Miami - Dade County Public Schools Competency Based Curriculum for Science

Transcription

1 A Correlation of 2007 to the Miami - Dade County Public Schools Competency Based Curriculum for Science Grades K-5 T/S-47

2 Introduction This document demonstrates how Scott Foresman Science meets the Miami Dade County Public Schools Competency Based Curriculum for Science. 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 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 8 Grade Two 17 Grade Three 25 Grade Four 35 Grade Five 47

4 Kindergarten Scott Foresman Science to the Miami Dade County Public Schools Competency Based Curriculum for Science Kindergarten 1. The Nature of Science as Inquiry 1. Use the five senses to gather information for science activities. (SC.H.1.1.5) 100D, 101a, , 136, 156D, 156E, , , , 174D, 174E, , 195d 2. Identify and describe an object using observable properties, including size, weight, shape, texture, color, and temperature. (SC.A.1.1.1) 100D, 134D, 134E, 134, 135, , , , , , , , , , 155c, 155d, 174D, , 195e, 201a 3. Recognize and duplicate patterns found in nature based on such things as rhythm, sound, shape, color, number, texture, size, and sequence of events. (SC.H.2.1.1) 34 35, 42 43, 65d, 100, 101, , , , , , , 127a, , , A. After using the science process skills in hands-on group activities, the student will use the five senses to: a. identify and sort familiar and unfamiliar objects according to attributes such as color, shape, size, and texture and 10 11, 134D, 134, 135, 137, , , , , , 151, 155c, 174D, 174E, b. communicate collaboratively the results of high interest level science activities. (SC.H.1.1.0) 8 9, 30 31, 44 45, 64 65, 72 73, , , ,

5 Kindergarten 4. Participate in repeated observational investigations in order to recognize that scientist repeat experiments to verify the results. (SC.H.1.1.2) 4D, 24 25, 26D, 44 45, 72 73, 134D, 134E, , 174D, , , 226D, 226E, , II. Life Science 5. Use a pictograph to represent quantitative results of science observations , , Follow and explain the importance of using proper safety precautions during and after observational investigations. FM16 FM17, FM18 FM19, FM20 FM21, FM21a, 24, 44, 64, 72, 82, 128, 154, 172, 224, Listen to a story about a past or present discovery, invention, or idea which has helped improve the quality of life. (SC.D.2.1.1) 96 97, , , , , Group objects as living and nonliving and communicate differences. (SC.F.1.1.2) 4, 5, 5a 5b, 6 7, 8 9, 10 11, 12 13, 14 15, 24 25, 25c, 25d, 75a 2. Illustrate that living things grow and change. (SC.F.1.1.3) 5, 14 15, 26D, 26E, 26 27, 27a 27b, 30 31, 34 35, 40 41, 42 43, 44 45, 70 71, 71a, B. After listening to nonfiction literature, the student will recognize that scientists can be either male or female and come from many different cultures and ethnic groups. (SC.H.1.1.3) , , A. After using the science process skills in hands-on observational activities, the student will communicate the differences between living and nonliving objects and distinguish between two forms of life: plants and animals. (SC.F.2.1.0) 4D, 4E, 8 9, 12 13, 20-21, 22-23, 24 25, 44 45, 72 73, 75a 2

6 Kindergarten 3. Communicate that the needs of plants, animals, and other living things are similar. (SC.G.2.1.1) 16 17, 18 19, 20 21, III Earth and Space Science 5. Observe that plants and animals reproduce their own kind. (SC.F.2.1.1) 38 39, 42 43, 45c 6. Compare and order pictures of animals as they change from babies to adults. (SC.F.1.1.3) 26D, 26E, 44 45, 45c 7. Identify several methods for measuring plant growth. (SC.A.1.1.0) 24 25, 65d, 71a, Investigate and determine the relative temperature of objects as hot or cold, warm or cool and that heat can be produced in many ways. (SC.B.1.1.4) 100D, , 156D, , , , , , 173c, 201a 2. Observe and chart weather changes for each of the seasons. (SC.D.1.1.3) 100E, , , , , , , 121d 3. Use thermometers to measure temperature. (SC.H ) FM18 FM19, 100D, A. After the science process skills in hands-on observational activities, the student will compare the four seasons and describe how air, water, and temperatures vary. (SC.B.1.1.1) 100E, 101b, , 121d, 127a 3

7 Kindergarten 4. Illustrate and communicate the heat and light properties of the sun. (SC.B.1.1.1) 156D, , , , , IV Physical Science 5. Verify 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). (SC.A.1.1.3) 134D, 134E, , , 173c, 201a 6. Explain that characteristics of severe weather and the safety precautions related to severe weather conditions, such as hurricanes, tornadoes, thunderstorms, and extremely hot or cold weather. (SC.H.2.1.1) FM21, FM21a, Observe, classify, and communicate differences among liquids, solids, and gases. (SC.A.1.1.3) 92 93, 134D, 134E, , , , , Classify objects that will sink or float. (SC.A.1.1.1) , Describe the changes that occur when pairs of paint or food colors are mixed. (SC.A.1.1.3) Related content can be found on pp ; see also Grade 2, page 169E A. After using the science process skills in hands-on group activities, the student will observe and communicate the differences (properties) among liquids, solids, and gases. (SC.A.1.1.3) ,

8 Kindergarten V Interaction of Society and the Environment 1. Observe that air surrounds us and that life occurs on or near the surface of the Earth in land, air, and water. (SD.D.1.1.2) 46 47, 52 53, 54 55, 56 57, 58 59, 60 61, Describe examples of the living and non-living parts of environments and the importance of the sun and water to the environment. (SC.G.1.1.1) 16 17, 18 19, 20 21, 25c, Participate in schoolyard field studies and observe that there are many different kinds of living things that live in a variety of environments. (SC.F.2.1.2) 46D, 46E, 46 47, 48 49, 50 51, 54 55, 56 57, 58 59, 60 61, 62 63, 64 65, Observe and communicate how plants and animals share habitats. (SC.F.2.1.2) 54 55, 56 57, 58 59, 60 61, A. After using the science process skills in hands-on group activities, the student will identify a habitat and communicate the importance of the relationship between plants and animals. (SC.F.1.1.4) 46D, 46E, 50 51, Describe examples of how plants and animals are dependent upon each other for survival. (SC.G.1.1.2) Identify some human activities that produce waste products (e.g., household litter) and how these can be harmful to the environment. (SC.G.2.1.2) B. After using the science process skills in hands-on activities, the student will identify forms of pollution, its effect on the environment, communicate ways that people can help keep the environment clean. (SC.G.2.1.2)

9 Kindergarten VI Science and Technology Design VII Comprehensive Health 2. Collaboratively brainstorm and communicate ideas for keeping the environment clean. (SC.G.2.1.2) 84 85, Identify a problem that has been solved by technology. (SC.H.3.3.5) , Identify a technology product that has been used to solve a problem. (SC.H.3.1.1) 226D, 226E, , , , , , , , 245d, , , , 255a 1. Demonstrate an understanding of safety and security as basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no. (Refer to Health Curriculum and the Human Growth and Development Curriculum for specific objectives) FM16 FM17, FM18 FM19, FM20 FM21, FM21a, EMxliii 2. Demonstrate an understanding of the concept that individuals have some responsibility for their own health. Students should engage in personal care, A. Collaboratively identify a technology or a product of technology that is a solution to an identified problem and communicate the results. (SC.H.3.3.5) , 226D, 226E, , , 245d, 255a A. After utilizing the components of the Human Growth and Development, Health, Prevention of HIV/AIDS, and Substance Abuse Curriculums, the student will develop and promote a healthy lifestyle. See Grade 1, pp , ,

10 Kindergarten dental hygiene, cleanliness, and exercise, that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body s defense mechanisms that prevent or overcome illness. (Refer to AIDS Curriculum and the Health Education Curriculum for specific objectives) See Grade 1, pp. 112, , , Demonstrate an understanding of how different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Demonstrate and understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately. (Refer to the Substance Abuse Prevention Curriculum for specific objectives) Related content can be found in Grade 4, pages 168, , , 568, and in Grade 5, pages ,

11 Grade 1 Scott Foresman Science to the Miami Dade County Public Schools Competency Based Curriculum for Science Grade One 1. The Nature of Science as Inquiry 1. Identify, classify, and carefully describe observations of an object, a substance, or an event. (SC.A.1.1.1) 209D, 209E, 209, 212, , , , Extend, predict, and create new patterns using physical characteristics. (SC.A.1.1.3) , , , Construct a list of qualitative (descriptions using words) observations about an object, substance, or event perceived through at least four senses. (SC.A.1.1.1) Related content can be found on pages: 52, 209D, 209E, 212, Construct a list of quantitative (descriptions using numbers) observations through nonstandard and standard measures (English and metric) for example, hand-spans and rulers. (SC.A.1.2.1) 52, , 276 A. After using the science process skills in hands-on group investigations, the student will use the five senses to: a) classify and sort physical objects and events according to attributes such as sound, color, texture, shape, size, weight, length, temperature, and volume and 20 21, 28, 52, 76 77, , , , , 209D, 209E, , 276, b) describe the purpose of group investigations and comparing results. (SC.A.1.1.0) 18 19, 40 41, 52, 74 75, 84, , 116, 148, 180, 212, , 273E, , 316, , ,

12 Grade 1 5. Describe a set of distinctly different objects or events in sufficient detail so a peer can identify the object or event based upon the description. (SC.H.1.1.0) 209E, Follow directions and work cooperatively to complete observational investigations. (SC.H.1.1.3) 18 19, 28, 74 75, 116, 180, , 244, 276, , , 316, , 340, , Predict outcomes verbally of observational investigations. (SC.H.1.1.4) 40 41, 52, 148, 180, 209E, 212, 244, , 313E 8. Read, draw, and label a vertical and horizontal bar graph. (SC.H.1.1.4) , , , Communicate safe and organized housekeeping procedures during and after an experiment. xxviii xxix, xxx xxxi, xxxii, 18, 74, 106, 130, 140, 168, , 204, 232, 244, 276, 328, 362 9

13 Grade 1 1. Differentiate between a discovery and an invention , 240, Categorize a discovery or invention that has impacted a specific science discipline (life science, physical science, or space and earth sciences). (SC.H.3.2.0) 48, 80, , 304, , 368 B. After listening to non-fiction literature, the student will identify discoveries, inventions, or ideas created by scientists from many cultures and ethnic groups. (SC.H.1.1.3) 176, 200, 272, 304, 368 II Life Science 1. Measure simple differences between humans. (SC.F.1.2.3) Identify and list the basic needs of plants and animals. (SC.F.1.1.1) 1, 10 11, 12 13, 25E, 113, , , , , , , Follow directions for measuring and recording plant growth, varying one condition (soil, sunlight, water, or habitat). (SC.H.1.3.5) , Recognize that some plants may be helpful or harmful to humans. Related content can be found on page Predict seasonal changes that occur in animal behavior and plant growth. (SC.G.1.2.7) 32 33, A. After using the science process skills in hands-on group activities, the student will identify the needs and unique characteristics of living things. (SC.F.2.1.0) 18 19, 40 41, 49E, 52, 74 75, 84, , 113E, ,

14 Grade 1 1. Identify the living and non-living parts of environments. (SC.G.1.1.1) 1, 4, 6 7, 8 9, 14 15, 16 17, 20 21, 30 31, 32 33, 34 35, 36 37, Describe how plants and animals are dependent upon each other for survival. (SC.G.1.1.2) , , , , , , , B. After using the science process skills in hands-on group activities, the student will describe how all animals depend on plants, how some animals eat plants for food, and how other animals eat animals that eat the plants. (SC.F.2.1.0) 25E, 116, III Earth and Space Science 3. Describe several examples of how there are many different plants and animals living in many different kinds of environments (e.g., hot, cold, wet, dry, sunny, and dark). (SC.G.1.1.3) 28, 30 31, 32 33, 34 35, 36 37, 38 39, After observing a model energy system, such as an aquarium or a terrarium, describe how the Sun supplies heat and light energy to the energy system. (SC.B.1.1.3) 113D, , , , , 273D, 276, , , Investigate that air expands when it is heated and contracts when it is cooled. (SC.A.1.1.3) Related content can be found on pages 177E, , 209E, , , , 240 A. After using the science process skills, the student will observe and communicate that the sun provides the light and heat necessary to maintain the temperature of the earth. (SC.H.1.1.5) , , , , , , , 177D, , , , ,

15 Grade 1 3. Identify materials through which heat and light can pass. (SC.B.1.1.2) 273D, , , Demonstrate the temperature of dark and light colored objects, when exposed to the sun. (SC.A.1.1.3) , Demonstrate how heat can speed up evaporation. (SC.D.1.1.3) , , 231, Recognize that the moon has different shapes or phases caused by light from the sun. (SC.E.1.1.1) 313E, , Construct a chart with simple weather symbols and record daily conditions. (SC.D.1.1.3) 177D, 177E, 200, 201, Chart and graph daily temperature changes using a thermometer. (SC.D.1.1.3) 177D, , , B. After using the science process skills, the student will observe and communicate that weather changes from day to day and over the seasons. (SC.D.1.1.3) 177D, 177E, 177, , , , 200, Identify warning signs of severe weather patterns (thunderstorms, hurricanes, and tornadoes). (SC.D.1.1.3) See Grade 2, pages , , ; also see Grade K, pages FM21, FM21a,

16 Grade 1 4. Investigate wind speed and direction (e.g., construct a pinwheel). (SC.D.1.1.3) 177D, Describe and illustrate different cloud formations. (SC.D.1.1.3) 177E, Identify meteorologists as scientists who study the weather. (SC.H.1.1.4) 200; also see Related content on pages , , , Communicate that everything is made of matter and that there are different types, and may be made of parts too small to be seen without magnification. (SC.A.2.2.1) 209E, , , , Classify by recognizing that many things are made of smaller pieces, different amounts, and various shapes. (SC.A.2.1.1) , , Investigate different types of liquids and observe common properties. (SC.A.1.1.1) , , , Investigate and demonstrate that air is a gas that takes up space and has weight (e.g., weigh an inflated and deflated balloon). (SC.A.1.1.0) A. After using the science process skills in hands-on group investigations, the student will use observable properties to describe and measure the similarities and differences of solids, liquids, and gases. (SC.A.1.1.1) 209D, 209E, 212, B. After using the science process skills, the student will classify different types objects by the properties that describe the materials from which they are made, including solids, liquids or gases. (SC.A.1.1.3) , ,

17 Grade 1 V Interaction of Society and the Environment 2. Investigate and communicate findings in which temperature changes matter. (SC.B.2.1.1) , , , Predict and investigate the physical properties of a material before and after a physical change. (e.g., observe the change from ice to water). (SC.A.1.1.3) 209E, , , , Identify and label living and non-living things that make up an environment. (SC.F.2.1.0) 1D, 1E, 1, 4, 6 7, 8 9, 14 15, 16 17, 20 21, 30 31, Observe and describe the interactions between plants, animals, and other living things in different habitats. (SC.F.2.1.2) 24, 30 31, 32 33, 34 35, 36 37, 38 39, Draw a simple food chain and describe how plants and animals are dependent upon each other for survival (SC.G.1.1.2) 113D, , , , , Use a food chain to describe how humans get energy to live. (SC.B.1.1.5) Related content can be found on pages , , , A. After using the science process skills, the student will describe the members of a food chain and explain their interdependence. (SC.G.1.2.1) 113D, , , , , ,

18 Grade 1 VI Science and Technology Design VII Comprehensive Health 1. Discuss ways in which habitats are destroyed (fire, construction, pollution). (SC.G.2.1.2) , Cite an example of how human activity may produce changes in the earth s surface, air, and water. (SC.G.2.2.3) , , , , , , Describe a problem that has been solved by technology. (SC.H.3.3.5) 337, , , , , , Describe a product that has been used to solve a problem. (SC.H.3.3.5) , 337D, 337E, 337, 340, , , , , , 368, Demonstrate an understanding of safety and security as basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no. (Refer to Health Curriculum and the Human Growth and Development Curriculum for specific objectives) xxviii xxix, xxx xxxi, xxxii, EMxliii B. After using the science process skills in hands-on group investigations, the student will list substances and environmental conditions that are harmful to living things. (SC.F.2.1.1) , , , A. Collaboratively describe a technology or a product of technology that is a solution to an identified problem and communicate the results. (SC.H.3.3.5) , 200, 340, , , , , , , , 376 A. After utilizing the components of the Human Growth and Development, Health, Prevention of HIV/AIDS, and Substance Abuse Curriculums, the student will develop and promote a healthy lifestyle , ,

19 Grade 1 2. Demonstrate an understanding of the concept that individuals have some responsibility for their own health. Students should engage in personal care, dental hygiene, cleanliness, and exercise, that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body s defense mechanisms that prevent or overcome illness. (Refer to AIDS Curriculum and the Health Education Curriculum for specific objectives) 112, , , Demonstrate an understanding of how different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Demonstrate an understanding that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately. (Refer to the Substance Abuse Prevention Curriculum for specific objectives) Related content can be found in Grade 4, pages 168, , , 568, and in Grade 5, pages ,

20 Grade 2 Scott Foresman Science to the Miami Dade County Public Schools Competency Based Curriculum for Science Grade Two 1. The Nature of Science as Inquiry 1. Select and use simple instruments to enhance observations (e.g., stopwatch, hand lens, or simple microscope). (SC.H.1.1.5) 1E, 137D, 140, 233D, 233E, 329E 2. Record the observations on a data table (chart) from observational and comparative experiments. (SC.H.1.1.4) 26 27, 97E, , , , , , , , , , , , , Select and use standard measuring instruments (e.g., ruler or balance). (SC.H.3.1.1) 172, , 297D, 297E, 300, 393D, Estimate length, time, weight, volume, and temperature of several objects. 169D, , 232, 265D, 265E, 268, 297E A. After using the science process skills in hands-on group investigations, the student will: a) record data and measurements and 26 27, 97E, 100, , , , , , , , , , , , b) report collaboratively the results from an observational and comparative scientific investigation. (SC.H.1.1.0) 36, 56 57, 68, , , 204, , 300, 332, , 361E, , 396, ,

21 Grade 2 5. Measure length, time, weight, volume, and temperature of objects using metric units. 137E, 169D, 172, 221, 236, , , , Construct and label a pictograph where the value of each unit represents more than one. Can be developed from the following pages: 100, Predict which event is more likely or less likely to occur. (SC.H.1.1.4) 4, 56 57, , , 268, , , 393E, Identify testable problem statements and construct hypotheses. (SC.H.1.1.4) 26 27, , , , , Identify the changing and non-changing elements in an experiment. (SC.H.1.3.5) 26 27, 140, Identify scientists and their contributions. (SC.H.1.1.1) 32, 64, 128, , 168, 190, 200, 224, , 328, 352, 378, 383, , 392, Cluster and list qualities of famous scientists. (SC.H.1.1.1) 32, 64, 190, 200, 224, 264, 328, 352, 378, 383, 392, 416 B. After listening to or reading biographies, the student will collaboratively brainstorm and list the exceptional qualities that famous scientists from many cultures and ethnic groups have in common. (SC.H.1.1.1) 32, 128, 200, 224, 264, 328, 352,

22 Grade 2 II Life Science 3. Recognize that botanists are scientists who specialize in the study of plants. (SC.H.1.1.4) 32; see also Grade 3, page Identify and classify animals from different groups (birds, fish, mammals, amphibians, reptiles) according to characteristics such as method of movement, body covering, and feeding habits. (SC.F.2.1.2) 36, 38 41, 42 43, 44 45, 46 47, 48 49, 50 51, 58 59, Chart the similarities and differences of warm blooded and cold blooded vertebrates (how they breathe and reproduce). (SC.F.1.2.2) 48 49, , Identify insects as invertebrates and investigate the physical changes in their development. (SC.F.1.1.3) 52 55, , , Observe, illustrate, and describe the functions of the parts of a plant. (SC.F.1.1.5) 1E, 6 9, 12 15, 16 19, 20 21, 22 23, 24 25, , Measure, chart, and graph seed germination and plant growth under different conditions. (SC.F.1.1.3) 26 27, 97E, 136 A. After using the science process skills, the student will communicate that plants and animals have life cycles that differ depending on the type of organism. (SC.G.1.1.3) 97D, , , , , , B. After using the science process skills, the student will: a) identify and describe the functions of the parts of a plant and 4, 6 9, 12 15, 16 19, 20 21, 22 23, 24 25, , 136 b) communicate findings from group hands-on observational investigations involving seed germination and plant growth. (SC.F.1.1.5) 4, 26 27, 97E,

23 Grade 2 III Earth and Space Science 3. Demonstrate a plant s tendency to grow toward the light source. Related content can be found on pages Simulate several ways in which seeds travel. (SC.F.1.1.4) 10 11; see also Grade 3, pages Recognize that some objects in the sky move independent of the Earth , , , , , Recognize that when it is daytime on one half of the Earth, it is nighttime on the other half of the Earth. (SC.E.1.1.2) 361D, 364, Use a model and demonstrate day and night (e.g., globe and flashlight), and that the appearance of sunrise and sunset is due to the rotation of Earth every 24 hours. (SC.E.1.1.2) 361D, 364, Recognize that there are many objects in the sky that are only visible at night. (SC.E.2.1.1) 361D, 361E, , , Identify and illustrate the difference between rotation (Earth spinning on axis day and night) and revolution (Earth traveling around the sun length of the year) of the Earth. (SC.E.1.1.2) , A. After using the science process skills in group investigations, the student will observe and describe the properties, locations, and motions of the sun, moon, and stars, as well as objects such as, clouds, birds, and airplanes. (SC.E.1.2.5) 145, , , 200, 361E, , , , , , , , ,

24 Grade 2 1. List the components of the Earth s crust. (SC.D.1.1.1) See Grade 3, pages , Compare the similarities and the differences of rocks. (SC.D.1.1.1) Use a magnifier to investigate soil for particle size, texture, and color. (SC.D.1.1.1) 137D, 140 B. After using the science process skills, the student will associate rocks, soil, water, and air as components of the Earth s surface and communicate similarities, differences, and unique characteristics of each. (SC.H.1.2.4) 137D, 137E, 140, , , , IV Physical Science 4. Demonstrate how air takes up space, moves objects, and causes cooling and drying. (SC.A.1.1.0) Demonstrate push and pull movements by manipulating common objects (e.g., opening/closing of a door). (SC.C.1.1.0) 297D, 297E, 300, Categorize forces causing common movements as either a push or a pull. (SC.C.1.1.2) 297D, 297E, , , Predict, observe, and identify which objects are attracted to magnets. (SC.H.1.1.3) 297D, , A. After using the science process skills, the student will observe that the position and motion of objects can be changed by pushing or pulling, and the size of the change is related to the strength of the push or pull. (SC.C.2.1.0) 297E, 300, , , ,

25 Grade 2 V Interaction of Society and the Environment 4. Demonstrate, using magnets, the force of attraction and repulsion (pull or push). (SC.C.2.1.1) 297D, , Describe the position of an object by locating it relative to another object or the background. (SC.C.1.1.1) See Grade 3, pages Investigate populations in a given area. (SC.G.1.3.0) See Grade 3, pages Identify a community as a group of animals and plants that live together in a specific area. (SC.G.1.3.0) Arrange living things in a food chain, identifying the producers and the consumers. (SC.G.1.2.1) 70 71, 74 77, 78 81, Identify ways that pollution can endanger plant life and wildlife. (SC.G.2.3.4) 82 83, , Pledge not to disturb living things or their homes. (SC.G.2.3.4) , , Investigate the fact that waste products decay naturally, but often do so over a long period of time. (SC.G.2.3.4) , A. After using the science process skills in hands-on group investigations, the student will identify animals as herbivorous, carnivorous, or omnivorous and compare human and wildlife behavior. (SC.G.1.2.5) 90 91, B. After using the science process skills, the student will list ways that many living things are threatened, endangered, or have become extinct because of man s actions and give possible solutions. (SC.G.2.3.4) 64, 82 83, , ,

26 Grade 2 VI Science and Technology Design 1. Describe problems that have been solved by technology. (SC.H.3.3.5) 393, 396, , , Describe products that have been used to solve problems. (SC.H.3.3.5) 62 63, , , 392, , , , , , 416, 424 A. Collaboratively describe several technologies or products of techonology that are solutions to identified problems and communicate the results. (SC.H.3.3.5) 62 63, , , , , , , , , 416, 424 VII Comprehensive Health 1. Demonstrate an understanding of safety and security as basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no. (Refer to Health Curriculum and the Human Growth and Development Curriculum for specific objectives) xxviii xxi, xxii, , EMxliii 2. Demonstrate an understanding of the concept that individuals have some responsibility for their own health. Students should engage in personal care, dental hygiene, cleanliness, and exercise, that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body s defense mechanisms that prevent or A. After utilizing the components of the Human Growth and Development, Health, Prevention of HIV/AIDS, and Substance Abuse Curriculums, the student will develop and promote a healthy lifestyle. 91, ,

27 Grade 2 overcome illness. (Refer to AIDS Curriculum and the Health Education Curriculum for specific objectives) 91, , Demonstrate an understanding of how different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Demonstrate an understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately. (Refer to the Substance Abuse Prevention Curriculum for specific objectives) Related content can be found in Grade 4, pages 168, , , 568, and in Grade 5, pages ,

28 Grade 3 Scott Foresman Science to the Miami Dade County Public Schools Competency Based Curriculum for Science Grade Three 1. The Nature of Science as Inquiry 1. Report orally and in writing collaborative group investigations utilizing the scientific method. (SC.H.1.2.3) , , , Select the appropriate metric unit for measuring any property of a given object such as length, volume, temperature, and mass. (SC.A.1.2.1) xxviii xxxi, 273, , , , Read and interpret circle and linear graphs to formulate conclusions. (SC.H.1.2.2) 42, 60 61, 92 93, 125, , 208, , 337, 399, 431, , Match investigatable problem statements to appropriate testable hypotheses. (SC.H.1.2.1) , , , Utilize the scientific method to conduct comparative and single manipulated variable group investigations. (SC.H.1.2.4) , , , A. Using the science process skills in hands-on group investigations, the student will: a) identify both orally and in writing the components of the scientific method and , , , b) identify the variable that is to be tested (manipulated variable), the expected change that is to be recorded (responding variable), and the variables that are to be controlled. (SC.H.1.2.0) 68, 90 91, , 169E, , 193E, , 217E, , , 297E, 324, , 385E, , , 473E,

29 Grade 3 6. Practice acceptable safety procedures in manipulating laboratory equipment and materials. 26, 58, 65D, 90, 128, 145D, 145E, 162, 169D, 210, 234, 258, 268, 314, 353D, 388, 449D, 466, 509 II Life Science 1. Report both orally and in writing about an invention or discovery. 64, 96, , 352, 448, , , , , , Participate in collaborative groups and discuss possible steps which might have led up to an invention. (SC.H.1.1.3) 352, 384, 448, Participate in experiments with plants investigating cause and effect responses to such variables as gravity, temperature, water, fertilizer, or sunlight. (SC.G.1.2.3) 65D, 68; see also Grade 4, page 44; Grade 5, page Observe and compare similarities among different types of roots and different types of leaves. (SC.F.1.1.5) 1D, 1E, 4, 8 9, 10 13, 14 17, Observe and record qualitative and quantitative characteristics of the stages of growth of seed plants: seed, seedling, and mature plant. (SC.F.1.2.3) 1, 18 21, 26 27, B. After reading non-fiction literature, the student will explain that inventions and discoveries made by members of diverse cultures and ethnic groups are usually the result of investigations using the scientific method of inquiry. (SC.H.3.2.1) 64, 96, , , 216, 296, 352, 384, 448, , 504 A. After using the science process skills, the student will identify and describe the structures and functions of the parts of a plant and communicate how plants respond to different variables. (SC.H.3.2.2) 1, 4, 6 9, 10 13, 14 17, 18 21, 24 25, 65D, 68 26

30 Grade 3 4. Identify and observe structures of plants that carry out specific life functions. (SC.F.1.2.4) 1, 4, 6 9, 10 13, Distinguish similarities and differences among amphibians, reptiles, fish, birds, and mammals. (SC.F.1.2.3) 33, 40 41, 46 47, Identify, describe, and compare the main parts of the human skeletal system to the skeletal systems of other animals. (SC.F.1.2.1) Related content can be found on page 36; see also Grade 4, pages B. After using the science process skills, the student will classify animals according to their physical and behavioral characteristics. (SC.F.1.2.3) 40 41, 42 43, 44 47, Compare and contrast structures of common invertebrates, such as, sponges, worms, insects, arachnids (spiders), and crustaceans (crabs). (SC.F.1.2.3) 42 43, Collaboratively observe responses of invertebrates to variables, such as moderate temperature, moisture, and light, and discuss how structural adaptations make them fit for an environment. (SC.G.1.2.2) 97D, 100, ; see also Grade 4, pages ; Grade 5, pages Observe animal behavior and discuss whether or not it is the result of instinct and/or learning. (SC.F.2.2.1)

31 Grade 3 III Earth and Space Science 1. Collect rock samples and identify and classify them into three types of rocks; igneous, sedimentary, and metamorphic. (SC.D.1.2.1) 193, 194, Observe 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. (SC.D.1.2.1) 193, , , Identify soil types (sand, clay, and humus) and investigate the amount of water that can be absorbed by the different types of soil. (SC.D.1.2.1) , , , A. After participating in hands-on group investigations, the student will observe, compare, and contrast different earth materials. (SC.E.1.2.1) 193D, 193E, 196, , 217D, , IV Physical Science 4. Observe fossils and recognize that fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. (SC.D.1.2.3) 33D, 54 57, 58 59, 64, Investigate and demonstrate physical changes in matter through single manipulated variable (cause and effect) experiments (e.g., How can water evaporate quicker?). (SC.A.1.2.2) 273D, 273E, 276, 300, 301, Investigate and demonstrate how temperature changes can cause matter to melt, solidify, or change form, such as expand or contract. (SC.A.1.2.2) , , 353D, , A. After participating in hands-on group investigations, the student will determine that objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. (SC.A.1.2.1) xxviii xxxi, 273D, 273E, 276, , , 297D, 297E, 300,

32 Grade 3 3.Recognize that heat can be produced in many ways (e.g., by burning and rubbing). (SC.B.1.1.4) , , 353D, 356, , , Demonstrate how the weight of an object always equals the sum of its parts. (SC.A.1.2.3) Related content can be found on pages , , ; see also Grade 4, pages Observe chemical changes and communicate that new matter is formed based upon the new properties that differ from the original materials. (SC.A.1.2.4) 297D, 297E, 297, 300, Demonstrate, by manipulating common objects, how sound vibrations can be made and how the pitch of the sound can be varied by changing the rate of vibration. (SC.C.2.1.2) 385D, 385E, 388, , B. After participating in hands-on group investigations, the student will describe how sound travels and how it is measured. (SC.C.1.2.2) 385D, 385E, 388, Investigate and communicate how sound travels at different speeds through different materials. (SC.C.1.2.2) 385D, 385, , ,

33 Grade 3 V Interaction of Society and the Environment 1. Describe examples of the physical and behavioral adaptations that allow animals to live successfully in their environment and how organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring. (SC.G.2.2.1) 48 53, Identify species of wildlife commonly associated with different types of Florida wetlands and how variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. (SC.G.1.2.7) 68, 70 75, 76 81, 82 85, 86 89, A. After using the science process skills in hands-on activities, the student will explain the interdependency of living organisms in an ecosystem. (SC.G.1.2.1) 90 91, 97D, 97E, 100, Describe examples of types of organisms that decompose dead plants and animals into simple minerals and nutrients, for use by living things, and thereby recycle matter. (SC.G.1.2.4) ; see also Grade 4, pages 86 87, 94 95, Investigate how common materials can be recycled, reduced, reused, or recovered and how a population is dependent upon the available resources within its community. (SC.D.2.2.1) 241E, , , , 264, 272 B. After using the science process skills, the student will classify waste products as biodegradable and nonbiodegradable and study how these products are related to population size and effect the environment. (SC.G.2.2.3) 241E, 244,

34 Grade 3 VI Science and Technology Design 2. Investigate the effects of pesticide and herbicide on an ecosystem and suggest alternative forms of pest control recognizing that all living things must compete for Earth s limited resources and changes in the habitat of an organism may be beneficial or harmful. (SC.G.2.2.1) Related content can be found on pages , ; see also Grade 5, pages Identify A Simple Problem. Identify and explain a design problem in their own words. (SC.H.3.2.3) , 473D, 473E, 476, Propose A Solution. Propose and communicate a solution to build something or get something to work better within appropriate constraints such as cost, materials, time, or safety. (SC.H.3.2.4) , 473D, 473E, 476, Implement A Proposed Solution. Work individually and collaboratively, using simple tools, techniques and appropriate quantitative measures, to build or make something work better. (SC.H.3.2.1) , 473D, 473E, 476, Evaluate Completed Technological Designs Or Products. Evaluate the results or solutions to problems by considering how well a product or design has met the challenge to solve a problem within the constraints of the situation. (SC.H.3.2.2) , 473D, 473E, 476, A. Collaboratively identify a technology plan or a product of technology that is a solution to an identified problem and communicate the results of the project using a sequence of five stages; identifying a problem, proposing a solution, implementing a solution, evaluating the solution, and communicating the problem design, and solution. (SC.H.3.2.1) , 473D, 473E, 476,

35 Grade 3 5. Communicate A Problem, Design, and Solution. Communicate through oral, written, and/or pictorial means the design process and product. (SC.H.3.2.2) , 473D, 473E, 476, 488, 491, 492, Ask a series of questions concerning the natural world and use science to propose answers. People have always had questions about their world. Science is one way of answering questions and explaining the natural world. (SC.H.3.2.1) 4, 26 27, 36, 58 59, 64, 68, 90 91, 96, 100, , , , 148, , 172, , 196, , 216, 220, , 240, 244, , , 276, , 296, 300, , 324, , 356, , 384, 388, , 408, , 420, , 448, 452, , 472, 476, , 504, B. Collaboratively research the roles of different people in solving problems and inventing new tools and techniques. (SC.H.3.2.1) 32, , 168, 192, 216, 240, 264, 296, 352, 384, 408, 448, 472, Generate a list of natural and man made objects. Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life. (SC.H.3.2.3) , , , 217E, 241E, 244, , , , 473E, , , ,

36 Grade 3 VII Comprehensive Health 1. Demonstrate an understanding of safety and security as basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no. (Refer to Health Curriculum and the Human Growth and Development Curriculum for specific objectives) xxxii, EMxliii 2. Demonstrate an understanding of the concept that individuals have some responsibility for their own health. Students should engage in personal care, dental hygiene, cleanliness, and exercise, that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body s defense mechanisms that prevent or overcome illness. (Refer to AIDS Curriculum and the Health Education Curriculum for specific objectives) , , Demonstrate an understanding of how different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Demonstrate A. After utilizing the components of the Human Growth and Development, Health, Prevention of HIV/AIDS, and Substance Abuse Curriculums, the student will develop and promote a healthy lifestyle , ,

37 Grade 3 and understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately. (Refer to the Substance Abuse Prevention Curriculum for specific objectives) Related content can be found in Grade 4, pages 168, , , 568, and in Grade 5, pages 175,

38 Grade 4 Scott Foresman Science to the Miami Dade County Public Schools Competency Based Curriculum for Science Grade Four 1. The Nature of Science as Inquiry 1. Students should ask questions about objects, organisms, and events in the environment that they can answer with scientific knowledge, combined with their own observations. Students should answer their questions by seeking information from reliable sources of scientific information and from their own observations and investigations. (SC.H.1.1.1) 1E, 4, 34 35, 41E, 44, 66 67, 73E, 76, 96 97, 105E, 108, , 137E, 140, , , 177E, 180, , 209E, 212, , 233E, 236, , 257E, 260, , 281E, 284, , , 313E, 316, , 345E, 348, , 369E, 372, , 401E, 404, , 433E, 436, , 460, , , 489E, 492, , 513E, 516, , 545E, 548, , Develop, design and conduct simple experiments to answer questions, including the idea of a fair test. These experiments should include the following: a report of the background information related to the topic, an investigatable problem statement that questions, a A. After using the science process skills in hands-on individual and group investigations, the students will: (a) conduct a single manipulated variable experiment using the scientific method; (b) communicate both orally and in writing the conclusion derived from the investigation; and (c) explain how these results are related to real life situations (application). (SC.H.1.2.3) 1E, 44, 96 97, 108, , , 281E, , 436, 457E, ,

39 Grade 4 testable hypothesis that predicts, data that is collected and recorded, results from multiple trials that are graphed, compared, and analyzed, valid conclusions, and possible applications. (SC.H.1.2.2) , , , Employ simple equipment and tools to gather data and extend the senses by using rulers to measure the length, height, and depth of objects and materials; thermometers to measure temperature; watches to measure time; beam balances and spring scales to measure weight and force; magnifiers to observe objects and organisms; and microscopes to observe the finer details of plants, animals, rocks, and other materials. Develop skills in the use of computers and calculators for conducting investigations. (SC.H.1.1.5) xxviii xxxi, 4, 177D, , , 284, , 345E, 348, , , 436, , , EM1 4. Construct a linear graph using information from a data table where the manipulated variable (cause) is plotted on the horizontal axis and the responding variable (effect) is plotted on the vertical axis. (SC.H.2.2.1) 68 69, 98 99, , 191, , , , 411, ,