South Carolina Science Academic Standards Grades K - 5

A Correlation of and to the South Carolina Science Academic Standards Grades K - 5 T/S-49

Introduction This document demonstrates how South Carolina Science and Scott Foresman Science meet the (November 2005). Correlation page references are to the South Carolina Science Teacher s Guide and the Scott Foresman Science Teacher s Edition. Lessons in the South Carolina Science Teacher s Guide contain Student Edition pages with answers. Lessons in the Scott Foresman Science Teacher s Edition contain facsimile Student Edition pages. South Carolina Science The South Carolina Science book is a write in student text that teaches all the South Carolina Science Academic Standards and in sequence at each grade level. The Teacher s Guide offers lesson planning pages and support for all lessons and activities that appear in the South Carolina Science Student Edition. Our goal is to prepare all students for high achievement on the PACT. In addition to the South Carolina Science book and Teacher s Guide, Pearson Scott Foresman developed a PACT Practice Workbook to allow the students a chance to become familiar with the language and format of the PACT long before they take the test. These elements will work together with the Scott Foresman Science program to build an academically rich program specifically for South Carolina. In addition, equipment kits are customized for South Carolina. Scott Foresman Science Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design. Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process. How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students. Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills at each student s reading level. Time-Saving Strategies Time-saving strategies are built right into the Teacher s Edition that will save the teacher hours of time in lesson preparation. Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily. Technology Scott Foresman Science brings teaching and learning together in one convenient spot the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teacher s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Table of Contents Kindergarten....1 Grade One.... 5 Grade Two......10 Grade Three...15 Grade Four....22 Grade Five.....29

South Carolina Science and Scott Foresman Science to the Kindergarten Scientific Inquiry The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on statewide tests. Kindergarten students must therefore demonstrate an understanding of the specific content of these indicators. A table of the K 12 of scientific inquiry standards and indicators is provided in appendix A. Standard K-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. K-1.1 Identify observed objects or events by using the senses. Unit 1 Characteristics of Organisms, Activity How do seeds change as they grow? Unit 2 My Body, Activity What sounds do you hear? Scott Foresman Science: Representative pages: 8-9, 24-25, 30-31, 44-45, 50-51, 64-65, 72-73, 82-83, 98-99, 104-105 K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. Unit 1 Characteristics of Organisms, Activity How do seeds change as they grow? Unit 3 Seasonal Changes, Activity What would you wear on a rainy day? Scott Foresman Science:24-25, 72-73, 82-83, 120-121, 128-129, 172-173, 194-195, 230-231 K-1.3 Predict and explain information or events based on observation or previous experience. Unit 2 My Body, Activity What sounds do you hear? Scott Foresman Science: Representative pages: 120-121, 128-129, 138-139, 154-155, 160-161, 172-173, 178-179, 194-195, 202-203, 212-213 Kindergarten 1

K-1.4 Compare objects by using nonstandard units of measurement. Unit 4 Exploring Matter, Activity How are solids alike and different? Scott Foresman Science:120-121 K-1.5 Use appropriate safety procedures when conducting investigations. Unit 2 My Body, Activity What sounds do you hear? Scott Foresman Science: Representative pages: 24-25, 50-51, 82-83, 254-255, 172-173, 212-213, 224-225, 230-231, 244-245, 252-253 Characteristics of Organisms Standard K-2: The student will demonstrate an understanding of the characteristics of organisms. (Life Science) K-2.1 Recognize what organisms need to stay alive (including air, water, food, and shelter). Unit 1 Characteristics of Organisms, Lesson 1 Scott Foresman Science:16-17, 18-19, 20-21, 22-23, 24-25, 72-73 K-2.2 Identify examples of organisms and nonliving things. Unit 1 Characteristics of Organisms, Lesson 2 Scott Foresman Science:8-9, 10-11, 12-13, 14-15 K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. Unit 1 Characteristics of Organisms, Lesson 3 Scott Foresman Science:28-29, 30-31, 32-33, 34-35, 38-39, 42-43, 44-45 K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. Unit 1 Characteristics of Organisms, Lesson 4 Scott Foresman Science:38-39, 40-41 K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. Unit 1 Characteristics of Organisms, Lesson 5 Unit 1 Characteristics of Organisms, Activity How do seeds change as they grow? Scott Foresman Science: 4-5, 28-29, 30-31, 34-35, 42-43, 44-45 Kindergarten 2

My Body Standard K-3: The student will demonstrate an understanding of the distinct structures of human body and the different functions they serve. (Life Science) K-3.1 Identify the distinct structures in the human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. Unit 2 My Body, Lesson 1 Unit 2 My Body, Activity What sounds do you hear? K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). Unit 2 My Body, Lesson 2 Unit 2 My Body, Activity What sounds do you hear? Seasonal Changes Standard K-4: The student will demonstrate an understanding of seasonal weather changes. (Earth Science) K-4.1 Identify weather changes that occur from day to day. Unit 3 Seasonal Changes, Lesson 1 Unit 3 Seasonal Changes, Activity What would you wear on a rainy day? Scott Foresman Science:104-105, 106-107, 108-109, 118-119, 120-121 K-4.2 Compare the weather patterns that occur from season to season. Unit 3 Seasonal Changes, Lesson 2 Scott Foresman Science: 102-103, 110-111, 112-113, 114-115, 116-117 K-4.3 Summarize ways that the seasons affect plants and animals. Unit 3 Seasonal Changes, Lesson 3 Kindergarten 3

Exploring Matter Standard K-5: The student will demonstrate the understanding that objects can be described by their observable properties. (Physical Science) K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water). Unit 4 Exploring Matter, Lesson 1 Unit 4 Exploring Matter, Activity How are solids alike and different? Scott Foresman Science: 136-137, 138-139, 140-141, 142-143, 144-145, 146-147, 148-149, 150-151, 154-155 K-5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Unit 4 Exploring Matter, Lesson 2 Scott Foresman Science: 136-137, 138-139, 140-141, 142-143, 144-145 Kindergarten 4

South Carolina Science and Scott Foresman Science to the Grade One Scientific Inquiry The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on statewide tests. Students will therefore be responsible for the scientific inquiry indicators from all of their earlier grade levels. A table of the K 12 scientific inquiry standards and indicators is provided in appendix A. Standard 1-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. 1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. Unit 1 Plants, Activity How do seeds change? Unit 2 Sun and Moon, Activity How do the day sky and night sky look? Unit 3 Earth materials, Activity How are these soils different? Unit 4 Exploring Motion, Activity How can you move the car? Scott Foresman Science:4-5, 28-29, 74-75, 106-107, 168-169, 213, 216-217, 232-233, 234-235, 316, 340-342 1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data. Unit 4 Exploring Motion, Activity How can you move the car? Scott Foresman Science: xxviii-xxxi, 18-19, 52, 84, 140-141, 168-169, 194-195, 204-205, 276, 298-299, 308-309, 328-329, 340, 372-373 1-1.3 Carry out simple scientific investigations when given clear directions. Unit 1 Plants, Activity How do seeds change? Unit 2 Sun and Moon, Activity How do the day sky and night sky look? Unit 3 Earth materials, Activity How are these soils different? Unit 4 Exploring Motion, Activity How can you move the car? Scott Foresman Science: Representative pages: 18-19, 40-41, 74-75, 106-107, 130-131, 168-169, 194-195, 204-205, 232-233, 266-267 Grade One 5

1-1.4 Use appropriate safety procedures when conducting investigations. Unit 3 Earth Materials, Activity How are these soils different? Unit 4 Exploring Motion, Activity How can you move the car? Scott Foresman Science: Representative pages: 212-213, 244-245, 276-277, 312-313, 316-317, 328-329, 340-341, 362-363, 372-373, 376-377 Plants Standard 1-2: The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments. (Life Science) 1-2.1 Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth. Unit 1 Plants, Lesson 1 Scott Foresman Science:10-11, 12-13, 58-59, 68-71, 120-121 1-2.2 Illustrate the major structures of plants (including stems, roots, leaves, flowers, fruits, and seeds). Unit 1 Plants, Lesson 2 Scott Foresman Science:68-71, 72-73, 74-75 1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have). Unit 1 Plants, Lesson 3 Scott Foresman Science: 74-75, 98-99, 100-103, 104-105, 106-107, 364-365 1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds). Unit 1 Plants, Lesson 4 Unit 1 Plants, Activity How do seeds change? Scott Foresman Science:98-99, 100-103, 104-105, 106-107 1-2.5 Explain how distinct environments throughout the world support the life of different types of plants. Unit 1 Plants, Lesson 5 Scott Foresman Science: 34-35, 36-37, 70-71, 118-121, 122-125, 126-129 Grade One 6

1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments. Unit 1 Plants, Lesson 6 Scott Foresman Science: 38-39, 40-41,68-71, 72-73, 74-75 Sun and Moon Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science) 1-3.1 Compare the features of the day and night sky. Unit 2 Sun and Moon, Lesson 1 Unit 2 Sun and Moon, Activity How do the day sky and night sky look? Scott Foresman Science: 319-321, 322-323, 324-327, 328-329 1-3.2 Recall that the Sun is a source of heat and light for Earth. Unit 2 Sun and Moon, Lesson 2 Scott Foresman Science:278-279, 282-283, 320 1-3.3 Recognize that the Sun and the Moon appear to rise and set. Unit 2 Sun and Moon, Lesson 3 Scott Foresman Science: 319-321, 322-323, 324-327, 328-329 1-3.4 Illustrate changes in the Moon s appearance (including patterns over time). Unit 2 Sun and Moon, Lesson 4 Scott Foresman Science: 324-327, 328-329 Earth Materials Standard 1-4: The student will demonstrate an understanding of the properties of Earth materials. (Earth Science) 1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water). Unit 3 Earth Materials, Lesson 1 Scott Foresman Science: 151-153, 154-157, 158-159 Grade One 7

1-4.2 Classify rocks and sand by their physical appearance. Unit 3 Earth Materials, Lesson 2 Scott Foresman Science: 154-157 1-4.3 Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants). Unit 3 Earth Materials, Lesson 3 Unit 3 Earth Materials, Activity How are these soils different? Scott Foresman Science: 151-153, 154-157, 168-169 1-4.4. Recognize the observable properties of water (including the fact that it takes the shape of its container, flows downhill, and feels wet). Unit 3 Earth Materials, Lesson 4 Scott Foresman Science: 148-149, 220-221, 226-229, 230-231, 232-233 1-4.5 Illustrate the locations of water on Earth by using drawings, maps, or models. Unit 3 Earth Materials, Lesson 5 Scott Foresman Science: 148-149, 151-153, 158-159 1-4.6 Exemplify Earth materials that are used for building structures or for growing plants. Unit 3 Earth Materials, Lesson 6 Scott Foresman Science:160-165 Exploring Motion Standard 1-5: The student will demonstrate an understanding of the positions and motions of objects. (Physical Science) 1-5.1 Identify the location of an object relative to another object. Unit 4 Exploring Motion, Lesson 1 Scott Foresman Science: 244-245, 247-249, 252-255, 256-259 1-5.2 Explain the importance of pushing and pulling to the motion of an object. Unit 4 Exploring Motion, Lesson 2 Unit 4 Exploring Motion, Activity How can you move the car? Scott Foresman Science: 244-245, 247-249, 252-255, 256-259 Grade One 8

1-5.3 Illustrate the fact that sound is produced by vibrating objects. Unit 4 Exploring Motion, Lesson 3 Scott Foresman Science: 260-261, 262-265, 266-267 1-5.4 Illustrate ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular). Unit 4 Exploring Motion, Lesson 4 Scott Foresman Science:252-255, 268-269 Grade One 9

South Carolina Science and Scott Foresman Science to the Grade Two Scientific Inquiry The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on statewide tests. Students will therefore be responsible for the scientific inquiry indicators from all of their earlier grade levels. A table of the K 12 scientific inquiry standards and indicators is provided in appendix A. Standard 2-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. Unit 1 Animals, Activity How does a caterpillar grow and change? Unit 2 Weather, Activity How can you measure weather changes? Unit 3 Properties and Changes in Matter, Activity How can you measure matter? Unit 4 Magnetism, Activity Can a magnet move an object without touching an object? Scott Foresman Science:Representative pages: 26-27, 36, 68, 100, 122-123, 132-133, 236, 300, 332, 356-357 2-1.2 Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data in US customary (English) and metric units of measurement. Unit 2 Weather, Activity How can you measure weather changes? Unit 3 Properties and Changes in Matter, Activity How can you measure matter? Scott Foresman Science:68, 140, 172, 194-195, 220-221, 236, 256-257, 258-259, 268, 300, 332, 420-421 Grade Two 10

2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Unit 1 Animals, Activity How does a caterpillar grow and change? Unit 2 Weather, Activity How can you measure weather changes? Unit 3 Properties and Changes in Matter, Activity How can you measure matter? Unit 4 Magnetism, Activity Can a magnet move an object without touching an object? Scott Foresman Science:56-57,58-59, 90-91, 100, 161, 163, 177, 204, 221, 300, 348-349, 386, 411 2-1.4 Infer explanations regarding scientific observations and experiences. Unit 1 Animals, Activity How does a caterpillar grow and change? Unit 2 Weather, Activity How can you measure weather changes? Unit 3 Properties and Changes in Matter, Activity How can you measure matter? Unit 4 Magnetism, Activity Can a magnet move an object without touching an object? Scott Foresman Science: Representative pages: 4, 56-57, 90-91, 122-123, 132-133, 256-257, 346-347, 384-385, 396, 410-411 2-1.5 Use appropriate safety procedures when conducting investigations. Unit 2 Weather, Activity How can you measure weather changes? Scott Foresman Science: Representative pages: 122-123, 160-161, 172, 194-195, 218-219, 228-229, 364, 384-385, 396, 420-421 Animals Standard 2-2: The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments. (Life Science) 2-2.1 Recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection. Unit 1 Animals, Lesson 1 Scott Foresman Science:68-69, 71-73, 74-77, 78-81, 82-83, 84-89 2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics. Unit 1 Animals, Lesson 2 Scott Foresman Science:36-37, 39-41, 42-43, 44-45, 46-47, 48-49, 50-51, 52-55, 56-57, 58-59 Grade Two 11

2-2.3 Explain how distinct environments throughout the world support the life of different types of animals. Unit 1 Animals, Lesson 3 Scott Foresman Science:74-77, 78-81, 82-83, 84-89, 90-91 2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter. Unit 1 Animals, Lesson 4 Scott Foresman Science: 71-73, 74-77, 78-81, 82-83, 84-89, 90-91 2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development). Unit 1 Animals, Lesson 5 Unit 1 Animals, Activity How does a caterpillar grow and change? Scott Foresman Science:103-107, 108-109, 110-111, 112-113, 114-115, 116-117, 118-121, 122-123. 124-125 Weather Standard 2-3: The student will demonstrate an understanding of daily and seasonal weather conditions. (Earth Science) 2-3.1 Explain the effects of moving air as it interacts with objects. Unit 2 Weather, Lesson 1 Scott Foresman Science:175-177, 188-193 2-3.2 Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain, snow, sleet, and hail). Unit 2 Weather, Lesson 2 Scott Foresman Science: 172-173, 175-177, 180-181, 186-187, 188-193 194-195 2-3.3 Illustrate the weather conditions of different seasons. Unit 2 Weather, Lesson 3 Scott Foresman Science: 176, 180-181, 182-183, 184-185, 186-187 Grade Two 12

2-3.4 Carry out procedures to measure and record daily weather conditions (including temperature, precipitation amounts, wind speed as measured on the Beaufort scale, and wind direction as measured with a windsock or wind vane). Unit 2 Weather, Lesson 4 Unit 2 Weather, Activity How can you measure weather changes? Scott Foresman Science: 172-173, 194-195 2-3.5 Use pictorial weather symbols to record observable sky conditions. Unit 2 Weather, Lesson 5 Scott Foresman Science: 172-173, 175-177, 188-193, 194-195 2-3.6 Identify safety precautions that one should take during severe weather conditions. Unit 2 Weather, Lesson 6 Scott Foresman Science:188-193 Properties and Changes in Matter Standard 2-4: The student will demonstrate an understanding of the properties of matter and the changes that matter undergoes. (Physical Science) 2-4.1 Recall the properties of solids and liquids. Unit 3 Properties and Changes in Matter, Lesson 1 Scott Foresman Science: 242-247, 248-251, 252-255, 256-257 2-4.2 Exemplify matter that changes from a solid to a liquid and from a liquid to a solid. Unit 3 Properties and Changes in Matter, Lesson 2 Unit 3 Properties and Changes in Matter, Activity How can you measure matter? Scott Foresman Science: 242-247, 248-251, 252-255, 256-257 2-4.3 Explain how matter can be changed in ways such as heating or cooling, cutting or tearing, bending or stretching. Unit 3 Properties and Changes in Matter, Lesson 3 Scott Foresman Science: 248-251, 252-255, 256-257 2-4.4 Recognize that different materials can be mixed together and then separated again. Unit 3 Properties and Changes in Matter, Lesson 4 Scott Foresman Science:248-251, 252-255 Grade Two 13

Magnetism Standard 2-5: The student will demonstrate an understanding of force and motion by applying the properties of magnetism. (Physical Science) 2-5.1 Use magnets to make an object move without being touched. Unit 4 Magnetism, Lesson 1 Unit 4 Magnetism, Activity Can a magnet move an object without touching an object? Scott Foresman Science: 318-321, 322-323 2-5.2 Explain how the poles of magnets affect each other (that is, they attract and repel one another). Unit 4 Magnetism, Lesson 2 Scott Foresman Science: 318-321, 322-323 2-5.3 Compare the effect of magnets on various materials. Unit 4 Magnetism, Lesson 3 Scott Foresman Science: 318-321, 322-323 2-5.4 Identify everyday uses of magnets. Unit 4 Magnetism, Lesson 4 Scott Foresman Science: 318-321, 322-323 Grade Two 14

South Carolina Science and Scott Foresman Science to the Grade Three Scientific Inquiry The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on statewide tests. Students will therefore be responsible for the scientific inquiry indicators from all of their earlier grade levels. A table of the K 12 scientific inquiry standards and indicators is provided in appendix A. Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. 3-1.1 Classify objects by two of their properties (attributes). Unit 2 Earth s Materials and Changes, Activity What settles first? Scott Foresman Science:14-17, 22-25, 26-27, 38-43, 54-57, 244 3-1.2 Classify objects or events in sequential order. Unit 2 Earth s Materials and Changes, Activity What settles first? Unit 3 Heat and Changes in Matter, Activity How can you make fresh water from salt water? Unit 3 Heat and Changes in Matter, Activity Can electricity produce light and heat? Scott Foresman Science:22-25, 26-27, 37, 54-57, 225, 268-271, 421 3-1.3 Generate questions such as what if? or how? about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. Unit 2 Earth s Materials and Changes, Activity How can you observe a mineral wear away? Unit 4 Motion and Sounds, Activity How much force will you use? Scott Foresman Science:Representative pages: 4, 26-27, 36, 58-59, 68, 90-91, 100, 128-129, 140-143, 148 Grade Three 15

3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction. Unit 2 Earth s Materials and Changes, Activity What settles first? Unit 2 Earth s Materials and Changes, Activity How can you observe a mineral wear away? Unit 4 Motion and Sounds, Activity How much force will you use? Scott Foresman Science: Representative pages: 162-163, 172, 184-185, 196, 210-211, 220, 234-235, 244, 258-259, 268-271 3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. Unit 1 Habitats and Adaptations, Activity How can you show that mold needs food? Unit 1 Habitats and Adaptations, Activity What does an owl eat? Unit 2 Earth s Materials and Changes, Activity What settles first? Unit 2 Earth s Materials and Changes, Activity How can you observe a mineral wear away? Unit 3 Heat and Changes in Matter, Activity How can you make fresh water from salt water? Unit 3 Heat and Changes in Matter, Activity Can electricity produce light and heat? Unit 4 Motion and Sounds, Activity How much force will you use? Scott Foresman Science: xxviii-xxxi, 4, 26-27, 68, 100, 148, 162-163, 184-185, 290-291, 314-315, 4-345, 402-403, 466-467 3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams. Unit 2 Earth s Materials and Changes, Activity What settles first? Unit 3 Heat and Changes in Matter, Activity How can you make fresh water from salt water? Unit 4 Motion and Sounds, Activity How much force will you use? Scott Foresman Science:26-27, 28-29, 42, 44-45, 60-61, 68, 75, 92-93, 100, 108-109, 113, 148, 162-163, 180-181, 187, 260-261, 290-291, 344-345, 402-403, 414-415, 421, 431, 435, 442-443, 466-467, 500-501 3-1.7 Explain why similar investigations might produce different results. Unit 2 Earth s Materials and Changes, Activity What settles first? Unit 2 Earth s Materials and Changes, Activity How can you observe a mineral wear away? Unit 3 Heat and Changes in Matter, Activity How can you make fresh water from salt water? Unit 4 Motion and Sounds, Activity How much force will you use? Scott Foresman Science: Representative pages: 276, 290-291, 300, 314-315, 324, 344-345, 356, 378-379, 388, 402-403 Grade Three 16

3-1.8 Use appropriate safety procedures when conducting investigations. Unit 1 Habitats and Adaptations, Activity How can you show that mold needs food? Unit 1 Habitats and Adaptations, Activity What does an owl eat? Unit 2 Earth s Materials and Changes, Activity How can you observe a mineral wear away? Unit 3 Heat and Changes in Matter, Activity Can electricity produce light and heat? Scott Foresman Science: Representative pages: xxxii, 388, 402-403, 412-415, 420, 440-441, 452, 466-467, 476, 498-499, 508-511 Habitats and Adaptations Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science) 3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. Unit 1 Habitats and Adaptations, Lesson 1 Scott Foresman Science:18-21, 37, 44-47 3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). Unit 1 Habitats and Adaptations, Lesson 2 Unit 1 Habitats and Adaptations, Activity What does an owl eat? Scott Foresman Science:18-19,48-53 3-2.3 Recall the characteristics of an organism s habitat that allow the organism to survive there. Unit 1 Habitats and Adaptations, Lesson 3 Unit 1 Habitats and Adaptations, Activity How can you show that mold needs food? Scott Foresman Science:70-75, 82-85, 86-89, 102-105, 106-109, 110-113, 114-119 Grade Three 17

3-2.4 Explain how changes in the habitats of plants and animals affect their survival. Unit 1 Habitats and Adaptations, Lesson 4 Scott Foresman Science: 74-75,114-119, 128-129 3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers). Unit 1 Habitats and Adaptations, Lesson 5 Scott Foresman Science:102-105, 106-109, 110-113, 128-129 Earth s Materials and Changes Standard 3-3: The student will demonstrate an understanding of Earth s composition and the changes that occur to the features of Earth s surface. (Earth Science) 3-3.1 Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Unit 2 Earth s Materials and Changes, Lesson 1 Unit 2 Earth s Materials and Changes, Activity What settles first? Scott Foresman Science: 198-201, 206-209 3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Unit 2 Earth s Materials and Changes, Lesson 2 Scott Foresman Science: 202-205 3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Unit 2 Earth s Materials and Changes, Lesson 3 Scott Foresman Science:22-25, 54-57, 58-59 3-3.4 Infer ideas about Earth s early environments from fossils of plants and animals that lived long ago. Unit 2 Earth s Materials and Changes, Lesson 4 Scott Foresman Science: 22-25, 54-57, 58-59 3-3.5 Illustrate Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). Unit 2 Earth s Materials and Changes, Lesson 5 Scott Foresman Science:148-149, 150-155, 156-161, 162-163, 224-225 Grade Three 18

3-3.6 Illustrate Earth s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Unit 2 Earth s Materials and Changes, Lesson 6 Scott Foresman Science:222-225, 226-229, 230-233 3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Unit 2 Earth s Materials and Changes, Lesson 7 Scott Foresman Science:244-245, 246-249 3-3.8 Illustrate changes in Earth s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Unit 2 Earth s Materials and Changes, Lesson 8 Unit 2 Earth s Materials and Changes, Activity How can you observe a mineral wear away? Scott Foresman Science: 115,226-229, 230-233, 234-235 Heat and Changes in Matter Standard 3-4: The student will demonstrate an understanding of the changes in matter that are caused by heat. 3-4.1 Classify different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties. Unit 3 Heat and Changes in Matter, Lesson 1 Scott Foresman Science: 276-277, 278-283, 284-289, 290-291 3-4.2 Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating). Unit 3 Heat and Changes in Matter, Lesson 2 Unit 3 Heat and Changes in Matter, Activity How can you make fresh water from salt water? Scott Foresman Science: 156-157, 300-301, 302-305, 368-369 3-4.3 Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators). Unit 3 Heat and Changes in Matter, Lesson 3 Scott Foresman Science: 366-369 Grade Three 19

3-4.4 Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity). Unit 3 Heat and Changes in Matter, Lesson 4 Unit 3 Heat and Changes in Matter, Activity Can electricity produce light and heat? Scott Foresman Science:356-357, 366-369 Motion and Sound Standard 3-5: The student will demonstrate an understanding of how motion and sound are affected by a push or pull on an object and the vibration of an object. (Physical Science) 3-5.1 Identify the position of an object relative to a reference point by using position terms such as above, below, inside of, underneath, or on top of and a distance scale or measurement. Unit 4 Motion and Sound, Lesson 1 Scott Foresman Science: 324-325, 326-331 3-5.2 Compare the motion of common objects in terms of speed and direction. Unit 4 Motion and Sound, Lesson 2 Scott Foresman Science: 324-325, 326-331, 332-337 3-5.3 Explain how the motion of an object is affected by the strength of a push or pull and the mass of the object. Unit 4 Motion and Sound, Lesson 3 Unit 4 Motion and Sound, Activity How much force will you use? Scott Foresman Science: 332-337, 344-345 3-5.4 Explain the relationship between the motion of an object and the pull of gravity. Unit 4 Motion and Sound, Lesson 4 Scott Foresman Science: 326-331, 332-337 3-5.5 Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another. Unit 4 Motion and Sound, Lesson 5 Unit 4 Motion and Sound, Activity How can you see sound vibrations? Scott Foresman Science: 388-389, 390-395, 396-401, 402-403 Grade Three 20

3-5.6 Compare the pitch and volume of different sounds. Unit 4 Motion and Sound, Lesson 6 Scott Foresman Science: 388-389, 390-395, 396-401, 402-403 3-5.7 Recognize ways to change the volume of sounds. Unit 4 Motion and Sound, Lesson 7 Scott Foresman Science: 388-389, 390-395, 396-401, 402-403 3-5.8 Explain how the vibration of an object affects pitch. Unit 4 Motion and Sound, Lesson 8 Scott Foresman Science: 388-389, 390-395, 396-401, 402-403 Grade Three 21

South Carolina Science and Scott Foresman Science to the Grade Four Scientific Inquiry The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on statewide tests. Students will therefore be responsible for the scientific inquiry indicators from all of their earlier grade levels. A table of the K 12 scientific inquiry standards and indicators is provided in appendix A. Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. 4-1.1 Classify observations as either quantitative or qualitative. Unit 1 Organisms in Their Environments, Activity Do mealworms prefer damp or dry places? Unit 1 Organisms in Their Environments, Activity How can a change in the environment affect plant growth? Scott Foresman Science:Representative pages: 4, 34-35, 44, 66-67, 76, 96-97, 108, 130-131, 140, 162-163 4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations. Unit 1 Organisms in Their Environments, Activity Do mealworms prefer damp or dry places? Unit 1 Organisms in Their Environments, Activity How can a change in the environment affect plant growth? Unit 2 Astronomy, Activity Why do we see phases of the moon? Unit 3 Weather, Activity How can you measure wind speed? Unit 4 Properties of Light and Electricity, Activity Can you change the poles of an electromagnet? Unit 4 Properties of Light and Electricity, Activity How is light reflected and refracted? Scott Foresman Science: 4, 96-97, 162-163, 200-201, 236, 250-251, 284, 298-299, 308-311, 360-361, 484-487, 548, 572-575 Grade Four 22

4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). Unit 1 Organisms in Their Environments, Activity Do mealworms prefer damp or dry places? Unit 1 Organisms in Their Environments, Activity How can a change in the environment affect plant growth? Scott Foresman Science: Representative pages: 140, 162-163, 172-175, 180, 200-201, 212, 226-227, 236, 250-251, 260, 308-311, 572-575 4-1.4 Distinguish among observations, predictions, and inferences. Unit 2 Astronomy, Activity How do shadows change? Unit 2 Astronomy, Activity Why do we see phases of the moon? Unit 3 Weather, Activity How can you measure wind speed? Unit 3 Weather, Activity Where is the hurricane going? Unit 4 Properties of Light and Electricity, Activity Can you change the poles of an electromagnet? Unit 4 Properties of Light and Electricity, Activity How is light reflected and refracted? Scott Foresman Science: Representative pages: 66-67, 274-275, 284, 298-299, 308-311, 316, 338-339, 348, 360-361, 372, 394-395 4-1.5 Recognize the correct placement of variables on a line graph. Unit 1 Organisms in Their Environments, Activity Do mealworms prefer damp or dry places? Scott Foresman Science: 98-99,191, 202-203 4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. Unit 1 Organisms in Their Environments, Activity Do mealworms prefer damp or dry places? Unit 1 Organisms in Their Environments, Activity How can a change in the environment affect plant growth? Unit 2 Astronomy, Activity How do shadows change? Unit 3 Weather, Activity Where is the hurricane going? Unit 4 Properties of Light and Electricity, Activity Can you change the poles of an electromagnet? Unit 4 Properties of Light and Electricity, Activity How is light reflected and refracted? Scott Foresman Science:191, 204, 219, 300-301, 411 Grade Four 23

4-1.7 Use appropriate safety procedures when conducting investigations. Unit 1 Organisms in Their Environments, Activity Do mealworms prefer damp or dry places? Unit 1 Organisms in Their Environments, Activity How can a change in the environment affect plant growth? Unit 2 Astronomy, Activity Why do we see phases of the moon? Unit 3 Weather, Activity How can you measure wind speed? Unit 4 Properties of Light and Electricity, Activity Can you change the poles of an electromagnet? Unit 4 Properties of Light and Electricity, Activity How is light reflected and refracted? Scott Foresman Science: Representative pages: 404, 426-427, 436, 450-451, 460, 474-475, 484-485, 492, 506-507, 516 Organisms and Their Environments Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science) 4-2.1 Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics. Unit 1 Organisms and Their Environments, Lesson 1 Scott Foresman Science: 10-13,14-17, 18-25, 34-35 4-2.2 Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts, and the polar regions) influence the variety of organisms in each. Unit 1 Organisms and Their Environments, Lesson 2 Unit 1 Organisms and Their Environments, Activity How can a change in the environment affect plant growth? Scott Foresman Science:78-83, 84-89, 114-117, 118-123 4-2.3 Explain how humans and other animals use their senses and sensory organs to detect signals from the environment and how their behaviors are influenced by these signals. Unit 1 Organisms and Their Environments, Lesson 3 Scott Foresman Science:26-33, 114-117 Grade Four 24

4-2.4 Distinguish between the characteristics of an organism that are inherited and those that are acquired over time. Unit 1 Organisms and Their Environments, Lesson 4 4-2.5 Explain how an organism s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment). Unit 1 Organisms and Their Environments, Lesson 5 Unit 1 Organisms and Their Environments, Activity Do mealworms prefer damp or dry places? Unit 1 Organisms and Their Environments, Activity How can a change in the environment affect plant growth? Scott Foresman Science:26-33, 79-83, 84-89, 90-95, 108-109, 110-113, 130-131 4-2.6 Explain how organisms cause changes in their environment. Unit 1 Organisms and Their Environments, Lesson 6 Scott Foresman Science:118-123, 124-129 Astronomy Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science) 4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun. Unit 2 Astronomy, Lesson 1 Scott Foresman Science:518-521, 522-527, 528-533, 534-537 4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon. Unit 2 Astronomy, Lesson 2 Scott Foresman Science: 494-499, 500-505, 518-521, 522-527, 528-533, 534-537 4-3.3 Explain how the Sun affects Earth. Unit 2 Astronomy, Lesson 3 Scott Foresman Science:493,494-499 Grade Four 25

4-3.4 Explain how the tilt of Earth s axis and the revolution around the Sun results in the seasons of the year. Unit 2 Astronomy, Lesson 4 Scott Foresman Science: 494-499 4-3.5 Explain how the rotation of Earth results in day and night. Unit 2 Astronomy, Lesson 5 Scott Foresman Science: 494-499 4-3.6 Illustrate the phases of the Moon and the Moon s effect on ocean tides. Unit 2 Astronomy, Lesson 6 Unit 2 Astronomy, Activity Why do we see phases of the moon? Scott Foresman Science: 500-501 4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. Unit 2 Astronomy, Lesson 7 Unit 2 Astronomy, Activity How do shadows change? Scott Foresman Science:494-499, 500-505 4-3.8 Recognize the purpose of telescopes. Unit 2 Astronomy, Lesson 8 Scott Foresman Science:521, 530, 536 Weather Standard 4-4: The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science) 4-4.1 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff). Unit 3 Weather, Lesson 1 Scott Foresman Science: 182-185, 200-201 4-4.2 Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form. Scott Foresman Science: 186-189, 190-193, 194-199 Unit 3 Weather, Lesson 2 Grade Four 26

4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. Unit 3 Weather, Lesson 3 Scott Foresman Science: 194-199, 202-203 4-4.4 Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns. Unit 3 Weather, Lesson 4 Scott Foresman Science:212-213, 214-221, 222-225, 226-227 4-4.5 Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments. Unit 3 Weather, Lesson 5 Unit 3 Weather, Activity How can you measure wind speed? Scott Foresman Science:194-199 4-4.6 Predict weather from data collected through observation and measurements. Unit 3 Weather, Lesson 6 Unit 3 Weather, Activity Where is the hurricane going? Scott Foresman Science:194-199, 226-227 Properties of Light and Electricity Standard 4-5: The student will demonstrate an understanding of the properties of light and electricity. (Physical Science) 4-5.1 Summarize the basic properties of light (including brightness and colors). Unit 4 Properties of Light and Electricity, Lesson 1 Scott Foresman Science: 416-419, 420-425, 426-427 4-5.2 Illustrate the fact that light, as a form of energy, is made up of many different colors. Unit 4 Properties of Light and Electricity, Lesson 2 Scott Foresman Science: 416-419 Grade Four 27

4-5.3 Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction, and absorption). Unit 4 Properties of Light and Electricity, Lesson 3 Unit 4 Properties of Light and Electricity, Activity How is light reflected and refracted? Scott Foresman Science:416-419, 420-425, 426-427 4-5.4 Compare how light behaves when it strikes transparent, translucent, and opaque materials. Unit 4 Properties of Light and Electricity, Lesson 4 Scott Foresman Science: 416-419, 420-425, 426-427 4-5.5 Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound). Unit 4 Properties of Light and Electricity, Lesson 5 Scott Foresman Science: 374-377, 378-381 4-5.6 Summarize the functions of the components of complete circuits (including wire, switch, battery, and light bulb). Unit 4 Properties of Light and Electricity, Lesson 6 Scott Foresman Science:378-381 4-5.7 Illustrate the path of electric current in series and parallel circuits. Unit 4 Properties of Light and Electricity, Lesson 7 Scott Foresman Science: 378-381 4-5.8 Classify materials as either conductors or insulators of electricity. Unit 4 Properties of Light and Electricity, Lesson 8 Scott Foresman Science: 374-377, 378-381 4-5.9 Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength). Unit 4 Properties of Light and Electricity, Lesson 9 Unit 4 Properties of Light and Electricity, Activity Can you change the poles of an electromagnet? Scott Foresman Science: 382-385, 386-389, 390-393, 394-395 4-5.10 Summarize the factors that affect the strength of an electromagnet. Unit 4 Properties of Light and Electricity, Lesson 10 Scott Foresman Science: 386-389, 394-395 Grade Four 28

South Carolina Science and Scott Foresman Science to the Grade Five Scientific Inquiry The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on statewide tests. Students will therefore be responsible for the scientific inquiry indicators from all of their earlier grade levels. A table of the K 12 scientific inquiry standards and indicators is provided in appendix A. Standard 5-1: The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the processes, skills, and mathematical thinking necessary to conduct a controlled scientific investigation. 5-1.1 Identify questions suitable for generating a hypothesis. Unit 1 Ecosystems: Terrestrial and Aquatic, Activity How can you show that plants use carbon dioxide? Unit 1 Ecosystems: Terrestrial and Aquatic, Activity What happens when a wetland ecosystem changes? Unit 2 Landforms and Oceans, Activity How do waves cause shore erosion? Unit 2 Landforms and Oceans, Activity How can you observe erosion? Unit 3 Properties of Matter, Activity How does temperature affect how long a reaction takes? Unit 3 Properties of Matter, Activity Which boat design will carry the most cargo? Unit 4 Forces and Motion, Activity How can you learn about the motion of a pendulum? Unit 4 Forces and Motion, Activity How can you describe motion? Scott Foresman Science: Representative pages: 26-27, 80-81, 114-115, 154-155, 178-179, 362-363, 372, 394-395, 466-467, 476, 490-491, 500, 540, 562-563, 592-593 5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an experiment. Unit 3 Properties of Matter, Activity How does temperature affect how long a reaction takes? Unit 4 Forces and Motion, Activity How can you describe motion? Scott Foresman Science:Representative pages: 4, 26-27, 36, 50-51, 60, 80-81, 92, 114-115, 124, 154-155, 188, 500 Grade Five 29

5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time. Unit 3 Properties of Matter, Activity How does temperature affect how long a reaction takes? Unit 4 Forces and Motion, Activity How can you describe motion? Scott Foresman Science: Representative pages: 50-51, 80-81, 178-179, 188-191, 216-217, 229, 250-251, 290-291, 322-323, 394-395, 432-433, 500-503 5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific investigation. Unit 1 Ecosystems: Terrestrial and Aquatic, Activity How can you show that plants use carbon dioxide? Unit 1 Ecosystems: Terrestrial and Aquatic, Activity What happens when a wetland ecosystem changes? Unit 2 Landforms and Oceans, Activity How can you observe erosion? Unit 3 Properties of Matter, Activity How does temperature affect how long a reaction takes? Unit 3 Properties of Matter, Activity Which boat design will carry the most cargo? Unit 4 Forces and Motion, Activity How can you learn about the motion of a pendulum? Unit 4 Forces and Motion, Activity How can you describe motion? Scott Foresman Science: 26-27, 80-81, 92, 164, 178-179, 196, 300, 362-363, 372, 394-395, 404, 444, 476, 500-503 5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables. Unit 3 Properties of Matter, Activity How does temperature affect how long a reaction takes? Unit 4 Forces and Motion, Activity How can you describe motion? Scott Foresman Science: 395, 364-365 5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form. Unit 1 Ecosystems: Terrestrial and Aquatic, Activity How can you show that plants use carbon dioxide? Unit 2 Landforms and Oceans, Activity How do waves cause shore erosion? Unit 2 Landforms and Oceans, Activity How can you observe erosion? Unit 3 Properties of Matter, Activity How does temperature affect how long a reaction takes? Unit 3 Properties of Matter, Activity Which boat design will carry the most cargo? Grade Five 30