Orange County Public Schools Benchmarks & Task Analysis for Science

Transcription

1 A Correlation of to the Orange County Public Schools Benchmarks & Task Analysis for Science Grades K-5 T/S-48A

2 Introduction This document demonstrates how Scott Foresman Science meets Orange County Public Schools Benchmarks and Task Analysis. Page references are to the Teacher s Edition. Lessons in the Teacher s Edition contain facsimile Student Edition and ancillary pages. Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Five. 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 Grade Two Grade Three...22 Grade Four Grade Five

4 Scott Foresman Science to the Orange County Public Schools Benchmarks & Task Analysis Kindergarten Unit 1 Subject Area: Strand A: Grade: Science The Nature of Matter K Benchmarks SC.A.1.1.1: The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape). 134D, 134, 135, , , , , , , , 155a, 155b, 155c, 155d, 155e, 174D, , 201a, 205a SC.A.2.1.1: The student recognizes that many things are made of smaller pieces, different amounts, and various shapes , 226, , , MATTER USING SENSES TO GATHER INFORMATION uses senses to make observations about the physical properties of objects (e.g., color, shape, mass, capacity, form, texture, size, position, speed, and composition) , , , , , 155d compares and classifies objects and living things according to one or two attributes and explains a system of classification (e.g., metals or plastics, rough or smooth). 134D, 134E, , , , , 155a, 155b, 155c, 155d recognizes that most things are made up of parts which may have different amounts and various shapes. 134D, 134E, , , , , , , 245a, 245b, 245c, 255a 1

5 PROPERTIES OF WATER demonstrates that water can be poured, evaporated, and absorbed. These pages prepare students for this Task: Also see Grade 1. demonstrates that water can enable certain objects to float. See Grade 1. classifies objects by their ability to float in water. See Grade 1. PROPERTIES OF AIR experiences that air is all around us and takes up space. These pages prepare students for this Task: Also see Grade 1. creates the movement of air, called wind. These pages prepare students for this Task: , , ,

6 Unit 2 Subject Area: Strand C: Grade: Science Force and Motion K SC.C.1.1.1: The student understands that different things move at different speeds. 174, , 201a, 227, SC.C.1.1.2: The student knows that there is a relationship between force and motion. 174D, , , , , , 195e, 201a, 226D, 226, , , SC.C.2.1.1: The students knows that one way to change how something is moving is to give it a push or a pull. 174, 175, , , , 201a, 226D, 227, , FORCE AND MOTION changes the position and motion of objects by pushing or pulling on them , , , , , 255a relates the amount of the change to the strength of the push or pull , , , compares and contrasts many different ways of moving, such as straight, zigzag, round and round, back and forth, and fast and slow. 174D, 174, , , , 195a, 195b, 195c,

7 Unit 3 Subject Area: Strand F: Strand G: Grade: Science Processes of Life How Living Things Interact with Their Environment K Benchmarks SC.A.1.1.1: The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape). 134D, 134, 135, , , , , , , , 155a, 155b, 155c, 155d, 155e, 174D, , 201a, 205a SC.B.1.1.5: The student knows that every human action requires energy that comes from food SC.F.1.1.1: The student knows the basic needs of all living things. 6 7, 16 17, 18 19, 20 21, 22 23, 25c, 25c, 25e, 47, 71a, 72 73, 75a, 94 95, SC.F.1.1.2: The student knows how to apply knowledge about life processes to distinguish between living and nonliving things. 4D, 4 5, 8 9, 12 13, 14 15, 24 25, 25c, 25d, 25e, 71a SC.G.1.1.1: The student knows that environments have living and nonliving parts. 4, 8 9, 12 13, 14 15, 25e, 46D, 46E SC.G.2.1.1: The student knows that if living things do not get food, water, shelter, and space, they will die , 22 23, 25e, 62 63, 72 73, 65c, 71a, 75a LIVING VS. NONLIVING identifies objects as living or nonliving. 4D, 4E, 8 9, 10 11, 12 13, 14 15, 24 25, 25c, 25d, 66 67, 75a recognizes that most living things, including humans, need water, energy, air, shelter, and space. 4E, 16 17, 18 19, 20 21, 22 23, 24 25, 45a, 70 71,

8 observes that there are similarities and differences between living and nonliving things , 12 13, 24 25, 75a investigates living and nonliving things in the environment , 24 25, 25a,

9 Unit 4 Subject Area: Strand F: Strand G: Grade: Science Processes of Life How Living Things Interact with Their Environment K Benchmarks SC.A.1.1.1: The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape). 134D, 134, 135, , , , , , , , 155a, 155b, 155c, 155d, 155e, 174D, , 201a, 205a SC.B.1.1.5: The student knows that every human action requires energy that comes from food SC.D.2.1.1: The student understands that people influence the quality of life of those around them , 96 97, 99d, 99e SC.F.1.1.1: The student knows the basic needs of all living things. 6 7, 16 17, 18 19, 20 21, 22 23, 25c, 25c, 25e, 47, 71a, 72 73, 75a, 94 95, SC.F.1.1.5: The student compares and describes the structural characteristics of plants and animals. 26, 36 37, 38 39, 40 41, 45d, 45e, 71a SC.G.2.1.1: The student knows that if living things do not get food, water, shelter, and space, they will die , 22 23, 25e, 62 63, 72 73, 65c, 71a, 75a SC.G.2.1.2: The student knows that the activities of humans affect plants and animals in many ways , 90 91, 75a 6

10 PROPERTIES OF PLANTS AND ANIMALS classifies real living objects as plants or animals , 25c, 45c, recognizes that plants and animals need water, energy, air, shelter, and space. 4E, 16 17, 18 19, 20 21, 22 23, 24 25, 45a, 70 71, recognizes that care must be taken to know the needs of living things and how to provide for them , 65c, These pages prepare students for this Task: 16 17, 18 19, 20 21, explains how human behavior can affect the quality of life. These pages prepare students for this Task: 65f, , , 245d, , recognizes the characteristics of plants and animals , 26D, 26E, 30 31, 32 33, 34 35, 36 37, 38 39, 40 41, 42 43, 44 45, 45a, 45b, 45c, 45d, 52 53, 65d,

11 Scott Foresman Science to the Orange County Public Schools Benchmarks & Task Analysis Grade One Unit 1 Subject Area: Science Strand A: The Nature of Matter Grade: 1 Benchmark SC.A.1.1.1: The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape). 209, , , , STATES OF MATTER manipulates and observes three different states of matter: solid, liquid, and gas. 209D, 209E, , , , 240 compares and contrasts solids, liquids, and gases. 209E, 209, , , ,

12 Unit 2 Subject Area: Science Strand C: Force and Motion Grade: 1 Benchmarks SC.C.1.1.2: The student knows that there is a relationship between force and motion. 241D, 241, 243, , , , , , 305 SC.C.2.1.1: The student knows that one way to change how something is moving is to give it a push or a pull. 241D, 241, , , , MAGNETIC FORCE determines that certain parts of a magnet are stronger than others. These pages prepare students for this Task: demonstrates that magnets attract and repel each other classifies objects, including metals and nonmetals, according to their behavior with magnets. 241E, uses magnets to make some things move without being touched by the magnet. 256 See Grade K, pp

13 Unit 3 Subject Area: Science Strand D: Processes that Shape the Earth Grade: 1 Benchmarks SC.A.1.1.1: The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape). 209, , , , SC.D.1.1.1: The student recognizes that the solid materials making up the Earth come in all sizes, from boulders to grains of sand. 145, , , , , 172 ROCKS AND SOIL observes, describes, and classifies rocks according to their observable properties. 145E, These pages prepare students for this Task: , 176 recognizes that the surface of the Earth is composed of different types and sizes of solid materials (e.g., sand, pebbles, rocks, clumps of dirt). 145D, 145, , ,

14 Unit 4 Subject Area: Science Strand B: Energy Grade: 1 Benchmarks SC.B.1.1.1: The student knows that the Sun supplies heat and light energy to Earth. 276, , , , , 313, SC.B.1.1.2: The student knows that light can pass through some objects and not others. 273D, , , , , LIGHT AND SHADOW identifies several sources of light, including artificial light and sunlight. 273D, 276, , identifies the sun as the primary source of light energy and heat energy. 273D, 276, , creates shadows by blocking light. 273D, 273E, , tracks and measures, using nonstandard units, the sun s shadow throughout the day and notes the changes ,

15 Unit 5 Subject Area: Science Strand F : Processes of Life Grade: 1 Benchmarks SC.A.1.1.1: The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape). 209, , , , SC.B.1.1.3: The student describes a model energy system (e.g., an aquarium or terrarium). 113D, 129, , 273, , , 312 SC.B.2.1.1: The student recognizes systems of matter and energy. 209, , , 273, , , , , 303 SC.F.1.1.1: The student knows the basic needs of all living things. 1, 10 11, 12 13, 22, 23, 30 31, 32 33, 34 35, 36 37, 38 39, 113, , , SC.F.1.1.3: The student describes how organisms change as they grow and mature , 82 83, 84, 86 89, 90 91, 92 93, 94 95, 98 99, , , 144 SC.F.1.1.5: The student compares and describes the structural characteristics of plants and animals , SC.G.1.1.2: The student knows that plants and animals are dependent upon each other for survival. 113D, , , , , , , 134 SC.G.2.1.2: The student knows that the activities of humans affect plants and animals in many ways , , , , ,

16 SEED AND PLANT GERMINATION observes and describes seeds. 1D, 4, 81D, 98 99, locates where seeds are found. These pages prepare students for this Task: 98 99, maintains certain conditions (soil, water, light) in order for seeds to progress through the stages of growth (seed, seedling, mature plant) and analyzes how nature does the same. 1D, 4, 81D, , 144 observes and analyzes each part of a plant (seeds, roots, stems, leaves, flowers and/or fruit) and correlates it to a specific function. 25D, 40 41, 49D, 49E, 68 71, 72 73, 74 75, 98 99, , , 113E, , constructs and maintains a terrarium. 312 These pages prepare students for this Task: 4, , 136 explains how plants are dependent on animals for seed dispersal. See Grade 2, pp

17 Unit 6 Subject Area: Science Strand F: Processes of Life Grade: 1 Benchmarks SC.B.1.1.5: The student knows that every human action requires energy that comes from food , , 303 SC.F.1.1.3: The student describes how organisms change as they grow and mature , 82 83, 84, 86 89, 90 91, 92 93, 94 95, 98 99, , , 144 SC.F.2.1.1: The student knows that living things have offspring that resemble their parents , 96 97, , 110 LIFE CYCLES provides needed food, energy, and water to classroom animals or plants. 1D, 4, 18 19, 81D, 84, , 144 recognizes that plants and animals produce offspring with similar characteristics but individual differences (e.g., kittens in a litter may be colored differently) , 81, observes that classroom organisms have life cycles that include being born, developing into adults, reproducing, and eventually dying. 81E, 81, 84; Also See Grade 2, pp observes and records that organisms change in some ways and stay the same in some ways as they grow. 6 9, 85, 86 91, 92 93, 94 95, 98 99, , , measures to detect changes in growth of various organisms. 1D, 4, 18 19, 81D, 84, ,

18 Scott Foresman Science to the Orange County Public Schools Benchmarks & Task Analysis Grade Two Unit 1 Subject Area: Science Strand D: Process that Shape the Earth Grade: 2 Benchmarks SC.B.2.1.1: The student recognizes systems of matter and energy , , , , 265, , , , , , , , 295 SC.D.1.1.3: The student recognizes patterns in weather. 169, , , , , , , WEATHER measures the effects of energy from the sun upon air, land, and water by using a thermometer. 169D, graphs temperature and precipitation during the year to observe patterns that tend to be high, medium, or low in certain months. These pages prepare students for this Task: 172, measures the effects of energy from the sun resulting in water disappearing (evaporating) into the atmosphere. These pages prepare students for this Task:

19 Unit 2 Subject Area: Science Strands F: Processes of Life G: How Living Things Interact with Their Environment Grade: 2 Benchmarks SC.D.1.1.2: The student knows that life occurs on or near the surface of the Earth in land, air, and water. 1, 2 3, 12 13, 14 15, 16 17, 18 19, 20 21, 22 23, 24 25, 30, 33, 40 41, 42043, 44 45, 46 47, 48 49, 50 51, 52 53, 54 55, 60 61, 62 63, 67, 79, , , , 149, 158 SC.F.1.1.4: The student understands that structures of living things are adapted to their function in specific environments. 1, 6 9, 16 17, 18 19, 20 21, 22 23, 24 25, 31, 33, 39, 42 43, 44 45, 46 47, 48 49, 50 51, 52 53, 54 55, 56 57, 60 61, 130, 131 SC.F.1.1.5: The student compares and describes the structural characteristics of plants and animals. 1, 2 3, 8 9, 12 13, 14 15, 30 31, 33, 38 41, 42 43, 44 45, 46 47, 48 49, 50 51, 52 53, 54 55, SC.F.2.1.2: The student knows that there are many different kinds of living things that live in a variety of environments. 1, 16 17, 18 19, 20 21, 22 23, 24 25, 30 31, 33, 42 43, 44 45, 46 47, 48 49, 50 51, 52 53, 54 55, 60 61, 62 63, SC.G.1.1.2: The student knows that plants and animals are dependent upon each other for survival. 65, 66 67, 70 71, 72 73, 74 75, 76 77, 78 79, 80 81, 84 85, 90 91, SC.G.1.1.3: The student knows that there are many different plants and animals living in many different kinds of environments (e.g., hot, cold, wet, dry, sunny, dark) , 18 19, 20 21, 22 23, 24 25, 30 31, 42 43, 44 45, 46 47, 48 49, 50 51, 52 53, 54 55, 60 61, 62 63, SC.G.1.1.4: The student knows that animals and plants can be associated with their environment by an examination of their structural characteristics. 1, 16 17, 18 19, 20 21, 22 23, 24 25, 30 31, 40 41, 42 43, 44 45, 46 47, 48 49, 50 51, 52 53, 54 55, 60 61,

20 PLANTS AND ANIMALS compares and contrasts to discover how animals are alike or different in the way they look and in the things they do. 33D, 36, 37, 38 41, 52 55, 97D, 100, 101, , groups animals according to their structural characteristics , 42 43, 44 45, 46 47, 48 49, 50 51, 52 55, 58 59, , , classifies vertebrate groups of animals as mammals, reptiles, birds, amphibians, or fish, according to their characteristics , identifies structural characteristics that enable plants and animals to survive in different kinds of places , 12 15, 16 19, 20 21, 22 23, 24 25, 33E, 42 43, 44 45, 46 47, 48 49, 50 51, 52 55, compares the characteristics of things that live on land, in water, and in air knows that some organisms have adaptations that enable them to move from one medium to another (e.g., dragonflies begin life in water, move to land, and fly in the air) , 97D, , , understands that animals eat plants or other animals for food and may also use plants (or other animals) for shelter and nesting. 65D, 65E, 74 77, 78 81, 84 89, 90 91,

21 Unit 3 Subject Area: Science Strand E: Earth and Space Grade: 2 Benchmarks SC.E.1.1.1: The student knows that the light reflected by the Moon looks a little different every day but looks the same again about every 28 days. 361, , , SC.E.1.1.2: The student knows that the appearance of sunrise and sunset is due to the rotation of Earth every 24 hours. 361, 364, , , SC.E.2.1.1: The student knows that there are many objects in the sky that are only visible at night. 361, , , , , , 392 MOON, EARTH, AND SUN creates a model to show: o the earth rotates on its axis. 361D, 364, 371 o the rotation of the earth on its axis causes night and day 361D, 364, 371 o the sun can be seen only in the daytime because of the rotation of the earth on its axis. 361D, 364, 371 observes and records personal observations of the moon as it changes from day to day in a cycle that lasts about a month , 424 records in a journal, observations of other objects in the sky. These pages prepare students for this Task: 361D, 361E, 377, , , ,

22 Unit 4 Subject Area: Science Strand A: The Nature of Matter Grade: 2 Benchmarks SC.A.1.1.1: The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape). 233, , 236, 239, , , SC.A.1.1.2: The student recognizes that the same material can exist in different states. 233, , , , , , , SC.A.1.1.3: The student verifies that things can be done to materials to change some of their physical properties (e.g., cutting, heating, and freezing), but not all materials respond the same way (e.g., heating causes water to boil and sugar to melt). 233, , , , SC.B.1.1.4: The student knows that heat can be produced in many ways (e.g., by burning and rubbing). 265, 268, , , , , 327 SC.B.2.1.1: The student recognizes systems of matter and energy , , , , 265, , , , , , , , 295 CHANGES IN MATTER classifies matter as a solid, liquid, or gas, based on its properties and/or behaviors. 233, demonstrates that some common materials, such as water and sugar, can be changed from one state to another by heating or cooling. 233D, 233E, , recognizes that matter is made of the same original material even after a physical change such as melting, freezing, dissolving, or evaporating. 233D, 233E, ,

23 Unit 5 Subject Area; Science Strand C: Force and Motion Grade: 2 Benchmark SC.C.2.1.2: The student knows that sound is caused by vibrations (pushing and pulling) to cause waves. 329, 331, 332, , , , , , , 354 SOUND: VIBRATING MOTION recognizes that vibrating is a rapid back-and-forth movement. 332, produces sound by vibrating objects. 329D, 332, sees that pitch refers to the rate of vibrating varies the pitch of a sound by changing the rate of vibrating. 329D, 332, hears sound travel through solids, liquids, and gases. 329E, 360 These pages prepare students for this Task: classifies sounds according to different criteria (e.g., man made, nature made; loud, soft). 329E, , , ,

24 Unit 6 Subject Area; Science Strand G: How Living Things Interact with Their Environment Grade: 2 Benchmarks SC.D.2.1.1: The student understands that people influence the quality of life of those around them. 137, , , , , 393, , , , , SC.G.2.1.1: The student knows that if living things do not get food, water, shelter, and space, they will die. 2 3, 6 7, 62 63, 70 73, 74 75, 76 77, 78 79, 80 81, 94 95, , , 165 SC.G.2.1.2: The student knows that the activities of humans affect plants and animals in many ways. 64, 82 83, 95, 137, , , , , 168 SAVE THE EARTH recognizes that humans are an integral part of the ecosystem , 168 classifies and justifies changes humans make in the environment as positive or negative , identifies resources as things we get from the living and nonliving environment , , recognizes and explains why some resources are limited. See Grade 3. investigates the air in the environment. 169E, Also see Grade 1, pp recycles materials that can be used again, sometimes in different forms. 137E, Also see Grade 3, pp. 241E, 272. creates a plan for being more personally responsible about caring for the earth. 137E, Also see Grade 3, p. 272 and Grade 1, pp ,

25 Scott Foresman Science to the Orange County Public Schools Benchmarks & Task Analysis Grade Three Unit 1 Subject Area: Science Strand A: The Nature of Matter Grade: 3 Benchmarks SC.A.1.2.1: The student determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers). xxix, 273, , , , SC.A.1.2.3: The student knows that the weight of an object always equals the sum of its parts. xxix, 273, , SC.A.2.2.1: The student knows that materials may be made of parts too small to be seen without magnification. xxviii, , PROPERTIES OF MATTER draws and records in a journal, observations of a material, such as Styrofoam, using the naked eye, a hand lens, and a microscope. These pages prepare students for this Task: measures matter using various tools such as rulers, thermometers, balances, and graduated cylinders. 285, , compares and contrasts the physical properties of matter by making both quantitative and qualitative observations. 273D, 273E, 276, , determines the mass of equal volumes of various materials using metric tools ,

26 determines the mass of a given volume of water to discover that the mass and volume of water are equal (e.g., 10 milliliters of water = 10 grams). See Grade 5, p. 346 and Grade 6, p compares the weight or mass of an object to the sum of its parts using a spring scale or balance. See Grade 4, pp

27 Unit 2 Subject Area: Science Strand C: Force and Motion Grade: 3 Benchmarks SC.C.1.2.1: The student understands that the motion of an object can be described and measured. 324, 325, , 348, 349, SC.C.2.2.1: The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. 321, , SC.C.2.2.2: The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object , , , SIMPLE MACHINES demonstrates that work is done every time a force is used to move something identifies the six types of simple machines (screw, inclined plane, wedge, pulley, lever, wheel and axle) demonstrates how simple machines are used to accomplish work , 351 describes the motion of various objects (e.g., forward, circular, wave). 321D, 324, measures the distance traveled by various objects. 321E, 332, 352 classifies the motion of an object as traveling in a straight line at a constant speed, speeding up, slowing down, or changing direction experiences that the greater the force, the greater the change in the motion of an object. 321D, , ,

28 Unit 3 Subject Area: Science Strand D: Processes that Shape the Earth Grade: 3 Benchmarks SC.D.1.2.1: The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic material to form soil , 217, , SC.D.1.2.4: The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. 217, , 220, , , , , , SC.D.1.2.5: The student knows that some changes in the Earth s surface are due to slow processes and some changes are due to rapid processes. 193, , , 217, , 220, , , , WEATHERING EARTH demonstrates that smaller rocks come from the breaking and weathering of bedrock and larger rocks. See Grade 2, p observes that soil is made partly from weathered rock, partly from plant remains, and also contains many living organisms. 193, , , , investigates how waves, wind, water, and ice shape and reshape the earth s surface by eroding rock and soil in some areas and depositing them in other areas to form new features. 217D, , experiences how some changes in the earth s surface are due to slow processes, such as erosion and weathering; and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. 217D, 217E, 220 These pages prepare students for this Task: 217, 221, , observes and infers in order to classify rocks (igneous, sedimentary, metamorphic) according to the process by which they were formed. 193D, 193, 196,

29 Unit 4 Subject Area: Science Strand D: Processes that Shape the Earth Grade: 3 Benchmarks SC.D.1.2.2: The student knows that 75 percent of the surface of the Earth is covered by water. 145, , 167 SC.D.2.2.1: The student knows that reusing, recycling, and reducing the use of natural resources improves and protects the quality of life. 241, , , , SC.G.2.2.3: The student understands that changes in the habitat of an organism may be beneficial or harmful. 33, 56 57, 63, , 133 OCEANS discovers, through probability, that approximately 75 percent of the surface of the earth is covered by water creates a graph to illustrate that less than one percent of the earth s water is fresh ground water and fresh water in lakes, rivers, and streams; two percent is fresh water frozen in glaciers and the polar ice caps; and 97 percent is salt water. These pages prepare students for this Task: 145D, 148 Also see Grade 4. appreciates the oceans as natural resources that provide many benefits , 168 differentiates ways humans change environments as either beneficial or harmful to themselves and other organisms , 179,

30 Unit 5 Subject Area: Science Strand G: How Living Things Interact with Their Environment Grade: 3 Benchmarks SC.B.1.2.1: The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). 97, , , SC.B.2.2.1: The student knows that some source of energy is needed for organisms to stay alive and grow , 90 91, SC.F.1.2.2: The student knows how all animals depend on plants , SC.G.1.2.1: The student knows ways that plants, animals, and protists interact. 97, , , , , , SC.G.1.2.5: The student knows that animals eat plants or other animals to acquire the energy they need for survival , SC.G.2.2.2: The student knows that the size of a population is dependent upon the available resources within its community , 95, SC.G.2.2.3: The student understands that changes in the habitat of an organism may be beneficial or harmful. 33, 56 57, 63, , 133 INTERDEPENDENCE OF ORGANISMS AND THEIR ENVIRONMENT compares plants grown under various environmental conditions such as different temperatures, amounts of light, types of soil, etc. 65D, 68 These pages prepare students for this Task:

31 creates and analyzes food chains and food webs (sun, decomposers, producers, consumers, carnivores, herbivores, omnivores). These pages prepare students for this Task: Also see Grade 2. experiences, through participation in simulations, that each habitat supports a limited population with the limit being set by the food, water, shelter, and space available. 97E, These pages prepare students for this Task: 72 75, classifies and justifies changes in the habitat of an organism as beneficial or harmful These pages prepare students for this Task: 90 91, 100,

32 Scott Foresman Science to the Orange County Public Schools Benchmarks & Task Analysis Grade Four Unit 1 Subject Area: Science Strand D: Processes that Shape the Earth Grade: 4 Benchmarks SC.D.1.2.3: The student knows that the water cycle is influenced by temperature, pressure, and the topography of the land. 177, , , 205 SC.D.2.2.1: The student knows that reusing, recycling, and reducing the use of natural resources improve and protect the quality of life. 281, , 303 THE WATER CYCLE simulates the water cycle. 177D, 180 explains the stages of the water cycle (evaporation, condensation, precipitation) to illustrate that when liquid water evaporates, it turns into a gas (vapor) in the air and condenses as a liquid when cooled, or as a solid if cooled below the freezing point of water. 177, compares the rate at which land and water heat and cool and relates this uneven heating to the weather. These pages prepare students for this Task: , demonstrates that air has pressure, which can be measured and affects weather. 177, , , , 212 creates a model of the Floridan Aquifer to illustrate how growth and development affect the water supply. See Grade 3, pp

33 assesses how our lives are affected by the water cycle and creates a plan to conserve water. See Grade 3 and Grade 5. 30

34 Unit 2 Subject Area: Science Strand E: Earth and Space Grade: 4 Benchmarks SC.E.1.2.1: The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the Sun causes changes in season, length of day, and energy available. 489, , 511 SC.E.1.2.2: The student knows that the combination of the Earth s movement and the Moon s own orbit around the Earth results in the appearance of cyclical phases of the Moon. 489, , 511 SC.E.1.2.4: The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. 513, 516, , , , , , , , , , , 543 SC.E.1.2.5: The student understands the arrangement of planets in our Solar System. 513, 516, , , , , , , , , , 543 SC.E.2.2.1: The student knows that, in addition to the Sun, there are many other stars that are far away. 513, , , 543 SOLAR SYSTEM uses a model to locate the relative positions of all the planets and the asteroid belt as they orbit the sun in our solar system. 513E, identifies gravity as one of the forces that keeps planets arranged in orbits around the sun and the moon in orbit around the earth. 489, ,

35 classifies the planets according to size, characteristics, and composition. 513D, 516, , , locates and describes the position of an object relative to another object or the background (e.g., the earth changes its position in relation to the sun) , , 544 identifies the sun as a medium sized star located near the edge of our galaxy which also contains billions of other stars , , describes an object s motion by tracing and measuring its position over time (e.g., the relationship of the sun s position to the earth as the earth rotates during the course of a day) , , 544 simulates the rotation of the earth on its axis every 24 hours to produce the night and day cycle simulates the tilt of the earth on its axis and the revolution of the earth around the sun to demonstrate the cause for the changes in seasons, length of day, and the amount of energy available. 493 These pages prepare students for this Task: observes and records that days and nights change in length throughout the year. 493, , , relates the angle at which the rays of the sun strike the surface of the earth to the amount of energy received and thus the season of the year observes and records that the observable shape of the moon changes from day to day in a cycle that lasts approximately 28 days

36 models and describes the relative positions of the moon, earth, and sun during each of the phases of the moon. 489, explains the cause of the phases of the moon. 489,

37 Unit 3 Subject Area: Science Strand A: The Nature of Matter Grade: 4 Benchmarks SC.A.1.2.1: The student determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers). 313, , , , 343 SC.A.1.2.2: The student knows that common materials (e.g., water) can be changed from one state to another by heating and cooling. 313, , , 343, , , 365 SC.A.1.2.3: The student knows that the weight of an object always equals the sum of its parts. 313, , 343 SC.A.1.2.4: The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. 313, , , 343 SC.A.1.2.5: The student knows that materials made by chemically combining two or more substances may have properties that differ from the original materials. 313, , 343 PHYSICAL AND CHEMICAL CHANGES determines the properties of an object using qualitative observations and metric measurements that incorporate tools such as rulers, thermometers, balances, and graduated cylinders , compares the mass of an object to the sum of its parts physically combines different materials to create mixtures

38 separates a mixture by sorting, sifting, filtering, and evaporating demonstrates that physical changes in the states of matter can be produced by heating and cooling. These pages prepare students for this Task: observes the original materials and compares their properties to the properties of the new material produced in a chemical reaction ,

39 Unit 4 Subject Area: Science Strand B: Energy Grade: 4 Benchmarks SC.B.1.2.1: The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). 73, 84 85, 86 87, 88 89, 101 SC.B.1.2.2: The student recognizes various forms of energy (e.g., heat, light, and electricity) , , 345, , , 369, , 399, , , 416 SC.B.1.2.4: The student knows the many ways in which energy can be transformed from one type to another. 345, , , 365, 369D, 369, , , , , , , , 399 SC.C.2.2.1: The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. 457, , 473, 479 ELECTRICITY AND MAGNETISM experiences the effects of statically charged objects on other objects. 369D, 369E, 372, 375, designs a complete circuit to convert electric potential energy to light energy. These pages prepare students for this Task: investigates the basic principles of magnetism and relates them to the earth s magnetic fields constructs an electromagnet and conducts experiments to observe the relationship between electricity and magnetism. 369D, , ,

40 designs and creates electric circuits used to operate machines (e.g., spin art, galvanometer). These pages prepare students for this Task: 386, ,

41 Unit 5 Subject Area: Science Strand G: How Living Things Interact with Their Environment Grade: 4 Benchmarks SC.F.1.2.3: The student knows that living things are different but share similar structures. 1, 10 11, 12 13, 14 15, 16 17, 18 19, 20 21, 22 23, 24 25, 34 35, 39 SC.F.2.2.1: The student knows that many characteristics of an organism are inherited from the parents of the organism, but that other characteristics are learned from an individual s interactions with the environment. 1, 30 31, 32 33, 39 SC.G.1.2.1: The student knows ways that plants, animals, and protists interact. 73, 80 81, 82 83, 84 85, 86 87, 88 89, 90 91, 92 93, 94 95, 101 SC.G.1.2.2: The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment , 28 29, 105D, 105, 108, 114 SC.G.2.2.1: The student knows that all living things must compete for Earth s limited resources; organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring. 1, 26 27, 28 29, 30 31, 32 33, 39, 105, , , , , 135 SC.G.2.2.3: The student understands that changes in the habitat of an organism may be beneficial or harmful , , , , , , , , 135 LIFE ADAPTATIONS recognizes that plants and animals share and compete for limited resources such as oxygen, water, food, and space , 73E, 76, 82 83, 84 89, 92 93, 105, 108, ,

42 identifies, through activities, behavioral and structural adaptations that allow plants and animals to survive in an environment. 1E, 26 29, 34 35, 41D, 44, 96 97, , 140, observes that characteristics of an organism are inherited from the genetic ancestors of the organism (e.g., eye color, flower color) Also see Grade 5. compares individuals of the same kind to see how they differ in their characteristics, and that sometimes the differences give individuals an advantage in surviving and reproducing. See Grade 5. describes characteristics resulting from an organism s interactions with the environment (e.g., flamingos eat a certain crustacean that causes their feathers to be pink). See Grade 5. discovers, through simulations, how changes in the environment affect organisms (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die) , , , identifies fossils as tools scientists use to better understand the adaptations of organisms. 105E, ,

43 Scott Foresman Science to the Orange County Public Schools Benchmarks & Task Analysis Grade Five Unit 1 Subject Area: Science Strand B: Energy Grade: 5 Benchmarks SC.A.1.2.2: The student knows that common materials (e.g., water) can be changed from one state to another by heating and cooling. 193D, , 337, , SC.B.1.2.1: The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). 121, , , , , , , , , SC.B.1.2.2: The student recognizes various forms of energy (e.g., heat, light, and electricity). 441, , , , , , , , , , , , 466, 473, , SC.B.1.2.3: The student knows that most things that emit light also emit heat. 441, SC.B.1.2.4: The student knows the many ways in which energy can be transformed from one type to another. 441, 444, 444D, , , , , , 461, SC.B.1.2.5: The student knows that various forms of energy (e.g., mechanical, chemical, electrical, magnetic, nuclear, and radiant) can be measured in ways that make it possible to determine the amount of energy that is transformed. 369D, 372, 441D, 441, 444, 473 SC.B.1.2.6: The student knows ways that heat can move from one object to another. 441, , ,

44 (continued) SC.B.2.2.2: The student recognizes the costs and risks to society and the environment posed by the use of nonrenewable energy. 297, SC.B.2.2.3: The student knows that the limited supply of usable energy sources (e.g., fuels such as coal or oil) places great significance on the development of renewable energy sources. 297, , , , SC.E.1.2.3: The student knows that the Sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. 297, , , , 608 ENERGY defines energy as the ability to do work or to exert a force and recognizes that work is done every time a force is used to move something , describes energy as stored energy (potential) or energy of motion (kinetic). 441, recognizes that energy comes in many different forms: (e.g., mechanical, energy of position and motion; electrical, energy of moving electrons; chemical, energy stored in chemical bonds; thermal, heat energy the energy of moving and vibrating molecules; nuclear, energy contained in the nuclei of atoms; and radiant, energy that travels in waves like sunlight) , , , , measures the gain or loss of energy by using a variety of tools (e.g., thermometer, electric meter, meter stick). 372, , 476 demonstrates that light travels very rapidly in straight lines. When it strikes an object, light is reflected, absorbed, or it passes through causing it to be refracted. 441D, ,

45 discovers through experiences ways that energy can be transformed from one form to another (e.g., electricity to light, light to heat, mechanical to heat, potential to kinetic). 441D, 444, demonstrates that heating and cooling cause changes in the properties of materials and that many kinds of changes occur faster under hotter conditions These pages prepare students for this Task: experiments to discover that some materials conduct heat much better than others, and poor conductors can reduce heat loss discovers that when warmer things are put with cooler ones, the warm ones lose heat and the cool ones gain it until they are all the same temperature. A warmer object can warm a cooler one by contact or at a distance experiences that heat energy moves from one place to another in three different ways: radiation, convection, and conduction. 441, identifies natural resources and their importance. 297D, 300, , , classifies resources as renewable or nonrenewable. 297, , , examines the risk factors associated with the use of nonrenewable energy sources. 297E, 301, explains that the energy in fossil fuels, such as oil and coal, comes from the sun indirectly, the main source of energy for people, because the fuels come from plants that grew long ago

46 recognizes that the limited supply of usable energy sources (e.g., fuels such as coal or oil) places great significance on the development of renewable energy sources , explores the development of alternative energy sources (e.g., solar energy, winds, synthetic fuels, geothermal energy) , develops a plan for energy conservation. 297D, , ,

47 Unit 2 Subject Area: Science Strand C: Force and Motion Grade: 5 Benchmarks SC.B.1.2.1: The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). 121, , , , , , , , , SC.B.1.2.4: The student knows the many ways in which energy can be transformed from one type to another. 441, 444, 444D, , , , , , 461, SC.C.1.2.1: The student understands that the motion of an object can be described and measured. 401D, 401, , , SC.C.1.2.2: The student knows that waves travel at different speeds through different materials. 441, SC.C.2.2.2: The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object. 401, , , , , , , , , , SC.C.2.2.3: The student knows that the more massive an object is, the less effect a given force has. 401, , , , , SC.C.2.2.4: The student knows that the motion of an object is determined by the overall effect of all of the forces acting on the object. 401D, 401, 404, , , , , ,

48 FORCE AND MOTION identifies force as any push or pull (e.g., gravity, electricity, and magnetism) that causes objects to change their state of motion. The greater the force is, the greater the change in motion. 401E, 404, , , , describes the motion of an object by its position, direction, and speed. 401D, 404, investigates to discover that the speed at which things move differs greatly. Some things are so slow that their journey takes a long time; others move too fast for people to ever see them , uses scientific tools (e.g., stopwatch, meter stick) to measure the speed and distance traveled by an object and displays the data in a graphic representation traces the flow of energy as it is converted from one form to another (e.g., potential to kinetic) through a system. These pages prepare students for this Task: discovers through activities that the more mass an object has, the more force it takes to change its state of motion demonstrates how inertia (an object s tendency to resist a change in motion), gravity, friction, and mass affect motion. 401E, 401, , 440 uses a Slinky, rope, or spring to demonstrate that one way energy is transported is through waves (oscillations back and forth or up and down motions) that travel from one place to another. 441E These pages prepare students for this Task:

49 understands that waves (e.g., sound, light) travel at different speeds through different materials , draws and describes some characteristics of waves (e.g., crest [highest point], trough [lowest point], length) ,

50 Unit 3 Subject Area: Science Strand G: How Living Things Interact with Their Environment Grade: 5 Benchmarks SC.B.1.2.1: The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). 121, , , , , , , , , SC.B.2.2.1: The student knows that some source of energy is needed for organisms to stay alive and grow. 121, , SC.F.1.2.2: The student knows how all animals depend on plants. 121, , , , 159 SC.G.1.2.1: The student knows ways that plants, animals, and protists interact. 1, 24 25, 31, , , , , , 159 SC.G.1.2.3: The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction. 89, 96 97, 98 99, 101, 119 SC.G.1.2.4: The student knows that some organisms decompose dead plants and animals into simple minerals and nutrients for use by living things and thereby recycle matter. 121, , , 159 SC.G.1.2.5: The student knows that animals eat plants or other animals to acquire the energy they need for survival. 121, , , 159 SC.G.1.2.6: The student knows that organisms are growing, dying, and decaying and that new organisms are being produced from the materials of dead organisms , , ,