A Correlation of Pearson Interactive Science 2012 Colorado Academic Standards
,, 2012 Introduction This document demonstrates the close alignment between, 2012, and the,. Correlation page references are Teacher s Edition and Student Edition (Big Book Flip Chart.) Lessons in the Teacher s Edition contain facsimile Big Book Flip Chart pages. is a Kindergarten through Grade 5 program that makes all students really want to learn more about science and the world. It helps students develop scientific literacy so they better understand the world we live in. Organized into three distinct pathways reading, inquiry, and digital, makes learning and teaching science personal, relevant, and engaging for both students and teachers. Reading Path Target Reading Skills, continual vocabulary support, and graphic organizers help students develop critical reading skills and strategies to uncover meaning when they read. Core Content in the Write-in Student Editions as well as below-, on-, and advanced-leveled Readers with built-in ELL support give students tools to become successful readers. Inquiry Path ABCs of Inquiry Activity Before Concept activities in the Write-in Student Edition engage students and set a purpose for reading. Scaffolded inquiry activities consist of directed, guided, and open inquiry options to allow students to move from teacher-directed to student-centered hand-on experiences. Digital Path Interactive Science goes digital at myscienceonline.com. Untamed Science and Got It? 60-Second Videos, I Will Know activities, and Virtual labs resources engage students in today s digital world. My scienceonline.com can be used for teacher-led instruction from a single computer, with an interactive whiteboard, or by students working at their own pace at school or at home. Key: SE = Student Edition, TE = Teacher s Edition, BB = Big Book Flipchart 2
,, 2012 Table of Contents Grade Level Expectation: Kindergarten... 4 Grade Level Expectation: First Grade... 7 Grade Level Expectation: Second Grade... 10 Grade Level Expectation: Third Grade... 13 Grade Level Expectation: Fourth Grade... 15 Grade Level Expectation: Fifth Grade... 20 Key: SE = Student Edition, TE = Teacher s Edition, BB = Big Book Flipchart 3
,, 2012 for Science Kindergarten Kindergarten, 2012 Standard: 1. Physical Science Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Grade Level Expectation: Kindergarten 1. Objects can move in a variety of ways that can be described by speed and direction a. Observe, investigate, and describe how different objects move (DOK 1-2) BB: 78, 79, 80, 82, 83, 85 SE: 78, 79-80, 82, 83; Activity: 78, 79, 80, 82, 83, 85 TE: 220-221, 223A-223B, 224, 226-227, 230-231, 234-235 b. Describe the motion of a child who is playing (DOK 1) BB: 83 SE: 83; Activity: 83 TE: 223A-223B, 233, 237 Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions 2. Objects can be sorted by physical properties, which can be observed and measured a. Observe, investigate, and describe how objects can be sorted using their physical properties (DOK 1-2) BB: 24, 58, 61, 62, 63, 64 SE: 24, 58, 61, 62, 63, 64; Activity: 24, 58, 61, 62, 64 TE: 70, 76, 154-155, 162, 168, 172, 174, 176-177, 210 b. Explain why objects are sorted into categories (DOK 2) c. Sort a set of objects based on their physical characteristics, and then explain how the objects are sorted (DOK 1-2) TE: 70, 168, 172, 174, 177 TE: 70, 162, 172, 174, 176-177 Key: SE = Student Edition, TE = Teacher s Edition, BB = Big Book Flipchart 4
,, 2012 for Science Kindergarten Kindergarten, 2012 Standard: 2. Life Science Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection Grade Level Expectation: Kindergarten 1. Organisms can be described and sorted by their physical characteristics a. Sort a group of items based on TE: 84, 89 observable characteristics (DOK 1-2) b. Communicate and justify an evidence based scientific rationale for sorting organisms into categories (DOK 1-2) TE: 84, 89 Standard: 3. Earth Systems Science Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Grade Level Expectation: Kindergarten 1. The Sun provides heat and light to Earth a. Investigate, explain, and describe that the Sun provides heat and light to Earth (DOK 1) SE: 45, 49, 52, 53 TE: 134-135, 140-141, 146-147, 148-149 b. Analyze and interpret temperature data between day (when the Sun shines on our area) and night (when the Sun does not shine on our area) (DOK 1-3) c. Investigate and communicate findings about what happens when the Sun s light is blocked (DOK 1-2) SE: 53 TE: 148-149 TE: 140-141, 148 Key: SE = Student Edition, TE = Teacher s Edition, BB = Big Book Flipchart 5
,, 2012 for Science Kindergarten d. Investigate and communicate the effect of varying heat and light on the growth of plants through a scientific study (DOK 1-2) Kindergarten, 2012 BB: 34 SE: 34; Activity: 34 TE: 104 Key: SE = Student Edition, TE = Teacher s Edition, BB = Big Book Flipchart 6
,, 2012 Grade 1 Grade 1, 2012 Standard: 1. Physical Science Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation: First Grade 1. Solids and liquids have unique properties that distinguish them a. Analyze and interpret observations about solids and liquids and their unique properties (DOK 1-3) SE/TE: 246-247, 248-249, 260, 265, 266-267 TE Only: 249a, 267a b. Identify the similarities and differences of two or more groups of solids or liquids (DOK 1-2) c. Classify solids and liquids based on their properties, and justify your choice based on evidence (DOK 1-3) SE/TE: 246-247, 266 TE Only: 249a, 259a-259b SE/TE: 246, 248, 266 TE Only: 248, 267b Standard: 2. Life Science Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: First Grade 1. Offspring have characteristics that are similar to but not exactly like their parents characteristics a. Use evidence to analyze similarities and SE/TE: 136-137, 138-139, 153 differences between parents and offspring in a variety of organisms including both TE Only: 139a, 139b, 153a-153b plants and animals (DOK 1-2) b. Analyze and interpret data regarding the SE/TE: 138-139 similarities and differences between parents and offspring (DOK 1-2) Key: SE = Student Edition, TE = Teacher s Edition 7 SE/TE Chapter 1 pages: 1-37; Chapter 2: 38-69; Chapter 3: 72-111; Chapter 4: 112-153; Chapter 5: 158-203; Chapter 6: 204-231; Chapter 7: 236-267; Chapter 8: 268-295; Chapter 9: 296-323
,, 2012 Grade 1 c. Question peers about evidence used in developing ideas about similarities and differences between parents and offspring (DOK 1-2) d. Interpret information represented in pictures, illustrations, and simple charts (DOK 1-2) Grade 1, 2012 TE Only: 136B SE/TE: 136-137, 138-139 TE Only: 153a Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection Grade Level Expectation: First Grade 2. An organism is a living thing that has physical characteristics to help it survive a. Identify organisms and use evidence SE/TE: 76-77, 78-79, 110, 117 based scientific explanations for classifying them into groups (DOK 1-3) TE Only: 77, 79a b. Analyze and interpret data about the needs of plants and animals (DOK 1-2) SE/TE: 80-81, 82-83, 84-85, 102-103, 110 TE Only: 72C, 72G-72H, 103b, 111b c. Use direct observations and other SE/TE: 86-87, 88-89, 90-91, 92-93, 96-97 evidence to support ideas concerning physical characteristics that help plants and TE Only: 91a-91b, 97a-97b animals survive (DOK 1-3) Standard: 3. Earth Systems Science Describe how humans are dependent on the diversity of resources provided by Earth and Sun Grade Level Expectation: First Grade 1. Earth s materials can be compared and classified based on their properties a. Identify and represent similarities and SE/TE: 165, 168-169, 171, 172 differences such as the texture, size, color, and shape of various materials on Earth TE Only: 173a (DOK 1-2) Key: SE = Student Edition, TE = Teacher s Edition 8 SE/TE Chapter 1 pages: 1-37; Chapter 2: 38-69; Chapter 3: 72-111; Chapter 4: 112-153; Chapter 5: 158-203; Chapter 6: 204-231; Chapter 7: 236-267; Chapter 8: 268-295; Chapter 9: 296-323
,, 2012 Grade 1 b. Sort, group, and classify Earth s materials based on observations and explorations (DOK 1-2) c. Make predictions about how a material on Earth might be useful based on its properties (DOK 1-3) d. Communicate ideas about the differences between soils from different places (DOK 1-2) e. Use a variety of tools to observe, analyze, record, and compare Earth s materials (DOK 1-2) f. Analyze the impact of reducing, reusing, and recycling various materials (DOK 1-3) Grade 1, 2012 SE/TE: 168-169, 170-171 TE Only: 173a TE Only: 172 SE/TE: 168, 170-171, 172-173 TE Only: 173a SE/TE: 163, 168, 178 TE Only: 172, 173a, 183a SE/TE: 182-183 TE Only: 179 Key: SE = Student Edition, TE = Teacher s Edition 9 SE/TE Chapter 1 pages: 1-37; Chapter 2: 38-69; Chapter 3: 72-111; Chapter 4: 112-153; Chapter 5: 158-203; Chapter 6: 204-231; Chapter 7: 236-267; Chapter 8: 268-295; Chapter 9: 296-323
,, 2012 Grade 2 Grade 2, 2012 Standard: 1. Physical Science Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Grade Level Expectation: Second Grade 1. Changes in speed or direction of motion are caused by forces such as pushes and pulls a. Identify and predict how the direction or SE/TE: 324-325, 326, 328, 347 speed of an object may change due to an outside force (DOK 1-2) TE Only: 347b b. Analyze and interpret observable data about the impact of forces on the motion of objects (DOK 1-2) SE/TE: 310, 329, 338-339 TE Only: 339b-339c Standard: 2. Life Science Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Grade Level Expectation: Second Grade 1. Organisms depend on their habitat s nonliving parts to satisfy their needs a. Use evidence to develop a scientific explanation about how organisms depend on their habitat. (DOK 2-3) SE/TE: 74, 95, 96-97, 98-99, 101, 102, 103, 122-123 TE Only: 99b, 103b b. Analyze and interpret data about nonliving components of a habitat (DOK 1-2) c. Assess and provide feedback on other scientific explanations regarding why an organism can survive in its habitat (DOK 1-3) SE/TE: 102-103 TE Only: 72C, 95 Key: SE = Student Edition, TE = Teacher s Edition 10 SE/TE Chapter 1 pages: 1-35; Chapter 2: 36-69; Chapter 3: 71-117; Chapter 4: 118-159; Chapter 5: 164-203; Chapter 6: 204-231; Chapter 7: 232-267 Chapter 8: 270-307; Chapter 9: 308-347
,, 2012 Grade 2 Grade 2, 2012 d. Use instruments to make observations about habitat components for example, data can be collected from a fish tank to assess the environmental health (dissolved oxygen, ph, Nitrogen content). (DOK 1-2) SE/TE: 74 Standard: 2. Life Science Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection Grade Level Expectation: Second Grade 2. Each plant or animal has different structures or behaviors that serve different functions a. Use evidence to develop an explanation SE/TE: 74 as to why a habitat is or is not suitable for a specific organism (DOK 1-3) b. Analyze and interpret data about SE/TE: 95, 96-97, 98-99 structures or behaviors of a population that help that population survive (DOK 1-2) Standard: 3. Earth Systems Science Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Second Grade 1. Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals a. Use evidence to develop a scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals and the environment (DOK 1-3) b. Analyze and interpret data such as temperatures in different locations (Sun or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons (DOK 1-3) SE/TE: 242-243 TE Only: 243B SE/TE: 95, 258-259 TE Only: 259a-259b Key: SE = Student Edition, TE = Teacher s Edition 11 SE/TE Chapter 1 pages: 1-35; Chapter 2: 36-69; Chapter 3: 71-117; Chapter 4: 118-159; Chapter 5: 164-203; Chapter 6: 204-231; Chapter 7: 232-267 Chapter 8: 270-307; Chapter 9: 308-347
,, 2012 Grade 2 c. Analyze ways in which severe weather contributes to catastrophic events such as floods and forest fires (DOK 1-2) Grade 2, 2012 SE/TE: 253, 254-255, 256-257 TE Only: 254 Weather contributing to catastrophic events not specifically addressed lessons deal with safety during severe weather. Key: SE = Student Edition, TE = Teacher s Edition 12 SE/TE Chapter 1 pages: 1-35; Chapter 2: 36-69; Chapter 3: 71-117; Chapter 4: 118-159; Chapter 5: 164-203; Chapter 6: 204-231; Chapter 7: 232-267 Chapter 8: 270-307; Chapter 9: 308-347
,, 2012 Grade 3 Grade 3, 2012 Standard: 1. Physical Science Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation: Third Grade 1. Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling a. Analyze and interpret observations about matter as it freezes and melts, and boils and condenses (DOK 1-2) SE/TE: 222-223, 328, 329, 330, 332-333, 343-346, 347, 350, 355 TE Only: 223b, 333a, 333b, 349a b. Use evidence to develop a scientific explanation around how heating and cooling affects states of matter (DOK 1-3) SE/TE: 328, 330, 332-333, 348, 350 TE Only: 333a, 333b c. Identify the state of any sample of SE/TE: 328-329, 330-331, 332-333 matter (DOK 1) Standard: 2. Life Science Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: Third Grade 1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species a. Use evidence to develop a scientific explanation regarding the stages of how organisms develop and change over time (DOK 1-3) SE/TE: 110-111, 112-113, 114, 115, 154-155, 156-157, 158-159, 160, 171 TE Only: 161a, 161b b. Analyze and interpret data to generate evidence that different organisms develop differently over time (DOK 1-2) SE/TE: 118-119, 154-155, 156-157, 158-159, 160-161, 171 TE Only: 161a, 161b Key: SE = Student Edition, TE = Teacher s Edition, 13 SE/TE Chapter 1 pages: 2-45; Chapter 2: 46-83; Chapter 3: 86-133; Chapter 4: 134-173; Chapter 5: 174-209; Chapter 6: 216-269; Chapter 7: 270-313; Chapter 8: 320-351; Chapter 9: 352-403; Chapter 10: 404-437
,, 2012 Grade 3 c. Use a variety of media to collect and analyze data regarding how organisms develop (DOK 1-2) SE/TE: 159 Grade 3, 2012 TE Only: 115, 118, 157 Standard: 3. Earth Systems Science Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Third Grade 1. Earth s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand some of which are usable resources for human activity a. Investigate and identify two or more ways that Earth s materials can be broken down and/or combined in different ways such as minerals into rocks, rock cycle, formation of soil, and sand (DOK 1-2) b. Use evidence to develop a scientific explanation about one or more processes that break down and/or combine Earth materials (DOK 1-3) SE/TE: 238-239, 250-251, 252-253, 254-255, 256-257, 267, 269 TE Only: 255a, 255b, 257a, 267b SE/TE: 235, 236-237, 248-249, 250-251, 252-253, 254-255, 256-257, 267, 269 TE Only: 255a, 255b, 257a, 257b, 267b c. Utilize a variety of media sources to collect and analyze data around Earth s materials and the processes by which they are formed (DOK 1-2) TE Only: 235 Key: SE = Student Edition, TE = Teacher s Edition, 14 SE/TE Chapter 1 pages: 2-45; Chapter 2: 46-83; Chapter 3: 86-133; Chapter 4: 134-173; Chapter 5: 174-209; Chapter 6: 216-269; Chapter 7: 270-313; Chapter 8: 320-351; Chapter 9: 352-403; Chapter 10: 404-437
,, 2012 Grade 4 Grade 4, 2012 Standard: 1. Physical Science Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable Grade Level Expectation: Fourth Grade 1. Energy comes in many forms such as light, heat, sound, magnetic, chemical, and electrical a. Identify and describe the variety of energy sources (DOK 1) SE/TE: 350, 354-355, 356-357, 358-359, 373 TE Only: 353, 359b b. Show that electricity in circuits requires a complete loop through which current can pass (DOK 1) c. Describe the energy transformation that takes place in electrical circuits where light, heat, sound, and magnetic effects are produced (DOK 1-2) d. Use multiple resources including print, electronic, and human to locate information about different sources of renewable and nonrenewable energy (DOK 1-2) SE/TE: 400-401, 404-405, 423-426 TE Only: 405a, 429a, 429b SE/TE: 414-415, 416-417, 418-419, 421-421, 429, 430 TE Only: 419a, 419b, 421b-421c, 429a SE/TE: 357 Key: SE = Student Edition, TE = Teacher s Edition 15 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-77; Chapter 3: 80-137; Chapter 4: 138-191; Chapter 5: 198-253; Chapter 6: 254-295; Chapter 7: 302-347; Chapter 8: 348-389; Chapter 9: 390-431; Chapter 10: 432-459
,, 2012 Grade 4 Grade 4, 2012 Standard: 2. Life Science Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: Fourth Grade 1. All living things share similar characteristics, but they also have differences that can be described and classified a. Use evidence to develop a scientific explanation of what plants and animals need to survive (DOK 1-3) SE/TE: 100, 102-103, 105, 106-107, 110-111 TE Only: 105a, 105b, 111a, 111b b. Use evidence to develop a scientific explanation for similarities and/or differences among different organisms (species) (DOK 1-3) c. Analyze and interpret data representing variation in a trait (DOK 1-2) d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate questions about characteristics of living things (DOK 1-2) SE/TE: 84-85, 86-87, 88-89, 93, 104, 109, 113, 152 TE Only: 90, 91b, 145, 151 SE/TE: 107, 112-113, 114-115, 116-117 TE Only: 117a-117b SE/TE: 84, 86-87, 88-89, 90-91, 112-113, 116-117 TE Only: 91a, 91b, 103, 104, 108, 117a- 117b, 144, 159 Key: SE = Student Edition, TE = Teacher s Edition 16 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-77; Chapter 3: 80-137; Chapter 4: 138-191; Chapter 5: 198-253; Chapter 6: 254-295; Chapter 7: 302-347; Chapter 8: 348-389; Chapter 9: 390-431; Chapter 10: 432-459
,, 2012 Grade 4 Grade 4, 2012 Standard: 2. Life Science Explain how biological evolution accounts for the unity and diversity of living organisms Grade Level Expectation: Fourth Grade 2. Comparing fossils to each other or to living organisms reveals features of prehistoric environments and provides information about organisms today a. Use evidence to develop a scientific explanation for: 1. What fossils tell us about a prehistoric SE/TE: 168-169 environment TE Only: 173a 2. What conclusions can be drawn from similarities between fossil evidence and living organisms (DOK 1-3) SE/TE: 172, 176-177 TE Only: 173b, 179a b. Analyze and interpret data to generate evidence about the prehistoric environment (DOK 1-2) c. Evaluate whether reasoning and conclusions about given fossils are supported by evidence (DOK 1-3) d. Use computer simulations that model and recreate past environments for study and entertainment (DOK 1-2) SE/TE: 176-177, 179 SE/TE: 175 This objective falls outside the scope of this program. Standard: 2. Life Science Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Grade Level Expectation: Fourth Grade 3. There is interaction and interdependence between and among living and nonliving components of ecosystems a. Use evidence to develop a scientific SE/TE: 106-107, 110-111 explanation on how organisms adapt to their habitat (DOK 1-3) TE Only: 109, 111a-111b Key: SE = Student Edition, TE = Teacher s Edition 17 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-77; Chapter 3: 80-137; Chapter 4: 138-191; Chapter 5: 198-253; Chapter 6: 254-295; Chapter 7: 302-347; Chapter 8: 348-389; Chapter 9: 390-431; Chapter 10: 432-459
,, 2012 Grade 4 b. Identify the components that make a habitat type unique (DOK 1) Grade 4, 2012 SE/TE: 143, 144-145, 146 TE Only: 147b c. Compare and contrast different habitat types (DOK 2) d. Create and evaluate models of the flow of nonliving components or resources through an ecosystem (DOK 2-3) e. Make a plan to positively impact a local ecosystem (DOK 2-4) f. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate endangered habitats (DOK 1-2) TE Only: 145 SE/TE: 148-149, 154-155, 156-157, 158-159 SE/TE: 166 TE Only: 158-159 Standard: 3. Earth Systems Science Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Grade Level Expectation: Fourth Grade 1. Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth a. Gather, analyze, and interpret data about components of the solar system (DOK 1-2) SE/TE: 256, 261, 264, 266, 268, 270, 273, 284-285, 295 TE Only: 269a, 275a, 285b-285c b. Utilize direct and indirect evidence to investigate the components of the solar system (DOK 1-2) c. Gather, analyze, and interpret data about the Sunrise and Sunset, and Moon movements and phases (DOK 1-2) SE/TE: 276-277, 278-279, 280-281, 282-283, 284-285, 292-293 TE Only: 283a-283b SE/TE: 258-259, 270-271, 272-273, 274-275, 293 TE Only: 275a, 275b, 263, 293a Key: SE = Student Edition, TE = Teacher s Edition 18 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-77; Chapter 3: 80-137; Chapter 4: 138-191; Chapter 5: 198-253; Chapter 6: 254-295; Chapter 7: 302-347; Chapter 8: 348-389; Chapter 9: 390-431; Chapter 10: 432-459
,, 2012 Grade 4 d. Develop a scientific explanation regarding relationships of the components of the solar system (DOK 1-3) Grade 4, 2012 SE/TE: 256-257, 260-261, 276-277, 278-279, 283, 292-293 TE Only: 283a, 283b, 293b Key: SE = Student Edition, TE = Teacher s Edition 19 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-77; Chapter 3: 80-137; Chapter 4: 138-191; Chapter 5: 198-253; Chapter 6: 254-295; Chapter 7: 302-347; Chapter 8: 348-389; Chapter 9: 390-431; Chapter 10: 432-459
,, 2012 Grade 5 Grade 5, 2012 Standard: 1. Physical Science Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation: Fifth Grade 1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts a. Develop, communicate, and justify a SE/TE: 436, 438-439, 448-449 procedure to separate simple mixtures based on physical properties (DOK 1-3) TE Only: 441a-441b, 449b-449c b. Share evidence-based conclusions and an understanding of the impact on the weight/mass of a liquid or gas mixture before and after it is separated into parts (DOK 1-3) This objective falls outside the scope of this program. Standard: 2. Life Science Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: Fifth Grade 1. All organisms have structures and systems with separate functions a. Develop and communicate an evidencebased scientific explanation of the role of different organs or structures that are important for an organism s survival in both plants and animals (DOK 1-3) SE/TE: 112-123, 124-125, 126-127, 128-129, 130-131, 133-134, 136-137, 139 TE Only: 127a, 127b, 133a, 133b, 135, 138, 139a-139b b. Analyze and interpret data to generate evidence that all organisms have structures that are required for survival in both plants and animals (DOK 1-2) c. Create and evaluate models of plant and/or animal systems or parts (DOK 2-3) SE/TE: 124-125, 128, 132, 134 TE Only: 139a SE/TE: 177 Key: SE = Student Edition, TE = Teacher s Edition 20 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-83; Chapter 3: 86-117; Chapter 4: 118-155; Chapter 5: 156-203; Chapter 6: 204-247; Chapter 7: 254-299; Chapter 8: 300-357; Chapter 9: 358-405; Chapter 10: 412-459, Chapter 11: 460-497; Chapter 12: 498-533
,, 2012 Grade 5 Grade 5, 2012 Standard: 2. Life Science Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection Grade Level Expectation: Fifth Grade 2. Human body systems have basic structures, functions, and needs a. Develop and communicate an evidencebased scientific explanation regarding how SE/TE: 177 humans address basic survival needs (DOK 1-3) b. Analyze and interpret data to generate SE/TE: 158, 164-165, 175, 201 evidence that human systems are interdependent (DOK 1-2) c. Assess further scientific explanations regarding basic human body system functions (DOK 1-3) SE/TE: 162-163, 164-165, 167, 168-169, 170-171, 172-173, 174-175, 180-181, 182, 185, 186-187, 188, 202 TE Only: 177a, 201a d. Create and evaluate models of human body systems and organs (DOK 2-3) SE/TE: 162-163, 164-165, 167, 168-169, 170-171, 172-173, 174-175, 180-181, 182, 185, 186-187, 188, 202 TE Only: 177a, 201a e. Compare and contrast a human system to that of another organism, and provide hypotheses about why the similarities and differences exist (DOK 2-3) This objective falls outside the scope of this program. Key: SE = Student Edition, TE = Teacher s Edition 21 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-83; Chapter 3: 86-117; Chapter 4: 118-155; Chapter 5: 156-203; Chapter 6: 204-247; Chapter 7: 254-299; Chapter 8: 300-357; Chapter 9: 358-405; Chapter 10: 412-459, Chapter 11: 460-497; Chapter 12: 498-533
,, 2012 Grade 5 Grade 5, 2012 Standard: 3. Earth Systems Science Describe how humans are dependent on the diversity of resources provided by Earth and Sun Grade Level Expectation: Fifth Grade 1. Earth and Sun provide a diversity of renewable and nonrenewable resources a. Develop and communicate a scientific TE Only: 336, 357 explanation addressing a question of local relevance about resources generated by the sun or Earth (DOK 1-3) b. Analyze and interpret a variety of data to SE/TE: 334-335, 336-337, 338-339, 355 understand the origin, utilization, and concerns associated with natural resources TE Only: 339a-339b (DOK 1-3) Standard: 3. Earth Systems Science Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Fifth Grade 2. Earth s surface changes constantly through a variety of processes and forces a. Analyze and interpret data identifying ways Earth s surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity SE/TE: 328-329, 330-331, 332-333, 340-341, 342-343, 355 TE Only: 333a-333b, 343a-343b, 355b b. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth s surface (DOK 2-3) SE/TE: 328, 331, 332-333, 340-341, 343-355 TE Only: 329, 330, 333a-333b, 343a, 343b, 355b Key: SE = Student Edition, TE = Teacher s Edition 22 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-83; Chapter 3: 86-117; Chapter 4: 118-155; Chapter 5: 156-203; Chapter 6: 204-247; Chapter 7: 254-299; Chapter 8: 300-357; Chapter 9: 358-405; Chapter 10: 412-459, Chapter 11: 460-497; Chapter 12: 498-533
,, 2012 Grade 5 Grade 5, 2012 Standard: 3. Earth Systems Science Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Fifth Grade 3. Weather conditions change because of the uneven heating of Earth s surface by the Sun s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation a. Develop and communicate an evidence SE/TE: 273, 287, 296 based scientific explanation for changes in weather conditions (DOK 1-3) b. Gather, analyze, and interpret data such SE/TE: 268, 286-287, 297 as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-3) c. Describe weather conditions based on data collected using a variety of weather tools (DOK 1-2) SE/TE: 268 For related content, please also see: 269, 270-271, 272-273 *Tools are addressed but not used to collect data. d. Use data collection tools and measuring devices to gather, organize, and analyze data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-2) SE/TE: 268, 269, 270-271, 272-273 Key: SE = Student Edition, TE = Teacher s Edition 23 SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-83; Chapter 3: 86-117; Chapter 4: 118-155; Chapter 5: 156-203; Chapter 6: 204-247; Chapter 7: 254-299; Chapter 8: 300-357; Chapter 9: 358-405; Chapter 10: 412-459, Chapter 11: 460-497; Chapter 12: 498-533