Maryland Science Voluntary State Curriculum Grades K-6

Transcription

1 A Correlation of 2006 to the Maryland Science Voluntary State Curriculum Grades K-6 O/S-60

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

3 Table of Contents Kindergarten 1 Grade One 15 Grade Two 30 Grade Three 44 Grade Four 61 Grade Five 83 Grade Six 103

4 To the Maryland Science Voluntary State Curriculum Standard 1.0 Skills and Processes Skills and Processes : Kindergarten Students will demonstrate the thinking and acting inherent in the practice of science. A. Scientific Inquiry 1. Seek information through observation, exploration, and descriptive investigations. a. Use their senses to observe and gather information from developmentally appropriate and scientifically accurate resources and investigations , 68 69, , b. Communicate scientific information collected from resources and investigations in various ways, such as orally, drawing, graphing, and/or writing , 44 45, 70 71, 92 93, c. Use scientific information collected to assist in making further discoveries. 25, 45, 72 73, 121, Ask relevant questions when engaged in scientific investigations. a. Use their senses to observe and explore materials and natural phenomena , 40 41, 72 73, , , 151, , 191, 203,

5 Kindergarten b. Ask questions about scientific investigations that can be answered through observations and further investigations. 25, 155, , Use observations to make predictions about what may occur. Objective a. Use information collected from observations and scientific investigations to make a prediction. 7, 24 25, 73, 84 85, , , , , Follow safety rules when participating in investigations or explorations. Objective a. Identify, describe and use safe procedures for conducting investigations or explorations: Wearing eye protection, plastic gloves, and smocks Using science equipment and materials appropriately Following oral directions Using senses in appropriate and safe ways 16, 24 25, 44, 64, 154, 159, 172, Use numbers and units when counting or measuring objects and recording data. a. Use the appropriate number when counting objects. 5b, 7, 25b, 47a, 66 67, , 143, 195a, b. Use the appropriate non-standard or standard unit when measuring an object's weight, length, and height. See Grade 1, pp. 289, 316, 368 c. Use the appropriate number and standard or non-standard unit when recording data. 25b, 67, 99b, 101b, , 209b 2

6 Kindergarten 7. Use simple tools/ equipment to extend the senses and gather data. a. Use simple tools, such as gears, pulleys, thermometers, hand lenses, simple microscopes, rulers, timers, funnels, and balances to collect data. 78E, 82 83, , , , 223, b. Record 25, 30, 44 45, 67, 73, 117, , 121d, , 130, 143, 223, 225, Compare data using observations, charts, or graphs. a. Identify and describe likenesses and differences in data collected through observations and investigations. 25, 98 99, , 151, , 173a, 203, b. Identify and describe likenesses and differences in data displayed on charts or picture graphs. 25, 65, 98 99, , 147, 149, 151, 173a, 177, Communicate findings from observations and investigations. Objective a. Use oral language, drawings or writing to describe observations and results of investigations , 44 45, 65c, 78E,

7 Kindergarten B. Critical Thinking 1. Describe the similarities and differences among objects and materials. a. Use their senses to investigate objects and materials , 44 45, 82 83, 144 b. Use observations and investigations to describe likenesses and differences among objects and materials. 6 7, 10 11, 28 29, 32 33, 57, 58 59, 60 61, 62 63, 82 83, 86 87, c. Use observations and investigations to compare objects or materials orally, in drawings, and/or in writing. 8 9, 12 13, 14 15, 30 31, 45c, 55, 121d, 155b, 155d, , Classify objects according to properties. a. Identify and describe the attributes and functions of objects. 25d, 45d, 52 53, 54 55, 56 57, b. Classify objects based on their attributes and functions , 25c, 34 35, 40 41, 50 51, 100E, , , 155a, , 173c, , 227b c. Describe orally, in drawings, and/or in writing how objects were classified , 25c, 26E, 36 37, 64 65, 100E, 139, 195d,

8 Kindergarten 3. Identify patterns found in the natural environment. Objective a. Use oral language, drawings, or writing to identify and describe repeated sequences found in nature, such as designs (beehive), sounds (heartbeat), and events (day/night). 100E, , 101b, , , , , , , , C. Applications of Science 2. Use scientific knowledge to solve everyday, science-related problems. Objective a. Use prior knowledge and investigations to solve a given problem, such as determining needs for a classroom pet , 156E, 208E, 226E D. Technology 1. Identify models of real objects and compare the models to the real objects. a. Identify and describe models of real objects, such as toy trucks, toy kitchen appliances, dolls, and stuffed animals. See Grade 1, pp. 148, b. Use common classroom materials and equipment to construct models of real objects, such as paper flowers, clay animals, or a block bridge , 99c, 225c, 241 c. Describe how models of objects are similar to and different from the real object. 99c 5

9 Kindergarten 2. Demonstrate how tools are used to observe and measure when collecting information. a. Make observations using magnifying instruments, such as hand lenses, binoculars, simple microscopes, other magnifiers and stethoscopes b. Make measurements using non-standard tools, such as paper clips, their fingers, their feet, and blocks. 146, c. Make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales and balances , d. Describe how tools are used to collect information. 99a, , Construct objects with simple tools using a variety of materials and describe the functions of those objects. a. Construct objects using common classroom materials, such as paper tubes, boxes, Styrofoam packing material, wood, and yarn, and simple tools, such as scissors, paper fasteners, hammers, staplers, and hole punchers. 97, 195a, 225c, , 245a b. Use oral language, drawing or writing to describe objects they have constructed. 208E, 225c, 245c c. Use oral language, drawings, and/or writing to explain the use of objects they have made. 97, 225d, 231 6

10 Kindergarten 5. Recognize that inventions allow new ways to solve problems and get work done. a. Examine related existing products, such as buttons, zippers, and Velcro to identify the materials used to make the products , 241 b. Identify the function of and problem solved by the products examined. 226E, , , , , , 245d E. History of Science 1. Describe how everyone can do science and invent things. a. Investigate and explore science concepts , 44 45, 70 71, 78E, , , , , 156E, 166, , 173d, , , 223, 227a 227b, b. Describe the role that the student takes during investigations and explorations , 121b, , , 183, 185, 187, 189, 193, 220 Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. A. Materials and Processes That Shape A Planet 1. Describe and classify Earth materials based on their physical properties. 7

11 Kindergarten a. Observe and describe soils, rocks, and water using their senses of sight and touch and magnifying instruments b. Identify similarities and differences in the Earth materials they observed , c. Classify types of soil and various rocks using the physical properties of texture, size, and color , 99a D. Astronomy 4. Identify and describe celestial objects that appear in the day sky and in the night sky. a. Compare when the sun, moon, and stars are visible in the sky. 158, , 209a 209b, , , , , , , , , b. Recognize that the sun provides daylight and heat. (Students should not look directly at the sun during observations.) , 157a, , , , , E. Interactions of Hydrosphere and Atmosphere 3. Describe the weather using observations and age-appropriate tools. a. Describe the weather using their senses and record weather data , 121c 8

12 Kindergarten b. Describe qualitative changes in temperature using Celsius thermometers Describe weather changes for each season. Objective a. Use observations and qualitative weather data to compare seasonal changes in weather , 101b, , , , , , Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. A. Cellular 1. Identify and describe living and non-living things a. Observe and describe living things, such as plants, insects, and animals and once-living things, such as fallen leaves, sticks, and animal hide. 8 9, 10 11, 14 15, 25c, 25d b. Identify and describe non-living things, such as rocks, water, and soil. 4E, 8 9, 10 11, 12 13, 25c, 25d 9

13 Kindergarten B. Genetics 1. Identify and describe a variety of animals and their offspring. a. Observe and describe the similarities and differences among a variety of animals and their offspring , b. Describe how offspring are like their parents , 34 35, 38 39, 45a, 45b, 45c D. Biochemistry 1. Observe and describe characteristics, basic needs, and life cycles of living things. a. Use characteristics to classify things as living or non-living. 6 7, 8 9, 10 11, 12 13, 14 15, b. Identify the basic needs of living things. Food Water Air 4E, 4, 5a 5b, 6 7, 16 17, 18 19, 20 21, 22 23, 25, 25a, 25b, 25c, 42, 45a, 65c, 72 73, c. Observe and describe how living things change from offspring to adult (life cycles). Size Appearance 5, 26E, 26 27, 27a 27b, 28 29, 30 31, 34 35, 38 39, 40 41, 42 43, 44 45, 45a, 45b, 65d, 70 71,

14 Kindergarten Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. A. Properties of Matter 1. Identify, describe, and compare properties of objects. a. Use their senses to identify numerous physical properties of objects including size, shape, color, texture, and weight , 135a 135b, , , , , 155c b. Use their senses to describe the physical properties of objects. 134E, , , , , 155a, 155c c. Identify the similarities and differences of objects based on their physical properties , , , , 155a, 155b, 155d Standard 5.0 Physics Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur A. Mechanics 1. Identify and describe the different ways objects move. a. Identify the similarities and differences in the way objects move. Straight Round and round Back and forth 11

15 Kindergarten Zig zag 174, 175a 175b, , , , , , 195c b. Identify ways to make objects move. Push Pull 174E, 175, 175a, , 186, , B. Thermodynamics 1. Describe the way the sun warms the land, air, and water using observations and age appropriate tools. Objective a. Recognize and describe, using senses and thermometers, temperature changes of the land, air, and water before and after the sun warms them , D. Wave Interactions 2. Recognize and describe that objects vibrate and make sounds. Objective a. Observe and describe the vibration of objects that make sounds, such as drums, rubber bands on a shoebox guitar, and tuning fork. 174E,

16 Kindergarten 3. Identify and describe the materials that light passes through and materials that block light. Objective a. Identify and describe the physical properties of materials that light passes through and materials that block light , , 173b Standard 6.0 Environmental Science Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. B. Interdependence of Organisms 1. Observe and recognize that animals depend on plants for food and shelter. a. Recognize the way animals, such as squirrels, beavers, and deer use plants for food. 5a 5b, b. Recognize the ways animals, such as squirrels, beavers, and deer use plants for shelter , 47a 47b,

17 Kindergarten 2. Observe and recognize that humans depend on plants for food, shelter, and clothing. a. Recognize that humans use plants, such as wheat, corn, tomatoes, etc. for food , b. Recognize that humans use plants such as trees, for shelter , c. Recognize that humans use plants, such as cotton for clothing. 60 D. Environmental Issues 1. Recognize that learning about the environment is an important human activity. a. Describe and compare the kinds of living and nonliving things that are found indoors with those found outdoors b. Recognize and describe that individual and group actions, such as recycling help the environment, and other actions, such as littering have consequences that harm the environment , 89,

18 To the Standard 1.0 Skills and Processes Grade One Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. A. Scientific Inquiry 1. Seek information from readings, investigation, and/or oral communication. a. Gather information from scientifically accurate resources and investigations to answer questions or solve a problem. All Directed Inquiry, Guided Inquiry, and Full Inquiry Activities provide opportunities for students to meet this objective. Here are a few of the many examples. 18, 84, 148, 194, 212, 266, 308, 340, 372 b. Use print and non-print resources that relate to the question or problem. Most How to Read Science features provide opportunities for students to meet this objective. Here are a few of the many examples. 5, 29, 85, 245, 277, 317 c. Record information using graphic organizers. All Introduce the Vocabulary part of Building Background features provide opportunities for students to meet this objective. Here are a few of the many examples. 3, 83, 115, 243, 275,

19 Grade One 2. Make predictions about what may occur. a. Use information collected from observations and investigations to make a prediction. All Directed Inquiry, Guided Inquiry, and Full Inquiry Activities, How to Read Science, Scaffolded Questions, and Checkpoints provide opportunities for students to meet this objective. Here are a few of the many examples. 71, 181, 191, 331 b. Ask questions that can be answered through an investigation. All Activities require students to ask questions. Here are a few of the many examples. 41, 180, 244, Recognize simple procedures in an investigation. Objective a. Identify procedures in an investigation: Multiple trials are completed Appropriate materials and equipment are selected Clear, logical directions are included Found in many Guided Inquiry and some Directed Inquiry activities, for example, pp , 74 75, Identify and demonstrate safe procedures when conducting an investigation. a. Follow oral and written procedures. There are many opportunities for students to meet this objective, including the Planning Page D at beginning of each chapter, Directed Inquiry, Guided Inquiry, and Full Inquiry. Here are a few of the many examples. 18, 49D, 140, 298, 362 b. Identify situations when wearing safety goggles, plastic gloves, and aprons is appropriate. 148, 244, 266, 362 c. Demonstrate safe and appropriate use of science equipment and materials. xxx, xxxii 16

20 Grade One d. Use senses in appropriate and safe ways. 212, , Collect and record data from investigations. a. Collect data using simple tools, such as gears, pulleys, thermometers, hand lenses, simple microscopes, rulers, timers, funnels, and balances , 52, 84, , , , , 233, 276, , 372 b. Record and describe data in charts, tables, graphs, and picture graphs. Found throughout text in activities such as Directed Inquiry, Guided Inquiry, Full Inquiry, and in Introduction to Vocabulary, How to Read Science, and Math in Science sections, for example, pp. 53, , , , , , c. Use metric units with numbers when making and recording observations , 197, Compare data using observation, charts or graphs. a. Identify and describe likenesses and differences in data collected through observations and investigations. Found throughout text in many How to Read Science and Checkpoint sections, for example, pp. 5, 13, 17, b. charts or picture graphs , c. Recognize that conclusions can be made from data. Found in various sections, including How to Read Science, Checkpoint, Scaffolded Questions, and Test Prep Questions, for example, pp. 117, 123, 151, 277,

21 Grade One 9. Communicate findings from observations and investigations. Objective a. Use oral language, drawings or writing to describe observations and results of investigations: The question investigated The prediction made The findings of the investigation Found throughout text in activities such as Directed Inquiry, Guided Inquiry, Full Inquiry, and Quick Activities, for example, pp , , 158, 212,

22 Grade One B. Critical Thinking 1. Describe the similarities and differences among objects and materials. a. Recognize similarities and differences among objects and materials , 213, , , , b. Use observations and investigations to compare objects. 213, 216, , , , Classify objects according to properties. a. Identify and describe the attributes and functions of objects , , b. Classify objects based on their attributes and functions. 7, 76 77, c. Describe how objects were classified. 1E, 14 15, 16 17, 20 21, Identify patterns found in the natural environment. a. Recognize repeated elements in a sequence , 92 93, 98 99, , (Related material on pp , ) 19

23 Grade One b. Use oral language, drawings, or writing to describe repeated sequences found in nature, such as designs (veins on a leaf or patterns on a butterfly wing), sounds (heartbeats), and events (seasonal weather changes) , 189, C. Applications of Science 1. Apply scientific concepts to make decisions about an identified, relevant science issue. a. Use what they know and have learned to recognize a science-related issue , , b. Collect additional information using print and non-print resources and investigations. Found in many Take Home Activities from Math in Science, Career, and Biography sections, for example, p. 136, 200, 269, 368. c. Identify advantages and disadvantages of a possible decision Use scientific knowledge to solve science problems. a. Identify a problem b. Use prior knowledge and investigations to solve a problem. 245,

24 Grade One D. Technology 1. Identify that models of real objects can be used to learn something about those objects. a. Identify that models can represent actual objects. 148, b. Construct models using classroom materials and equipment. 148, , c. Explain how models are similar to and different from real objects , Recognize ways tools are used to collect scientific information. a. Make observations using magnifying instruments, such as hand lenses, binoculars, other magnifiers and stethoscopes , 84, , b. Make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales, and balances. 289, 316, 368 c. Describe how tools are used to collect information. 52, 276,

25 Grade One 3. Construct objects with simple tools using a variety of materials and describe the functions of those objects. a. Use common classroom materials to construct objects , 337E, 340, , b. Describe objects constructed using oral language, drawing, or writing. 340, 368 c. Explain the use of objects constructed using oral language, drawing, and writing , , 340, Recognize that inventions allow new ways to do work and solve problems. a. Identify that inventions such as Velcro and scissors have made work easier or solved problems. 337E, , , , , b. Recognize that technologies, such as computers, calculators, television, CD-ROM, and DVD, have influenced daily life , , , , , E. History of Science 1. Recognize and describe that everyone can do science and invent things. a. Investigate and explore science concepts. 240, 249, 272, 304, 320 b. Identify student roles during science investigations. Found in many Career sections, for example, pp. 4, 24, 136, 176, 200, 285,

26 Grade One Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. C. Plate Tectonics 1. Identify and describe natural features found on Earth. a. Describe the similarities and differences among mountains, hills, streams, rivers, and oceans. 145E, 148, 149, , b. Identify and describe the natural features in their immediate environment. 153, c. Recognize and describe changes in the land and water of their immediate environment E. Interactions of Hydrosphere and Atmosphere 3. Identify and describe weather conditions for each season. a. Compare temperatures and type and amount of precipitation across the seasons. 177, , , , b. Identify weather conditions for the different seasons. 177, , , , ,

27 Grade One Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. A. Cellular 1. Recognize and explain that the similarities and differences of external structures can be used to classify living things. a. Recognize external structures that can be used to classify familiar organisms. Body covering, such as hair, scales, and fur Appendages, such as arms, legs, antennae, and tails Number of legs, such as 0, 2, 4, 6, and 8 Leaf shape, such as oval, rounded, and lobed 40 41, 52, 54 55, 56 57, 60 61, 62 63, 70 71, 74 75, 76 77, b. Classify familiar and unfamiliar organisms according to external structures. Familiar, such as humans, rockfish, bees, wolf spiders, and roses Unfamiliar, such as orangutan, penguin, blowfish, cicada, horseshoe crab, and Venus fly trap 8 9, Recognize and explain how the function of various external structures enables plants and animals to survive. a. Identify and describe the physical structures of seeds that help them to be dispersed See also Grade 2, pp b. Identify and describe structures necessary for survival, such as eyes, nose/antennae, ears, skin/hair/scales/feathers, legs/fins/wings/tail, arms, and mouth/beak/teeth/proboscis , 49, 50 51, 54 55, 56 57, 58 59, 60 61,

28 Grade One c. Explain how identified structures function in survival, such as ways to locate others of the same species, to obtain food, to avoid predators and other dangers, to move from place to place, to communicate, etc , 34 35, 36 37, 38 39, 46 47, 49E, 52, 58 59, 60 61, 62 63, 64 65, 66 67, 68 69, 72 73, B. Genetics 1. Identify the similarities and differences among offspring and their parents. a. Compare the features of an offspring to those of its parents , 90 91, 92 93, 94 95, 98 99, , , b. Compare the features of multiple offspring from the same parents See also Grade 2, pp c. Observe and describe how living things change as offspring develop into adults. Plants Animals 18 19, 81E, 81, 82 83, 84, 85, 86 87, 88 89, 90 91, 92 93, 96 97, 98 99, , , Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. A. Properties of Matter 1. Describe and classify materials or objects based on physical properties. 25

29 Grade One a. Identify and describe texture, size, color, and shape of various materials using their senses except for taste. 212, 216 b. Describe the size and weight of objects using numbers and standard units c. Classify materials or objects based on similarities and differences in their physical properties C. Classification and Structure of Matter 1. Identify and classify materials as solids and liquids. a. Recognize that solids have a definite shape b. Recognize that liquids flow and take the shape of their containers c. Classify materials as being either solids or liquids. 209E, 209 d. Recognize and describe that water on Earth can be a solid or a liquid (Related science content on pp , ) 3. Recognize and describe the properties of a mixture. a. Describe a mixture as a combination of two or more substances b. Identify the parts of a mixture using physical properties

30 Grade One c. Identify common mixtures, such as salads; trail mix, and Tinker Toys[tm] Standard 5.0 Physics Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur A. Mechanics 3. Identify and describe forces. a. Describe that a force is a push or pull that changes the way an object moves. 241, , 244, 245, , , , b. Identify that things near Earth fall to the ground unless something holds them up. 241, , C. Electricity and Magnetism 2. Recognize and describe the effect of magnets on some objects. a. Classify materials that are attracted and not attracted by magnets. 241E, , b. Describe that magnets exert pushes and pulls on other magnets. 241, D. Wave Interactions 27

31 Grade One 2. Recognize and describe that vibrating objects make sounds. a. Recognize that the vibrations of various materials cause sound. Rulers Rubber bands Strings Tuning forks 241E, , b. Recognize that sound producing vibrations can be seen and/or felt. See Grade 2, pp. 332, 388, c. Identify the vibrating parts of various musical instruments that produce sound , d. Recognize that vocal chords vibrate to produce sound. See Grade 3, pp. 388, 394. Standard 6.0 Environmental Science Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. B. Interdependence of Organisms 1. Recognize and explain that a habitat provides for the survival needs of animals and plants 28

32 Grade One a. Identify the survival needs of plants. Light Air Water 1, 10 11, 25, 30 31, 32 33, 36 37, 113, , , , , b. Explain how animals depend on plants for food and shelter , 25, , , , , , c. Identify the survival needs of animals. Air Water Food Shelter 1, 12 13, 30 31, 32 33, 36 37, 113, , , , , , d. Compare the survival needs of humans with those of other animals D. Environmental Issues 1. Identify and classify aspects of the environment that are made by humans and those that are not made by humans. a. Identify features of the natural environment; such as a mowed lawn or a park, humans make that b. Identify features of the natural environment, such as plants, erosion, bird's nest that are not made by humans See also Grade 2, pp

33 to the Maryland Science Voluntary State Curriculum Standard 1.0 Skills and Processes Skills and Processes : Grade Two Students will demonstrate the thinking and acting inherent in the practice of science. A. Scientific Inquiry 1. Seek information from readings, investigations, and/or oral communication. a. Identify the topic, question or problem. 22, 34, 46, 52, 66, 74, 78, , 397 b. Identify print and non-print resources that relate to the topic, question, or problem. 13, 47, 114, 148, 180, 273, 277, 325 c. Differentiate between resources that are factual and those that are fictional. 96, 215, 307, 382 d. Use scientifically accurate resources to answer questions and make predictions. 13, 14, 64, 111, 120, 328, 344, 387, 402 e. Use graphic organizers to record information. Most lessons provide opportunities for students to meet this objective. These are a few of the many examples. 3, 5, 35, 37, 72, 99, 101, 139, 141, 187, 235, 237, 267, 269, , , 395,

34 Grade Two 2. Recognize predictions can be tested in an investigation. a. Make and record observations , 49, 54, 58, 77, 81, 100, 118, 133, 140, , 171, 173, 229, 236, , 268, , , b. Identify and pose "how" and "what if" questions that can be answered through an investigation. 4, 26 27, 90, 161, 229, 236, , , 332, , 357, 411, Identify simple procedures in an investigation. Objective a. Identify that an investigation is well-designed using the following criteria: Multiple trials are completed Appropriate materials and equipment are selected Clear, logical directions are included 90 91, 133, 161, 229, , Identify and demonstrate safe procedures when conducting an investigation. a. Follow oral and written procedures. 1D, 68, 189, 191, 193, 289, b. Identify situations when wearing safety goggles, plastic gloves, and aprons is appropriate. 160, 236, 300, 332, , c. Demonstrate safe and appropriate use of science equipment and materials. 194, 289, 356, 393D d. Use senses in appropriate and safe ways , 329E, 335,

35 Grade Two 6. Collect, record, and accurately display data collected from investigations. a. Collect data using scientific equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), and Celsius thermometer (temperature). 172, , , b. Select the equipment appropriate for the quantity being measured , , 349 c. Select appropriate charts to record data. 103, 116, 197, 221, d. Complete tables, charts, and graphs to display data. 57, 161, 177, , 197, 218, 229, 257, 259, 293, 323, , , , 421 e. Use metric units with numbers when making and recording observations , , Compare data using observations, charts or graphs. a. Identify similarities and differences among data. 133, 161, 182, 184 b. Recognize whether data indicates increase, decrease, or lack of change , 195, 421 c. Draw conclusions from data. 97E, 100, 123, 133, 161, 178, Communicate processes and results from hands-on investigations and print and non-print resources. Objective a. Communicate orally or in writing a description of an investigation that includes: The question investigated The prediction made 32

36 Grade Two The findings of the investigation An explanation of the findings 26 27, , 201E, , 257, , , B. Critical Thinking 1. Describe the similarities and differences among objects, materials, and scientific concepts. a. Identify similarities and differences between one object and another. 1E, 6, 18, 24, 36, 38, , , 140, 204, 206, 218, 233E, 234, 257, 268, 348, b. Recognize key ideas of scientific concepts. 20, 37, 44, 79, 175, 216, 268, 330, 340, 365, 367, 371 c. Identify similarities and differences between two related scientific concepts. 50, 152, 174, Classify objects and materials according to properties. a. Recognize the attributes and functions used to group objects and materials , 18 19, 38 39, 58 59, 207 b. Classify objects and materials based on their attributes and functions. 1, 10 11, 33, 40 41, 58 59, , , , c. Describe how objects and materials were classified , 14 15, 46, 52 53, Identify patterns found in the natural environment. 33

37 Grade Two a. Recognize repeated elements in a sequence, such as in designs (scales on a fish), structures (a beehive), sounds (chirping crickets), and events (leaves falling from trees). 17, 105, , , , , , , , , b. Describe a repeated sequence, orally, in writing, or by drawing , 104, , 124, Provide supporting evidence when solving a practical problem. a. Identify the problem. 83, 270 b. Use information from print and non-print sources to support solutions to the problem , 270, 308, 310, Modify understandings of scientific ideas based on new information. a. Discuss and compare new information collected to prior knowledge. 23, 48, 54, 85, 86, 187, 204, b. Discuss how new information verifies or changes prior ideas. 63, 188, 212, 264, 268, 269,

38 Grade Two C. Applications of Science 1. Apply scientific concepts to make decisions about an identified, relevant science issue. a. Use what they know and have learned to recognize a science-related issue b. Collect additional information through investigations and print and non-print resources. 156 c. Describe advantages and disadvantages of possible decisions Use scientific knowledge to solve science problems. a. Identify a problem. 56, , 264, 296, 323, 396 b. Use science information and investigations to solve a problem , 154, 264, 283, 286, 296, 297E, 298, 304, 314, , 396, c. Explain the solution to a problem. 57, 264, 323, 357,

39 Grade Two D. Technology 1. Recognize and explain that a model can be used to learn something about an object. a. Explain that models can represent actual objects , 224, 382 b. Compare and explain how models can be used to learn about what they represent. 36, 90 91, , 361E, 364, Recognize and explain ways that tools can be used to collect and communicate scientific information. a. Recognize how to make observations using magnifying instruments, such as hand lenses, binoculars, and simple microscopes. 140, , 392 b. Recognize when to use appropriate tools to make observations. 88, 172, , , 268, c. Recognize how to make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales, and balances , 125, 172, , , 236, 246, 300, 324 d. Recognize when to use appropriate tools to measure length, volume, and weight. 88, 92 93, 146, 172, , 236, , , , e. Collect, analyze, and display data and information using tools, such as calculators and computers. Related content: Plan and construct objects. 36

40 Grade Two a. Recognize the function of simple objects through examination. 329E, b. Recognize the purpose and function of simple tools and materials in a plan , 416 c. Select the appropriate tools and materials to complete the plan and construction of a simple object , 377, , 396, Modify a product based on performance. a. Test and evaluate the performance of student-designed products , 329E, 393E, b. Modify a product based on the performance evaluation. 161, 385, 393E 5. Recognize that inventions provide new ways to do work and solve problems. a. Recognize that inventions such as pencil sharpeners and scissors have made work easier or solved problems. 394, , , , , , 416 b. Recognize that technologies, such as computers, calculators, television, CD- ROM, and DVD, have influenced daily life. 394, , , , , , ,

41 Grade Two E. History of Science 1. Recognize that people have investigated the world around answered scientific questions, invented things, and us. a. Identify examples of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology. 32, 200, 224, 264, 328, 352, 416 b. Explain student roles during science investigations. 163, , 201E, , 392 Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. D. Astronomy 3. Identify and describe the repeating patterns of celestial events. a. Recognize and describe that there are apparent, visible changes in the moon's shape over time b. Recognize that the apparent changes in the moon's shape form a repeating pattern c. Recognize that the seasons occur in a repeating pattern each year

42 Grade Two d. Recognize that the day/night cycle is a repeating pattern Identify and describe the physical properties, locations, and apparent movements of the sun. (Students should not look directly at the sun during observations.) a. Describe that light from the sun causes daytime on Earth. 364, b. Describe the apparent changes in the sun's position during the day c. Recognize and describe that the number of hours of daylight changes with the seasons d. Recognize and describe that changes in the amount of heat and light from the sun cause differences in the temperature on Earth , , , , , Identify and describe the physical properties and locations of stars. a. Identify that stars are like the sun, some are smaller and some larger b. Identify that the sun is the Earth's closest star and Earth's source of heat and light , c. Recognize and describe that the stars are so far away from Earth that they appear as points of light d. Recognize and describe that stars appear to form patterns in the night sky ,

43 Grade Two Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. B. Physical and/or Chemical Changes 1. Identify and describe processes that can be used to change physical properties of materials. Objective a. Identify and describe how processes change the texture, size, color, and shape of various materials. Freezing Exposing to light Wetting Cutting/tearing Bending Heating Burning Rusting Mixing, dissolving Rotting 233E, 233, , , , , , , 265E, 268, 269,

44 Grade Two Standard 5.0 Physics Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur B. Thermodynamics 1. Identify and describe how fuels are used. a. Identify materials that can be used as fuels (natural gas, propane gas, oil, kerosene, and wood) b. Identify that fuels are used to produce light and heat in homes and schools , C. Electricity and Magnetism 1. Identify and describe the sources and uses of electricity in daily life. a. Identify batteries as a source of electricity. 265E, b. Identify electrical outlets as a source of electricity c. Identify the devices that use electricity to produce light, heat, and sound. 265E, 266,

45 Grade Two D. Wave Interactions 3. Recognize and describe how light interacts with different materials. a. Classify materials through which light will pass and those through which light will not pass. Light will pass through - glass, water, clear plastic wrap Light will not pass through - construction paper, aluminum foil, wood , , b. Explain that shadows are formed when objects block light , c. Compare and describe how light affects the temperatures of dark-colored objects and light-colored objects. 268, 269, Standard 6.0 Environmental Science ] Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. C. Natural Resources and Human Needs 1. Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs. a. Describe natural resources as something from the natural environment that is used to meet one's needs , b. Identify water, air, soil, minerals, animals, and plants as basic natural resources. 62, 70 71, 137, , , , , ,

46 Grade Two c. Explain that food, fuels, and fibers are produced from basic natural resources , d. Identify ways that human's use Earth's natural resources to meet their needs e. Explain that some natural resources are limited and need to be used wisely , D. Environmental Issues 1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment. a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can have positive effects on the environment. 64, 82 83, 137E, , , , 168 b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can have negative effects on the environment , , , c. Identify and describe that aspects of the environment change on a daily, weekly, monthly, or yearly basis , 156,

47 To the Maryland Science Voluntary State Curriculum Grade Three Standard 1.0 Skills and Processes Skills and Processes : Students will demonstrate the thinking and acting inherent in the practice of science. A. Scientific Inquiry 1. Access and process information from readings, investigations, and/or oral communications. a. Identify the topic or meaning of the question, decision, or problem being researched. 11, 50, 85, 136, 200, 300 b. Identify print and non-print resources that relate to the topic or meaning of the question/decision/problem being researched. 8, 29, 85, 154, 168, 181, 283, 481 c. Differentiate between resources that are factual and those that are fictional. 32, 135, 240, 399, 438, 463 d. Use scientifically accurate resources to answer questions, make predictions, and support ideas , 29, 52, 64, 93, 131, 160, 205, 227, 384, 408, 448, 481, 496, 504 e. Develop graphic organizers to record information. Most lessons provide opportunities for students to meet this objective. These are a few of the many examples. 3, 5, 23, 35, 37, 67, 69, 125, 147, 149, 195, 197, 219, 221, 243, 245, 275, 277, 299, 323, 325, 463,

48 Grade Three 2. Recognize and develop predictions that can be tested in an investigation. a. Make and record observations of physical phenomena. 27, 68, 91, 100, 163, 172, , 191, 230, 231, , , 379, 420 b. Identify and pose "what if" questions that can be answered through a welldesigned investigation. 129, 148, 162, 271, 276, 345, 499 c. Use what they have learned to develop a testable prediction. 91, 143, 163, 172, 185, 235, 271, 276, 287, 345, 415, 420, Recognize the elements of a simple well-designed investigation. a. Identify that an investigation is well-designed using the following criteria: Only one variable is tested Testing conditions such as time, temperature, and surfaces are controlled Multiple trials are completed Appropriate materials and equipment are selected Clear, logical directions are included , , , b. Examine various investigations and identify those that meet the criteria for a well-designed investigation. 235, Identify and demonstrate safe procedures when conducting an investigation. a. Follow oral and written procedures. 1D, 26, 58, 65D, 90 91, 128, 140, 184, 210 b. Identify situations when wearing safety goggles, plastic gloves, and aprons is appropriate , , 234, , ,

49 Grade Three c. Demonstrate safe and appropriate use of science equipment and materials , 145D, , 210, 234, 258, 268, 297D, 297E, d. Use senses in appropriate and safe ways. 145E, 203, 225, 241D, Collect, record, and accurately display data collected from investigations. a. Collect data using scientific equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), and Celsius thermometer (temperature). 157, , 293, 356, , b. Select the equipment appropriate for the quantity being measured , 145E, , , 300, 324, 356, 476 c. Select appropriate charts to record data. 27, 61, 81, 213, 233, 237, 261, 285, 317, 377, 381, 399, 431, 511 d. Complete tables, charts, and graphs to display data. 27, 61, 83, 93, , 163, 177, 211, 234, , 285, , , 379, 399, , 443, 467, 511 e. Use metric units with numbers when making and recording observations. 27, 151, 285, , , , Identify possible trends in data. a. Identify similarities and differences among data. 27, 60 61, b. Identify whether data indicates increase, decrease, or no change. 27, 125,

50 Grade Three c. Draw conclusions from data. 29, , Communicate processes and results from hands-on investigations and print and non-print resources. a. Complete graphic organizers to write a conclusion. 91, 129, 237, , 287, 356, 441, 511 b. Communicate orally or in writing a description of an investigation that includes: The question investigated The prediction made The findings of the investigation An explanation of the findings using supporting evidence 129, 143, 261, 287, 308, 356, 403, 476, 511 B. Critical Thinking 1. Describe the similarities and differences among objects and scientific concepts. a. Identify and describe similarities and differences between one object and another. 4, 13, 18 19, 26 27, 28 29, 59, 68, 86, , 198, 202, 293, 296, 302, 310, 366, 379, 390, b. Identify key ideas of scientific concepts , 87, 252, 255, 379, 390, 399, 423, 428, 433, 437, 440, 459, 479, 485, 491, 500 c. Identify and describe similarities and differences between two related scientific concepts. 48, 55, 159, 255, 302, 307, 310, 339, 367,