g., Punet squares). Grade 5: Grade 6: 54-57, 58-61, 62-67, 68-73, investigate and explain the interdependent nature of biological systems in the environment and how they are affected by human interaction. Grade 5: , , , Grade 6: , , , , use a basic classification scheme to identify local plants and animals. Grade 5: 6-9, 10-17, 18-21, 22-25, Grade 6: 4, 6-9, 10-13, 14-17, Content Standard 4 Students demonstrate knowledge of the composition, structures, processes and interactions of Earth s systems and other objects in space. By studying Earth, its composition, history and the processes that shape it, students gain a better understanding of the planet on which they live. The world s atmosphere and water are vital to life. Both subtle and wholesale changes in either can have a profound effect on human existence. Knowledge of the Sun and the rest of the Universe help students make predictions about Earth and informed decisions about the future of space exploration. 1. model and explain the internal structure of the Earth and describe the formation and composition of Earth s external features in terms of the rock cycle and plate tectonics. Grade 5: , , , , Grade 6: , differentiate between rocks and classify rocks by how they are formed. Grade 5: Grade 6: 244, , explain scientific theories about the origin and evolution of the Earth and Solar System by describing how fossils are used as evidence of climatic change over time. Grade 5: , , , , Grade 6: , , ,

17 4. describe the water cycle, the composition and structure of the atmosphere, and the impact of oceans on large scale weather patterns. Grade 5: , , Grade 6: , , describe and model the motion and tilt of Earth in relation to the Sun, and explain the concept of day, night, seasons, year. Grade 5: , , , Grade 6: , describe the Earth, Moon, planets and other objects in space in terms of size, structure, and movement in relation to the Sun. Grade 5: , , , , , Grade 6: , , , , Content Standard 5 Students understand how scientific knowledge and technological developments impact society. Our world and human activity is shaped in many ways by the advances in science and technology, which involves the application of science. Because these advances affect all of Earth s living and nonliving systems, it is vital that students understand the interrelationships of science, technology and human activity. 1. identify the specific fields of scientific endeavor and related occupations within those fields. Grade 5: 32, 56, 120, 160, 224, 328, 400, 472, 496, 600 Grade 6: 112, 136, 160, 288, 320, 416, 496, model collaborative problem solving and give examples of how scientific knowledge is shared, critiqued, and scrutinized by other scientists and the public. Grade 5: Representative pages: 92, 124, 164, 196, 228, 261, 300, 340, 372, 404 Grade 6: Representative pages: 212, , 244, , 268, , 292, , 324, investigate local problems and/or issues and propose solutions or products that address a need, which considers variables (e.g., environmental risks). Grade 5: Can be developed from: , Grade 6: Can be developed from: , , ,

18 4. apply scientific knowledge and process skills to understand issues and everyday percepevents. Grade 5: Representative pages: 50-51, 80-81, , , , , , , , Grade 6: Representative pages: 216, 244, 268, 292, 324, 361, 420, 452, 476, 500 Content Standard 6 Students understand historical developments in science and technology. Students need to understand that scientific knowledge was influenced greatly by societal influences. They also need to know that scientific advances have influenced society. For instance, the development of the atom bomb and the discovery that microbes cause disease both had a major impact on society. Therefore, the use of history in school science programs is necessary to clarify different aspects of scientific discovery, to understand that scientific knowledge is publicly shared and to understand the role that science has played in the development of various cultures. 1. trace developments that demonstrate scientific knowledge is subject to change as new evidence becomes available. Grade 5: , , , , Grade 6: , , , identify major milestones in science that have impacted science, technology and society. Grade 5: 88, 184, 256, 296, 368, 440, 536, 568 Grade 6: 24, 48, 80, 200, 240, 264, 352, 384, 448, 520, 576,