Maryland Science Voluntary State Curriculum Grades K-6

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

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.

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

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. 30 31, 68 69, 128 129, 138 139 b. Communicate scientific information collected from resources and investigations in various ways, such as orally, drawing, graphing, and/or writing. 24 25, 44 45, 70 71, 92 93, 242 243 c. Use scientific information collected to assist in making further discoveries. 25, 45, 72 73, 121, 129 2. Ask relevant questions when engaged in scientific investigations. a. Use their senses to observe and explore materials and natural phenomena. 24 25, 40 41, 72 73, 104 105, 138 139, 151, 154 155, 191, 203, 250 251 1

Kindergarten b. Ask questions about scientific investigations that can be answered through observations and further investigations. 25, 155, 172 173, 194 195 3. 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, 154 155, 162 163, 172 173, 194 195, 223 5. 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, 216 6. 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, 122 123, 143, 195a, 246 247 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, 196 197, 209b 2

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, 120 121, 128 129, 172 173, 223, 252 253 b. Record 25, 30, 44 45, 67, 73, 117, 120 121, 121d, 128 129, 130, 143, 223, 225, 253 8. Compare data using observations, charts, or graphs. a. Identify and describe likenesses and differences in data collected through observations and investigations. 25, 98 99, 128 129, 151, 152 153, 173a, 203, 244 245 b. Identify and describe likenesses and differences in data displayed on charts or picture graphs. 25, 65, 98 99, 120 121, 147, 149, 151, 173a, 177, 211 9. Communicate findings from observations and investigations. Objective a. Use oral language, drawings or writing to describe observations and results of investigations. 24 25, 44 45, 65c, 78E, 120 121 3

Kindergarten B. Critical Thinking 1. Describe the similarities and differences among objects and materials. a. Use their senses to investigate objects and materials. 24 25, 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, 214 215 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, 212 213, 224 225 2. Classify objects according to properties. a. Identify and describe the attributes and functions of objects. 25d, 45d, 52 53, 54 55, 56 57, 238 239 b. Classify objects based on their attributes and functions. 20 21, 25c, 34 35, 40 41, 50 51, 100E, 134 135, 140 141, 155a, 160 161, 173c, 178 179, 227b c. Describe orally, in drawings, and/or in writing how objects were classified. 20 21, 25c, 26E, 36 37, 64 65, 100E, 139, 195d, 236 237 4

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, 100 101, 101b, 108 109, 110 111, 112 113, 114 115, 116 117, 196 197, 220 221, 222 223 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. 128 129, 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, 328 329 b. Use common classroom materials and equipment to construct models of real objects, such as paper flowers, clay animals, or a block bridge. 98 99, 99c, 225c, 241 c. Describe how models of objects are similar to and different from the real object. 99c 5

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. 82 83 b. Make measurements using non-standard tools, such as paper clips, their fingers, their feet, and blocks. 146, 194 195 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. 120 121, 128 129 d. Describe how tools are used to collect information. 99a, 120 121, 128 129 3. 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, 230 231, 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

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. 170 171, 241 b. Identify the function of and problem solved by the products examined. 226E, 228 229, 230 231, 232 233, 236 237, 240 241, 245d E. History of Science 1. Describe how everyone can do science and invent things. a. Investigate and explore science concepts. 24 25, 44 45, 70 71, 78E, 124 125, 126 127, 128 129, 152 153, 156E, 166, 170 171, 173d, 194 195, 198 199, 223, 227a 227b, 234 235 b. Describe the role that the student takes during investigations and explorations. 30 31, 121b, 128 129, 166 167, 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

Kindergarten a. Observe and describe soils, rocks, and water using their senses of sight and touch and magnifying instruments. 82 83 b. Identify similarities and differences in the Earth materials they observed. 82 83, 86 87 c. Classify types of soil and various rocks using the physical properties of texture, size, and color. 82 83, 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, 208 209, 209a 209b, 210 211, 212 213, 214 215, 216 217, 218 219, 220 221, 222 223, 224 225, 254 255 b. Recognize that the sun provides daylight and heat. (Students should not look directly at the sun during observations.) 156 157, 157a, 158 159, 160 161, 164 165, 168 169, 202 203 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. 105 105, 121c 8

Kindergarten b. Describe qualitative changes in temperature using Celsius thermometers. 120 121 4. Describe weather changes for each season. Objective a. Use observations and qualitative weather data to compare seasonal changes in weather. 100 101, 101b, 102 103, 108 109, 110 111, 112 113, 114 115, 116 117 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

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. 34 35, 38 39 b. Describe how offspring are like their parents. 28 29, 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, 24 25 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, 94 95 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, 74 75 10

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. 134 135, 135a 135b, 138 139, 146 147, 148 149, 150 151, 155c b. Use their senses to describe the physical properties of objects. 134E, 136 137, 142 143, 144 145, 154 155, 155a, 155c c. Identify the similarities and differences of objects based on their physical properties. 138 139, 146 147, 148 149, 152 153, 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

Kindergarten Zig zag 174, 175a 175b, 176 177, 178 179, 184 185, 186 187, 188 189, 195c b. Identify ways to make objects move. Push Pull 174E, 175, 175a, 182 183, 186, 192 193, 226 227 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. 112 113, 202 203 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, 190 191 12

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. 166 167, 172 173, 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, 20 21 b. Recognize the ways animals, such as squirrels, beavers, and deer use plants for shelter. 22 23, 47a 47b, 62 63 13

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. 20 21, 90 91 b. Recognize that humans use plants such as trees, for shelter. 22 23, 90 91 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. 228 229 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. 84 85, 89, 96 97 14

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, 315 15

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, 298 299 4. 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. 40 41, 74 75, 106 107. 5. 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

Grade One d. Use senses in appropriate and safe ways. 212, 216 217, 225 6. 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. 18 19, 52, 84, 140 141, 168 169, 194 195, 204 205, 233, 276, 308 309, 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, 130 131, 140 141, 168 169, 170 171, 266 267, 300 301 c. Use metric units with numbers when making and recording observations. 194 195, 197, 233 8. 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, 168 169. b. charts or picture graphs. 170 171, 196 197 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, 303. 17

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. 18 19, 140 141, 158, 212, 298 299 18

Grade One B. Critical Thinking 1. Describe the similarities and differences among objects and materials. a. Recognize similarities and differences among objects and materials. 168 169, 213, 262 263, 264 265, 286 287, 298 299 b. Use observations and investigations to compare objects. 213, 216, 234 235, 238 239, 268 269, 326 327 2. Classify objects according to properties. a. Identify and describe the attributes and functions of objects. 76 77, 152 153, 232 233 b. Classify objects based on their attributes and functions. 7, 76 77, 232 233 c. Describe how objects were classified. 1E, 14 15, 16 17, 20 21, 364 365 3. Identify patterns found in the natural environment. a. Recognize repeated elements in a sequence. 90 91, 92 93, 98 99, 100 101, 102 103 (Related material on pp. 346 347, 354 355) 19

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). 186 187, 189, 192 193 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. 160 161, 162 163, 174 175 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. 160 161 2. Use scientific knowledge to solve science problems. a. Identify a problem. 254 255 b. Use prior knowledge and investigations to solve a problem. 245, 254 255 20

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, 328 329 b. Construct models using classroom materials and equipment. 148, 328 329, 362 363 c. Explain how models are similar to and different from real objects. 130 131, 362 363 2. Recognize ways tools are used to collect scientific information. a. Make observations using magnifying instruments, such as hand lenses, binoculars, other magnifiers and stethoscopes. 18 19, 84, 168 169, 324 325 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, 282 283 21

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. 266 267, 337E, 340, 362 363, 372 373 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. 260 261, 308 309, 340, 372 373 5. 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, 348 349, 350 351, 352 353, 356 357, 358 359 b. Recognize that technologies, such as computers, calculators, television, CD-ROM, and DVD, have influenced daily life. 338 339, 342 343, 344 345, 346 347, 354 355, 360 361 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, 297. 22

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, 150 151, 152 153 b. Identify and describe the natural features in their immediate environment. 153, 154 155 c. Recognize and describe changes in the land and water of their immediate environment. 158 159 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, 184 185, 186 187, 188 189, 194 195 b. Identify weather conditions for the different seasons. 177, 178 179, 182 183, 184 185, 190 191, 192 193 23

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, 120 121 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, 56 57 2. 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. 105. See also Grade 2, pp. 10 11. 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. 46 47, 49, 50 51, 54 55, 56 57, 58 59, 60 61, 64 65 24

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. 18 19, 34 35, 36 37, 38 39, 46 47, 49E, 52, 58 59, 60 61, 62 63, 64 65, 66 67, 68 69, 72 73, 140 141 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. 88 89, 90 91, 92 93, 94 95, 98 99, 100 101, 102 103, 104 105 b. Compare the features of multiple offspring from the same parents. 96 97. See also Grade 2, pp. 112 113. 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, 100 101, 102 103, 106 107 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

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. 238 239 c. Classify materials or objects based on similarities and differences in their physical properties. 232 233 C. Classification and Structure of Matter 1. Identify and classify materials as solids and liquids. a. Recognize that solids have a definite shape. 218 219 b. Recognize that liquids flow and take the shape of their containers. 220 221 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. 226 227 (Related science content on pp. 222 223, 228 229) 3. Recognize and describe the properties of a mixture. a. Describe a mixture as a combination of two or more substances. 224 225 b. Identify the parts of a mixture using physical properties. 224 225 26

Grade One c. Identify common mixtures, such as salads; trail mix, and Tinker Toys[tm]. 224 225 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, 242 243, 244, 245, 246 247, 248 249, 250 251, 254 255 b. Identify that things near Earth fall to the ground unless something holds them up. 241, 246 247, 310 311 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, 256 257, 258 259 b. Describe that magnets exert pushes and pulls on other magnets. 241, 256 257 D. Wave Interactions 27

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, 260 261, 266 267 b. Recognize that sound producing vibrations can be seen and/or felt. See Grade 2, pp. 332, 388, 396 397. c. Identify the vibrating parts of various musical instruments that produce sound. 260 261, 266 267 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

Grade One a. Identify the survival needs of plants. Light Air Water 1, 10 11, 25, 30 31, 32 33, 36 37, 113, 118 119, 120 121, 122 123, 126 127, 128 129 b. Explain how animals depend on plants for food and shelter. 12 13, 25, 114 115, 118 119, 122 123, 124 125, 126 127, 128 129 c. Identify the survival needs of animals. Air Water Food Shelter 1, 12 13, 30 31, 32 33, 36 37, 113, 122 123, 124 125, 126 127, 128 129, 160 161, 162 163 d. Compare the survival needs of humans with those of other animals. 162 163 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. 164 165 b. Identify features of the natural environment, such as plants, erosion, bird's nest that are not made by humans. 158 159. See also Grade 2, pp. 86 87. 29

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, 262 263, 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, 276 277, 336 337, 395, 397 30

Grade Two 2. Recognize predictions can be tested in an investigation. a. Make and record observations. 26 27, 49, 54, 58, 77, 81, 100, 118, 133, 140, 160 161, 171, 173, 229, 236, 256 257, 268, 290 291, 346 347, 410 411 b. Identify and pose "how" and "what if" questions that can be answered through an investigation. 4, 26 27, 90, 161, 229, 236, 256 257, 290 291, 332, 346 347, 357, 411, 421 4. 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, 356 357, 420 421 5. Identify and demonstrate safe procedures when conducting an investigation. a. Follow oral and written procedures. 1D, 68, 189, 191, 193, 289, 410 411 b. Identify situations when wearing safety goggles, plastic gloves, and aprons is appropriate. 160, 236, 300, 332, 384 385, 410 411 c. Demonstrate safe and appropriate use of science equipment and materials. 194, 289, 356, 393D d. Use senses in appropriate and safe ways. 290 291, 329E, 335, 344 345 31

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, 194 195, 258 259, 420 421 b. Select the equipment appropriate for the quantity being measured. 194 195, 322 323, 349 c. Select appropriate charts to record data. 103, 116, 197, 221, 412 413 d. Complete tables, charts, and graphs to display data. 57, 161, 177, 194 195, 197, 218, 229, 257, 259, 293, 323, 356 357, 386 387, 412 413, 421 e. Use metric units with numbers when making and recording observations. 194 195, 220 221, 324 325 8. 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. 122 123, 195, 421 c. Draw conclusions from data. 97E, 100, 123, 133, 161, 178, 421 9. 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

Grade Two The findings of the investigation An explanation of the findings 26 27, 132 133, 201E, 228 229, 257, 322 323, 346 347, 410 411 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, 112 113, 132 133, 140, 204, 206, 218, 233E, 234, 257, 268, 348, 404 405 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, 210 2. Classify objects and materials according to properties. a. Recognize the attributes and functions used to group objects and materials. 12 13, 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, 146 147, 242 243, 244 245, 246 247 c. Describe how objects and materials were classified. 12 13, 14 15, 46, 52 53, 54 55 3. Identify patterns found in the natural environment. 33

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, 106 107, 108 109, 114 115, 124 125, 178 179, 180 181, 182 183, 184 185, 186 187 b. Describe a repeated sequence, orally, in writing, or by drawing. 28 29, 104, 122 123, 124, 170 4. 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. 162 163, 270, 308, 310, 311 5. 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, 356 357 b. Discuss how new information verifies or changes prior ideas. 63, 188, 212, 264, 268, 269, 308 34

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. 154 155 b. Collect additional information through investigations and print and non-print resources. 156 c. Describe advantages and disadvantages of possible decisions. 399 2. Use scientific knowledge to solve science problems. a. Identify a problem. 56, 154 155, 264, 296, 323, 396 b. Use science information and investigations to solve a problem. 56 57, 154, 264, 283, 286, 296, 297E, 298, 304, 314, 356 357, 396, 410 411 c. Explain the solution to a problem. 57, 264, 323, 357, 396 35

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. 132 133, 224, 382 b. Compare and explain how models can be used to learn about what they represent. 36, 90 91, 218 219, 361E, 364, 384 385 2. 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, 238 239, 392 b. Recognize when to use appropriate tools to make observations. 88, 172, 194 195, 256 257, 268, 390 391 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. 92 93, 125, 172, 194 195, 220 221, 236, 246, 300, 324 d. Recognize when to use appropriate tools to measure length, volume, and weight. 88, 92 93, 146, 172, 220 221, 236, 242 243, 244 245, 258 259, 292 293 e. Collect, analyze, and display data and information using tools, such as calculators and computers. Related content: 404 405 3. Plan and construct objects. 36

Grade Two a. Recognize the function of simple objects through examination. 329E, 410 411 b. Recognize the purpose and function of simple tools and materials in a plan. 346 347, 416 c. Select the appropriate tools and materials to complete the plan and construction of a simple object. 346 347, 377, 384 385, 396, 410 411 4. Modify a product based on performance. a. Test and evaluate the performance of student-designed products. 160 161, 329E, 393E, 420 421 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, 398 399, 400 401, 402 403, 404 405, 408 409, 416 b. Recognize that technologies, such as computers, calculators, television, CD- ROM, and DVD, have influenced daily life. 394, 398 399, 400 401, 402 403, 404 405, 406 407, 408 409, 412 413 37

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, 194 195, 201E, 290 291, 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. 380 381 b. Recognize that the apparent changes in the moon's shape form a repeating pattern. 380 381 c. Recognize that the seasons occur in a repeating pattern each year. 374 375 38

Grade Two d. Recognize that the day/night cycle is a repeating pattern. 370 371 4. 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, 372 373 b. Describe the apparent changes in the sun's position during the day. 372 373 c. Recognize and describe that the number of hours of daylight changes with the seasons. 374 375 d. Recognize and describe that changes in the amount of heat and light from the sun cause differences in the temperature on Earth. 16 17, 180 181, 182 183, 184 185, 186 187, 374 375 5. Identify and describe the physical properties and locations of stars. a. Identify that stars are like the sun, some are smaller and some larger. 368 369 b. Identify that the sun is the Earth's closest star and Earth's source of heat and light. 366 367, 368 369 c. Recognize and describe that the stars are so far away from Earth that they appear as points of light. 376 377 d. Recognize and describe that stars appear to form patterns in the night sky. 376 377, 384 385 39

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, 240 241, 248 249, 250 251, 252 253, 254 255, 262 263, 265E, 268, 269, 420 421 40

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). 278 279 b. Identify that fuels are used to produce light and heat in homes and schools. 2 78 279, 280 281 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, 288 289 b. Identify electrical outlets as a source of electricity. 288 289 c. Identify the devices that use electricity to produce light, heat, and sound. 265E, 266, 288 289 41

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 282 283, 290 291, 356 357 b. Explain that shadows are formed when objects block light. 284 285, 292 293 c. Compare and describe how light affects the temperatures of dark-colored objects and light-colored objects. 268, 269, 282 283 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. 142 143, 144 145 b. Identify water, air, soil, minerals, animals, and plants as basic natural resources. 62, 70 71, 137, 138 139, 142 143, 144 145, 146 147, 148 149, 150 151 42

Grade Two c. Explain that food, fuels, and fibers are produced from basic natural resources. 144 145, 150 151 d. Identify ways that human's use Earth's natural resources to meet their needs. 150 151 e. Explain that some natural resources are limited and need to be used wisely. 142 143, 156 157 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, 154 155, 156 157, 158 159, 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. 82 83, 154 155, 156 157, 158 159 c. Identify and describe that aspects of the environment change on a daily, weekly, monthly, or yearly basis. 152 153, 156, 158 159 43

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. 20 21, 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, 481 44

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, 184 185, 191, 230, 231, 234 235, 344 345, 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, 511 4. 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 140 143, 268 271, 412 415, 508 511 b. Examine various investigations and identify those that meet the criteria for a well-designed investigation. 235, 415 5. 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. 90 91, 184 185, 234, 258 259, 314 315, 356 45

Grade Three c. Demonstrate safe and appropriate use of science equipment and materials. 90 91, 145D, 184 185, 210, 234, 258, 268, 297D, 297E, 466 467 d. Use senses in appropriate and safe ways. 145E, 203, 225, 241D, 378 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). 157, 290 291, 293, 356, 378 379, 466 467 b. Select the equipment appropriate for the quantity being measured. 58 59, 145E, 268 271, 290 291, 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, 128 129, 163, 177, 211, 234, 270 271, 285, 290 291, 314 315, 379, 399, 414 415, 443, 467, 511 e. Use metric units with numbers when making and recording observations. 27, 151, 285, 288 289, 290 291, 414 415, 498 499 8. Identify possible trends in data. a. Identify similarities and differences among data. 27, 60 61, 92 93 b. Identify whether data indicates increase, decrease, or no change. 27, 125, 324 46

Grade Three c. Draw conclusions from data. 29, 186 187, 296 9. 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, 260 261, 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, 164 165, 198, 202, 293, 296, 302, 310, 366, 379, 390, 404 405 b. Identify key ideas of scientific concepts. 18 19, 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, 484 47