guam department of education science content standards

A Correlation of

© 2010 to the

Guam Department of Education Science Content Standards

Grades K - 5

D/S-1

Introduction

This document demonstrates how Scott Foresman Science © 2010 meets the Guam Department of Education Science Content Standards (2010). Page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Pearson Scott Foresman is proud to introduce 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.

Table of Contents

Kindergarten ______________________________________________________________________1

Grade One ________________________________________________________________________3

Grade Two ________________________________________________________________________6

Grade Three ______________________________________________________________________10

Grade Four _______________________________________________________________________14

Grade Five _______________________________________________________________________18

GRADE K SCIENCE

1

Textbook Title: Scott Foresman Science, © 2010 Diamond Edition Publisher: Pearson Education, Inc., publishing as Scott Foresman

Standard 1: Science As Inquiry Students use scientific inquiry and develop the ability to think and act in ways associated with inquiry.

Page Reference

K.1.1 Raise questions about the natural world. These are some of the many examples. 24–25, 44–45, 50–51, 72–73, 82–83, 120–121, 128–129, 138–139, 160–161, 172–173, 194–195, 202–203, 224–225

K.1.2

Make and discuss observations using the five senses. EXAMPLE(S): Recognize that objects can have different characteristics using the senses. Although apples and tennis balls are similar in size and shape, they smell and feel different.

8–9, 82–83, 104–105, 138–139, 160–161, 244–245

Standard 2: Life Science Students understand the diversity and unity of living organisms, the living environment, and principles of ecology.

K.2.1 Observe and give examples of plants and animals identifying

how they are alike and how they are different in how they look and in the things they can do.

14–15, 30–31, 32–33, 34–35, 36–37, 38–39, 42–43, 44–45, 54–55, 56–57, 58–59, 60–61, 62–63

K.2.2 Describe how babies, or young, are similar to their parents. 30–31, 38–39 Standard 3: Physical Science Students develop understanding of the structure and properties of objects and materials.

K.3.1 Describe objects in terms of the materials that make up the

objects. EXAMPLE(S): Describe the materials found in a pencil.

138–139, 142–143, 144–145

K.3.2 Describe the changes in matter caused by changes in temperature.

152–153, 160–161, 202–203

K.3.3 Recognize and demonstrate that things that are close to the ground fall unless something holds them up.

178–179, 186–187

GRADE K SCIENCE

2

Standard 4: Earth and Space Science Students learn about the major processes and events that have shaped planet Earth over time.

K.4.1 Discuss the importance of water.

EXAMPLE(S): Tell that organisms need water to live and to remain healthy.

18–19, 72–73, 94–95

K.4.2 Observe and describe objects seen in the sky during the day and during the night.

212–213, 216–217, 218–219, 222–223, 224–225

K.4.3 Observe and record natural cycles and give examples using

activities from one’s own life. EXAMPLE(S): day/night, wake/sleep, sunrise/sunset, rainy/dry season, weather changes

104–105, 118–119, 120–121, 220–221, 222–223

Standard 5: Science and Technology Students develop understandings about connections between natural and designed worlds and are provided with opportunities to develop decision making abilities related to the use of technology.

K.5.1 Identify tools found around the home and recognize that tools

make it easier to do certain jobs. EXAMPLE(S): Construct simple tools, such as paper clocks.

230–231, 234–235, 236–237, 240–241, 244–245, 252–253

GRADE 1 SCIENCE

3



Page Reference

1.1.1

Follows procedures and explain the results of an investigation to an audience using simple tables, charts, graphs, and pictures.

18–19, 40–41, 74–75, 84, 106–107, 130–131, 140–141, 168–169, 194–195, 204–205, 232–233, 266–267, 298–299, 308–309, 328–329, 362–363, 372–373

1.1.2

Suggest what may happen in an experiment. EXAMPLE(S): Observe common objects, such as a piece of chalk, a nail, a pencil, and a Styrofoam cup, and predict which will sink/float in container of water.

52, 180, 212, 232–233, 244, 362–363


1.2.1 Recognize that stories that give human attributes to plants and animals are not real.

16–17

1.2.2

Observe and describe that there can be differences, such as size or markings, between the individuals within one kind of plant or animal group.

40–41, 74–75, 84, 96–97, 104–105

1.2.3 Observe and explain that animals eat plants or other animals for food.

116, 118–121, 122–125, 126–129, 130–131, 132–133

1.2.4

Recognize the needs of living things, such as a source of energy, water, and air. EXAMPLE(S): List what animals or plants need to survive.

10–11, 12–13

Standard 3: Physical Science Students develop understanding of the structure and properties of objects and materials.

1.3.1 Define matter and give examples. 214–217

GRADE 1 SCIENCE

4

1.3.2 Define some basic properties of matter, such as color, mass, and

size, as well as the states of matter. EXAMPLE(S): Matter can change from one form to another; for example, water can change from liquid to solid.

212, 216–217, 218–221, 222–225, 226–229, 230–231, 232–233, 234–235, 238–239, 240

1.3.3 Explore and describe how things move in different ways.

EXAMPLE(S): merry–go–rounds go round and round, swings goes back and forth

244, 246–249, 250–251, 252–255

1.3.4 Demonstrate repellent and attractive forces.

EXAMPLE(S): Explore magnets and their poles. 256–259

1.3.5 Identify basic types of energy.

EXAMPLE(S): heat energy from a burning candle 276, 276–279, 290–293, 294–295

GRADE 1 SCIENCE

5


Standard 4: Earth and Space Science Students learn about the major processes and events that have shaped and continue to shape planet Earth over time.

Page Reference

1.4.1 Tell or illustrate how volcanoes and earthquakes change the shape of the Earth.

155

1.4.2 Investigate by observing and also measuring that the Sun warms the land, air, and water.

204–205, 276, 278–279

1.4.3 Recognize some of the different types of clouds. 186–187 1.4.4 Demonstrate an understanding that the Earth is a sphere and

revolves around the Sun. 322–323

1.4.5 Recognize a model of the solar system, comprising the Sun and

eight planets revolving around it, each in its own orbit. 316, 324–325

1.4.6 Identify telescopes as technology that makes it possible to

observe the motions of the Sun, planets, moons, and stars. 324–327

1.4.7 Demonstrate that gravity is the force that one object exerts on another.

238–239, 246–249


1.5.1

Tell why people create and use tools and associate common tools found in the home with their purposes. Example: Thermometers can tell the temperature outside.

340, 348–351, 356–359, 372–373

1.5.2

Collect, record, and organize data using simple tools, equipment, and techniques safely. EXAMPLE(S): Use a simple balance to determine which objects are heavier than others.

18–19, 40–41, 74–75, 106–107, 140–141, 168–169, 194–195, 196–197, 232–233, 298–299, 308–309372–373

GRADE 2 SCIENCE

6



Page Reference

2.1.1 Participate in different types of guided scientific

investigations, such as observing objects and events, to collect data.

56–57, 122–123, 132–133, 160–161, 194–195, 228–229, 256–257, 322–323, 356–357, 410–411, 420–421

2.1.2 Demonstrate the ability to work with a team but still reach and communicate one’s own conclusions about findings.

56–57, 132–133, 204, 228–229, 300, 356–357, 396, 420–421

2.1.3 Develop predictions based on observations. 4, 56–57, 122–123, 256–257, 322–323, 346–347, 410–411


2.2.1 Observe and identify external features of plants and animals

and describe how these features help them live in different environments.

8–9, 10–11, 12–15, 16–19, 20–21, 22–23, 24–25, 28–29, 42–43, 44–45, 46–47, 48–49, 50–51, 52–55, 56–57, 132–133

2.2.2 Observe and describe how animals may use plants, or even other animals, for shelter and nesting.

84–89

2.2.3

Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light. EXAMPLE(S): Set up a classroom terrarium.

4, 6–9, 26–27, 68, 70–73, 74–77, 78–81, 90–91

2.2.4 Recognize and explain that living things are found almost

everywhere in the world and that there are different living things in different environments.

12–15, 16–19, 20–21, 22–23, 24–25, 62–63, 82–83

GRADE 2 SCIENCE

7

2.2.5

Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and reused, sometimes in different forms. EXAMPLE(S): birds’ nests

86–87

2.2.6 Observe and describe the different external features of people,

such as their size, shape, and color of hair, skin, and eyes. 118–21

2.2.7 Recognize and discuss that people are more like one another than they are like other animals.

100, 120–121

2.2.8 Give examples of different roles people have in families and communities.

32, 64, 96, 128

GRADE 2 SCIENCE

8



Page Reference

2.3.1 Investigate to determine what things can be done to materials to

change some of their properties. EXAMPLE(S): freezing, mixing, cutting, heating, wetting

248–251, 252–255, 256–257, 262–263

2.3.2 Investigate and observe that the way to change how something is moving is to give it a push or a pull.

300–307

2.3.3 Demonstrate and observe that magnets can be used to make some things move without being touched.

318–321, 322–323

2.3.4 Demonstrate how simple machines work. 314–317, 324–325 2.3.5 Discuss how people use electricity to cook their food and cool

their houses. 280–281, 288–289

2.3.6 Investigate, compare, and describe weather changes over a

period of time. EXAMPLE(S): Chart the rainfall during the rainy season compared to the dry season.

172, 174–177, 188–193, 194–195


2.4.1 Recognize that Earth pulls objects without touching them. 306–307

2.4.2 Realize that an environment is affected by the activities of the Earth’s inhabitants.

154–159

2.4.3 Recognize that the Sun provides the Earth with light and heat. 272–273, 366–369, 374–375

2.4.4 Investigate, observe, and describe chunks of rocks and their

many sizes and shapes, from boulders to grains of sand and even smaller

146–147, 228–229

2.4.5 Demonstrate an understanding that the Sun rises in the east and sets in the west.

Related content: 364, 370–373

GRADE 2 SCIENCE

9


2.5.1 Use tools to investigate, observe, measure, design, and build

things. EXAMPLE(S): Using everyday household items, make a tool to help in a garden.

132–133, 194–195, 218–219, 220–221, 228–229, 256–257, 290–291, 300, 356–357, 396, 410–411, 420–421

2.5.2 Recognize and describe ways that some materials, such as paper, cans, and plastic jugs, can be used over again.

150–151, 156–157, 162–163

2.5.3 Describe changes that have occurred in society as a result of new technologies.

398–401, 402–403, 404–405, 406–407, 408–409

GRADE 3 SCIENCE

10



Page Reference

3.1.1 Generate a question that can be answered by science and develop a hypothesis based on observations.

140–143, 268–271, 412–415, 508–511

3.1.2 Answer questions by safely collecting and analyzing data. 26–27, 90–91, 128–129, 140–143, 172, 184–185, 210–211, 268–271, 378–379, 388, 412–415, 466–467, 508–511

3.1.3 Demonstrate the ability to work cooperatively while

respecting the ideas of others and communicating one’s own conclusions about findings.

100, 140–143, 268–271, 334, 356, 412–415, 508–511


3.2.1 Demonstrate that living things can be sorted into groups in many ways using various features. EXAMPLE(S): Group plants and animals of Guam according to various features, such as how they look, where they live, and how they act.

4, 14–17, 38–43, 50–51, 74–75, 102–105

3.2.2 Observe that and describe how offspring are very much, but not exactly, like their parents and like one another.

20–21, 44–47

3.2.3 Describe that almost all kinds of animals’ food can be traced back to plants.

106–109

3.2.4 Give examples of some kinds of organisms that have completely disappeared and explain how these organisms were similar to some organisms living today. EXAMPLE(S): Describe how some of our local birds were endangered when the brown tree snake was accidentally introduced onto Guam.

22–25, 54–57

GRADE 3 SCIENCE

11


3.3.1

Use size, capacity, and mass to describe objects. • Matter: anything that has mass and takes up space • Mass: a measure of how much matter is in an object

278–283, 284–289, 290–291, 292–293

3.3.2 Illustrate how objects change during an investigation. 300, 302–305, 310–313, 378–379 3.3.3 Investigate and describe how moving air and water can be used

to run machines, like windmills and waterwheels. 352, 394–395, 490–495

3.3.4 Describe how magnets and static electricity can affect the movement of objects.

336–337, 374–375

3.3.5 Describe the characteristics of different kinds of energy. 358–361, 362–365, 366–369, 370–373, 374–377, 396–401

GRADE 3 SCIENCE

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Page Reference

3.4.1 Give examples of how change is a repeated process occurring on Earth.

220, 226–229, 230–233, 234–235

3.4.2 Identify some ways that human activities affect weather. 178–179

3.4.3 Describe ways that human beings protect themselves from adverse weather conditions. EXAMPLE(S): How do people on Guam prepare for a typhoon?

176–179, 182–183

3.4.4 Use pictures and words to describe natural phenomena. 158–159, 172, 174–179, 180–183, 190–191, 226–229, 230–233

3.4.5 Observe and illustrate the different features of our island.

EXAMPLE(S): a model of our island’s topography showing the high and low points

Related content: 224–225

3.4.6

Observe and describe the Moon phases. EXAMPLE(S): Use models to demonstrate the movement of the Moon around the Earth and the Earth around the Sun.

432–435

3.4.7 Observe and describe the motion of the Sun and Moon over a time span of 1 day.

420, 422–427

3.4.8 Describe the Earth’s relationship to the Moon, stars, and other

planets. EXAMPLE(S): Build a model of the solar system.

432–435, 436–439, 448, 458–465, 468–469


3.5.1

Describe some ways in which technological developments in fields such as transportation or communication have influenced society. EXAMPLE(S): Discuss how inventions, such as cars, computers,

478–483, 484–489, 490–497, 498–499, 500–501

GRADE 3 SCIENCE

13

and electric motors, have affected the way we live.

3.5.2 Describe how discarded products contribute to the problem of waste disposal and how recycling can help solve this problem.

252–253, 254–257, 260–261, 264

3.5.3

Recognize that the decision to use a particular technology depends on the expected benefits, anticipated risks, and cultural values. EXAMPLE(S): Compare and contrast the proa (outrigger canoe) to the fishing boats of today.

160–161, 480–483, 484–489, 490–497

GRADE 4 SCIENCE

14



Page Reference

4.1.1 Observe that results of repeated scientific investigations are

seldom exactly the same. When differences occur, propose an explanation for them using recorded information from the investigations.

450–451, 474–475, 484–487, 572–575

4.1.2 Form and support a hypothesis after collecting information by gathering specimens or observing an experiment.

172–175, 308–311, 484–487, 572–575

4.1.3 Differentiate between evidence gathered through observations

and inferences, and use the evidence to develop a line of reasoning.

44, 66–67, 260, 348, 372, 394–395, 538–539, 560–561


4.2.1 Observe and describe how a source of energy is needed for all organisms to stay alive and grow.

44, 48–49, 68–69, 84–89, 90–95, 96–97

4.2.2 Investigate, observe, and describe how insects and various other organisms depend on dead plant and animal material for food.

86–87, 94–95, 96–97

4.2.3 Observe and describe how organisms depend on each other to

survive, such as providing food for one another or assisting with seed dispersal.

56–57, 60–61, 110–113, 114–117

4.2.4 Observe and describe how a source of energy is needed for all organisms to stay alive and grow.

44, 48–49, 68–69, 84–89, 90–95, 96–97

4.2.5 Observe and explain why most plants produce more seeds than the number that actually grow into new plants.

16–17

4.2.6

Explain how in all environments, organisms are growing, dying, and decaying, and new organisms are being produced by the old ones. EXAMPLE(S): Draw and explain the life cycles of plants, animals, and human beings.

20–21, 24–25, 58–59, 62–65, 66–67, 84–89, 90–95, 96–97, 118–123

GRADE 4 SCIENCE

15


4.3.1 Demonstrate that the mass of a whole object is always the same

as the sum of the masses of its parts. • Mass: a measure of how much matter is in an object

322–323

4.3.2 Investigate, observe, and explain that heat is produced when

one object rubs against another, such as one’s hands rubbing together.

348, 444–445

4.3.3 Describe motion in reference to space and time.

EXAMPLE(S): Measure and graph motions of objects (e.g., ball, toy car) with reference to time.

436, 438–441, 452–453, 484–487

4.3.4 Investigate, observe, and explain that things that give off light

often also give off heat. • Heat: a form of energy characterized by random motion at the molecular level.

358–359, 368, 378–379, 416–417

4.3.5 Observe and describe the things that give off heat, such as people, animals, and the Sun.

350–353, 366–367

GRADE 4 SCIENCE

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Page Reference

4.3.6

Explain that energy in fossil fuels comes from plants that grew long ago. • Fossil fuel: a fuel, such as natural gas or coal, that was

formed a long time ago from decayed plants and animals`

294–295, 298–299

4.3.7

Describe how using one form of energy produces another form of energy. EXAMPLE(S): gasoline fuels motors to produce motion, heat boils water to produce steam, solar light is captured to produce electricity

350–353, 386–389, 390–393, 394–395, 448–449, 460, 474–475


4.4.1 Describe how the location of a place affects its weather and

atmospheric conditions. EXAMPLE(S): How does Guam’s location affect its weather and atmospheric conditions?

186–187, 218–219, 226–227

4.4.2

Describe how an environment can be changed by typhoons, earthquakes, volcanoes, waves, currents, and floods. EXAMPLE(S): Illustrate how Guam’s environment has been shaped and changed by earthquakes, volcanoes, typhoons, waves, currents, and floods.

214–221, 222–225, 270–273, 274–275

4.4.3 Describe how islands and reefs are formed and what forces could change them.

260, 262–263

4.4.4 Investigate and explain that air is a substance that surrounds

us that takes up space and whose movements we feel as wind.

188–189, 190–193

GRADE 4 SCIENCE

17

4.4.5 Predict how changes on the Earth’s surface will affect local and world ecosystems.

262–265, 266–269, 270–273

4.4.6 List and define geological concepts in the formation of rocks.

EXAMPLE(S): igneous, conglomerates, sedimentary 242–245, 246–249

4.4.7 Describe, compare, and contrast objects in the universe.

EXAMPLE(S): solar systems, galaxies, stars 492, 500–505, 506–507, 516, 518–521, 522–527, 528–533, 534–537, 538–539, 540–541, 544

4.4.8 Describe the seasonal changes that occur as a result of the

Earth’s orbit around the Sun. EXAMPLE(S): Compare and contrast Guam’s two seasons: wet and dry.

494–499, 508–509


4.5.1 Describe how the use of technology has changed the way people live on Guam and around the world.

180, 292–297, 304, 548, 550–555, 556–559, 560–561, 566–567, 568

4.5.2 Explain why some products and materials are easier to recycle than others.

290–291, 296–297

GRADE 5 SCIENCE

18



Page Reference

5.1.1 Using evidence gathered from investigations, make and defend conclusions.

188–191, 332–335, 500–503, 604–607

5.1.2

Identify variables in scientific investigations and recognize the importance of controlling variables in scientific explorations. EXAMPLE(S): Describe how altering the conditions of an investigation can result in faulty comparisons of results.

188–191, 290–291, 332–335, 500–503, 604–607

5.1.3 Use models to represent and study objects, events, or processes in the real world.

50–51, 216–217, 260, 290–291, 300, 530–531, 562–563, 592–593

5.1.4 Explain how scientific work is varied and engages men, women, and children of all ages and backgrounds.

These are some of the many examples. 32, 88, 120, 224, 256, 296, 328, 368, 440, 472, 496, 536, 568, 598


5.2.1 Explain that for offspring to resemble their parents, there

must be a reliable way to transfer information from one generation to the next.

102–109, 170–171

5.2.2 Describe how some living things consist of a single cell that

needs food, water, air, a way to dispose of waste, and an environment in which to live.

26–27, 36, 38–41

5.2.3 Explain that although some organisms are made of a

collection of similar cells, some organisms’ cells, such as human nerve and muscle cells, vary greatly in appearance and perform very different roles in the organisms.

40–41, 42–45, 62–65, 72–73, 94–97

5.2.4

Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all and how changes in those environments can sometimes be beneficial or harmful.

110–113, 114–115, 116–117, 126–129, 130–135, 136–139, 154–155, 156–157, 160, 164, 166–169, 174–177, 178–179, 184, 188–191

GRADE 5 SCIENCE

19

5.2.5 Explain that most microorganisms do not cause disease and how many serve beneficial purposes.

142–143, 175

5.2.6 Explain that living things, such as plants and animals, differ

in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.

22–25, 32, 98–101, 120, 140–143, 166–169, 172–173, 174–177

5.2.7 Explain that living things, such as plants and animals, differ

in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.

22–25, 32, 98–101, 120, 140–143, 166–169, 172–173, 174–177

5.2.8 Explain that, like other animals, human beings have body systems.

46–49, 50–51, 60, 62–69, 70–73, 74–79, 80–81, 86–87

SCIENCE GRADE 5

GRADE 5

20



5.3.1 Investigate that when liquid water disappears, it has turned into a gas that is mixed into the air and can reappear as a liquid if cooled or as a solid if cooled below its freezing point.

354–357

5.3.2

Explain how changes in speed or direction of motion of an object are caused by forces; also, understand that the greater the force, the greater the change in motion, and the more massive an object, the less effect a

given force will have on it.

406–409, 410–417, 418–425, 426–431, 432–433, 438–439, 440

5.3.3 Demonstrate the use of energy to get work done. 418–425, 426–431 5.3.4 Compare and contrast renewable and non–renewable sources of

energy. 302–305, 306–313

SCIENCE

GRADE 5

GRADE 5

21


5.3.5 Explain that energy can be transformed. EXAMPLE(S): mechanical, chemical, electrical, nuclear

444, 446–453

5.3.6 Explain that objects move at different rates, with some

moving very slowly and some moving too quickly to be observed.

404, 406–409, 432–433, 438–439, 468–469

5.3.7 Investigate and explain that when warm objects are put with

cool objects, the warm objects lose heat and the cool objects gain heat until they are all at the same temperature.

462–465

5.3.8 Investigate materials as heat conductors.

• Conductor: a material capable of transmitting energy, such as heat or electricity

464–465


5.4.1

Using existing theories, explain how the Earth has been shaped and changed over time. EXAMPLE(S): Construct a model of an island from sand and describe how the model can be changed, reshaped, or destroyed by moving wind, water, or other forces.

260, 266–267, 269, 272–273, 276, 279, 290–291

5.4.2 Explain the relationship between oceans, weather, and climate and how changes in these affect the Earth.

208–211, 222–223, 228, 230–233, 234–237, 238–241, 242–245, 246–249

5.4.3 Demonstrate and explain the use of stratification of rocks as a record of change.

288–289

5.4.4 Observe and describe that stars come in different sizes, brightness, and colors.

518–523, 526–529

5.4.5 Build a model of the solar system showing the eight planets

and their relative position and size in relation to the Sun.

548–549

5.4.6 Demonstrate that Earth’s gravity pulls any object toward it without touching it.

560–561

SCIENCE

GRADE 5

GRADE 5

22


5.5.1 Give examples of how technology extends the ability of

people to make positive and/or negative changes in the world.

304–305, 306–313, 320–321, 322–323, 572, 574–579, 580–583, 584–587, 588–591, 592–593, 598–599591, 592–593

5.5.2 Describe how a solution to one problem may create other

problems. EXAMPLE(S): Use of commercial fertilizers can harm water lenses on islands.

302, 582–583

guam department of education science content standards

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