maryland science voluntary state curriculumassets.pearsonschool.com/correlations/os60.pdf156–157,...

A Correlation of

© 2006

to the

Maryland Science Voluntary State Curriculum

Grades K-6

O/S-60

Introduction This document demonstrates how Scott Foresman Science meets the Maryland Science Voluntary State Curriculum. Correlation 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 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 __________________________________________________________15 Grade Two __________________________________________________________30 Grade Three _________________________________________________________44 Grade Four __________________________________________________________61 Grade Five __________________________________________________________83 Grade Six __________________________________________________________103

Scott Foresman Science To the


Kindergarten Standard 1.0 Skills and Processes Skills and Processes : Students will demonstrate the thinking and acting inherent in the practice of science. Topic A. Scientific Inquiry Indicator 1. Seek information through observation, exploration, and descriptive investigations. Objectives

a. Use their senses to observe and gather information from developmentally appropriate and scientifically accurate resources and investigations. 30–31, 68–69, 128–129, 138–139 b. Communicate scientific information collected from resources and investigations in various ways, such as orally, drawing, graphing, and/or writing. 24–25, 44–45, 70–71, 92–93, 242–243 c. Use scientific information collected to assist in making further discoveries. 25, 45, 72–73, 121, 129

Indicator 2. Ask relevant questions when engaged in scientific investigations. Objectives

a. Use their senses to observe and explore materials and natural phenomena. 24–25, 40–41, 72–73, 104–105, 138–139, 151, 154–155, 191, 203, 250–251

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten

b. Ask questions about scientific investigations that can be answered through observations and further investigations. 25, 155, 172–173, 194–195

Indicator 3. Use observations to make predictions about what may occur. Objective

a. Use information collected from observations and scientific investigations to make a prediction. 7, 24–25, 73, 84–85, 154–155, 162–163, 172–173, 194–195, 223

Indicator 5. Follow safety rules when participating in investigations or explorations. Objective

a. Identify, describe and use safe procedures for conducting investigations or explorations: Wearing eye protection, plastic gloves, and smocks

• Using science equipment and materials appropriately • Following oral directions • Using senses in appropriate and safe ways

16, 24–25, 44, 64, 154, 159, 172, 216 Indicator 6. Use numbers and units when counting or measuring objects and recording data. Objectives

a. Use the appropriate number when counting objects. 5b, 7, 25b, 47a, 66–67, 122–123, 143, 195a, 246–247 b. Use the appropriate non-standard or standard unit when measuring an

object's weight, length, and height. See Grade 1, pp. 289, 316, 368 c. Use the appropriate number and standard or non-standard unit when

recording data. 25b, 67, 99b, 101b, 196–197, 209b

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Indicator 7. Use simple tools/ equipment to extend the senses and gather data. Objectives

a. Use simple tools, such as gears, pulleys, thermometers, hand lenses, simple microscopes, rulers, timers, funnels, and balances to collect data. 78E, 82–83, 120–121, 128–129, 172–173, 223, 252–253 b. Record 25, 30, 44–45, 67, 73, 117, 120–121, 121d, 128–129, 130, 143, 223, 225, 253

Indicator 8. Compare data using observations, charts, or graphs. Objectives

a. Identify and describe likenesses and differences in data collected through observations and investigations.

25, 98–99, 128–129, 151, 152–153, 173a, 203, 244–245

b. Identify and describe likenesses and differences in data displayed on charts or picture graphs.

25, 65, 98–99, 120–121, 147, 149, 151, 173a, 177, 211 Indicator 9. Communicate findings from observations and investigations. Objective

a. Use oral language, drawings or writing to describe observations and results of investigations.

24–25, 44–45, 65c, 78E, 120–121

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Topic B. Critical Thinking Indicator 1. Describe the similarities and differences among objects and materials. Objectives

a. Use their senses to investigate objects and materials. 24–25, 44–45, 82–83, 144

b. Use observations and investigations to describe likenesses and differences among objects and materials.

6–7, 10–11, 28–29, 32–33, 57, 58–59, 60–61, 62–63, 82–83, 86–87, 214–215

c. Use observations and investigations to compare objects or materials orally, in drawings, and/or in writing.

8–9, 12–13, 14–15, 30–31, 45c, 55, 121d, 155b, 155d, 212–213, 224–225 Indicator 2. Classify objects according to properties. Objectives

a. Identify and describe the attributes and functions of objects. 25d, 45d, 52–53, 54–55, 56–57, 238–239

b. Classify objects based on their attributes and functions. 20–21, 25c, 34–35, 40–41, 50–51, 100E, 134–135, 140–141, 155a, 160–161, 173c, 178–179, 227b

c. Describe orally, in drawings, and/or in writing how objects were classified. 20–21, 25c, 26E, 36–37, 64–65, 100E, 139, 195d, 236–237

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Indicator 3. Identify patterns found in the natural environment. Objective

a. Use oral language, drawings, or writing to identify and describe repeated sequences found in nature, such as designs (beehive), sounds (heartbeat), and events (day/night).

100E, 100–101, 101b, 108–109, 110–111, 112–113, 114–115, 116–117, 196–197, 220–221, 222–223 Topic C. Applications of Science Indicator 2. Use scientific knowledge to solve everyday, science-related problems. Objective

a. Use prior knowledge and investigations to solve a given problem, such as determining needs for a classroom pet.

128–129, 156E, 208E, 226E Topic D. Technology Indicator 1. Identify models of real objects and compare the models to the real objects. Objectives

a. Identify and describe models of real objects, such as toy trucks, toy kitchen appliances, dolls, and stuffed animals.

See Grade 1, pp. 148, 328–329

b. Use common classroom materials and equipment to construct models of real objects, such as paper flowers, clay animals, or a block bridge.

98–99, 99c, 225c, 241

c. Describe how models of objects are similar to and different from the real object.

99c

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Indicator 2. Demonstrate how tools are used to observe and measure when collecting information. Objectives

a. Make observations using magnifying instruments, such as hand lenses, binoculars, simple microscopes, other magnifiers and stethoscopes.

82–83

b. Make measurements using non-standard tools, such as paper clips, their fingers, their feet, and blocks.

146, 194–195

c. Make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales and balances.

120–121, 128–129

d. Describe how tools are used to collect information. 99a, 120–121, 128–129 Indicator 3. Construct objects with simple tools using a variety of materials and describe the functions of those objects. Objectives

a. Construct objects using common classroom materials, such as paper tubes, boxes, Styrofoam packing material, wood, and yarn, and simple tools, such as scissors, paper fasteners, hammers, staplers, and hole punchers.

97, 195a, 225c, 230–231, 245a

b. Use oral language, drawing or writing to describe objects they have constructed.

208E, 225c, 245c

c. Use oral language, drawings, and/or writing to explain the use of objects they have made.

97, 225d, 231

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Indicator 5. Recognize that inventions allow new ways to solve problems and get work done. Objectives

a. Examine related existing products, such as buttons, zippers, and Velcro to identify the materials used to make the products.

170–171, 241

b. Identify the function of and problem solved by the products examined. 226E, 228–229, 230–231, 232–233, 236–237, 240–241, 245d Topic E. History of Science Indicator 1. Describe how everyone can do science and invent things. Objectives

a. Investigate and explore science concepts. 24–25, 44–45, 70–71, 78E, 124–125, 126–127, 128–129, 152–153, 156E, 166, 170– 171, 173d, 194–195, 198–199, 223, 227a–227b, 234–235

b. Describe the role that the student takes during investigations and explorations.

30–31, 121b, 128–129, 166–167, 183, 185, 187, 189, 193, 220

Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Topic A. Materials and Processes That Shape A Planet Indicator 1. Describe and classify Earth materials based on their physical properties.

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Objectives

a. Observe and describe soils, rocks, and water using their senses of sight and touch and magnifying instruments.

82–83

b. Identify similarities and differences in the Earth materials they observed. 82–83, 86–87

c. Classify types of soil and various rocks using the physical properties of texture, size, and color.

82–83, 99a Topic D. Astronomy Indicator 4. Identify and describe celestial objects that appear in the day sky and in the night sky. Objectives

a. Compare when the sun, moon, and stars are visible in the sky. 158, 208–209, 209a–209b, 210–211, 212–213, 214–215, 216–217, 218–219, 220– 221, 222–223, 224–225, 254–255

b. Recognize that the sun provides daylight and heat. (Students should not look directly at the sun during observations.)

156–157, 157a, 158–159, 160–161, 164–165, 168–169, 202–203 Topic E. Interactions of Hydrosphere and Atmosphere Indicator 3. Describe the weather using observations and age-appropriate tools. Objectives

a. Describe the weather using their senses and record weather data. 105–105, 121c

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b. Describe qualitative changes in temperature using Celsius thermometers. 120–121 Indicator 4. Describe weather changes for each season. Objective

a. Use observations and qualitative weather data to compare seasonal changes in weather.

100–101, 101b, 102–103, 108–109, 110–111, 112–113, 114–115, 116–117

Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Topic A. Cellular Indicator 1. Identify and describe living and non-living things Objectives

a. Observe and describe living things, such as plants, insects, and animals and once-living things, such as fallen leaves, sticks, and animal hide.

8–9, 10–11, 14–15, 25c, 25d

b. Identify and describe non-living things, such as rocks, water, and soil. 4E, 8–9, 10–11, 12–13, 25c, 25d

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Topic B. Genetics Indicator 1. Identify and describe a variety of animals and their offspring. Objectives

a. Observe and describe the similarities and differences among a variety of animals and their offspring.

34–35, 38–39

b. Describe how offspring are like their parents. 28–29, 34–35, 38–39, 45a, 45b, 45c

Topic D. Biochemistry Indicator 1. Observe and describe characteristics, basic needs, and life cycles of living things. Objectives

a. Use characteristics to classify things as living or non-living. 6–7, 8–9, 10–11, 12–13, 14–15, 24–25

b. Identify the basic needs of living things. • Food • Water • Air 4E, 4, 5a–5b, 6–7, 16–17, 18–19, 20–21, 22–23, 25, 25a, 25b, 25c, 42, 45a, 65c, 72–73, 94–95

c. Observe and describe how living things change from offspring to adult (life

cycles). • Size • Appearance 5, 26E, 26–27, 27a–27b, 28–29, 30–31, 34–35, 38–39, 40–41, 42–43, 44–45, 45a, 45b, 65d, 70–71, 74–75

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Topic A. Properties of Matter Indicator 1. Identify, describe, and compare properties of objects. Objectives

a. Use their senses to identify numerous physical properties of objects including size, shape, color, texture, and weight.

134–135, 135a–135b, 138–139, 146–147, 148–149, 150–151, 155c

b. Use their senses to describe the physical properties of objects. 134E, 136–137, 142–143, 144–145, 154–155, 155a, 155c

c. Identify the similarities and differences of objects based on their physical

properties. 138–139, 146–147, 148–149, 152–153, 155a, 155b, 155d

Standard 5.0 Physics

Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Topic A. Mechanics Indicator 1. Identify and describe the different ways objects move. Objectives

a. Identify the similarities and differences in the way objects move. • Straight • Round and round • Back and forth

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• Zig zag 174, 175a–175b, 176–177, 178–179, 184–185, 186–187, 188–189, 195c

b. Identify ways to make objects move. • Push • Pull

174E, 175, 175a, 182–183, 186, 192–193, 226–227 Topic B. Thermodynamics Indicator 1. Describe the way the sun warms the land, air, and water using observations and age appropriate tools. Objective

a. Recognize and describe, using senses and thermometers, temperature changes of the land, air, and water before and after the sun warms them.

112–113, 202–203 Topic D. Wave Interactions Indicator 2. Recognize and describe that objects vibrate and make sounds. Objective

a. Observe and describe the vibration of objects that make sounds, such as drums, rubber bands on a shoebox guitar, and tuning fork.

174E, 190–191

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Kindergarten Indicator 3. Identify and describe the materials that light passes through and materials that block light. Objective

a. Identify and describe the physical properties of materials that light passes through and materials that block light.

166–167, 172–173, 173b

Standard 6.0 Environmental Science Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Topic B. Interdependence of Organisms Indicator 1. Observe and recognize that animals depend on plants for food and shelter. Objectives

a. Recognize the way animals, such as squirrels, beavers, and deer use plants for food.

5a–5b, 20–21

b. Recognize the ways animals, such as squirrels, beavers, and deer use plants for shelter.

22–23, 47a–47b, 62–63

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Indicator 2. Observe and recognize that humans depend on plants for food, shelter, and clothing. Objectives

a. Recognize that humans use plants, such as wheat, corn, tomatoes, etc. for food.

20–21, 90–91

b. Recognize that humans use plants such as trees, for shelter. 22–23, 90–91

c. Recognize that humans use plants, such as cotton for clothing. 60

Topic D. Environmental Issues Indicator 1. Recognize that learning about the environment is an important human activity. Objectives

a. Describe and compare the kinds of living and nonliving things that are found indoors with those found outdoors.

228–229

b. Recognize and describe that individual and group actions, such as recycling help the environment, and other actions, such as littering have consequences that harm the environment.

84–85, 89, 96–97


Maryland Science Voluntary Core Curriculum

Grade One

Standard 1.0 Skills and Processes Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science. Topic A. Scientific Inquiry Indicator 1. Seek information from readings, investigation, and/or oral communication. Objectives

a. Gather information from scientifically accurate resources and investigations to answer questions or solve a problem. All Directed Inquiry, Guided Inquiry, and Full Inquiry Activities provide opportunities for students to meet this objective. Here are a few of the many examples. 18, 84, 148, 194, 212, 266, 308, 340, 372 b. Use print and non-print resources that relate to the question or problem. Most How to Read Science features provide opportunities for students to meet this objective. Here are a few of the many examples. 5, 29, 85, 245, 277, 317 c. Record information using graphic organizers. All Introduce the Vocabulary part of Building Background features provide opportunities for students to meet this objective. Here are a few of the many examples. 3, 83, 115, 243, 275, 315

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Indicator 2. Make predictions about what may occur. Objectives

a. Use information collected from observations and investigations to make a prediction. All Directed Inquiry, Guided Inquiry, and Full Inquiry Activities, How to Read Science, Scaffolded Questions, and Checkpoints provide opportunities for students to meet this objective. Here are a few of the many examples. 71, 181, 191, 331 b. Ask questions that can be answered through an investigation. All Activities require students to ask questions. Here are a few of the many examples. 41, 180, 244, 298–299

Indicator 4. Recognize simple procedures in an investigation. Objective

a. Identify procedures in an investigation: • Multiple trials are completed • Appropriate materials and equipment are selected • Clear, logical directions are included

Found in many Guided Inquiry and some Directed Inquiry activities, for example, pp. 40–41, 74–75, 106–107. Indicator 5. Identify and demonstrate safe procedures when conducting an investigation. Objectives

a. Follow oral and written procedures. There are many opportunities for students to meet this objective, including the Planning Page D at beginning of each chapter, Directed Inquiry, Guided Inquiry, and Full Inquiry. Here are a few of the many examples. 18, 49D, 140, 298, 362 b. Identify situations when wearing safety goggles, plastic gloves, and aprons is appropriate. 148, 244, 266, 362 c. Demonstrate safe and appropriate use of science equipment and materials. xxx, xxxii

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One

d. Use senses in appropriate and safe ways. 212, 216–217, 225

Indicator 6. Collect and record data from investigations. Objectives

a. Collect data using simple tools, such as gears, pulleys, thermometers, hand lenses, simple microscopes, rulers, timers, funnels, and balances. 18–19, 52, 84, 140–141, 168–169, 194–195, 204–205, 233, 276, 308–309, 372 b. Record and describe data in charts, tables, graphs, and picture graphs. Found throughout text in activities such as Directed Inquiry, Guided Inquiry, Full Inquiry, and in Introduction to Vocabulary, How to Read Science, and Math in Science sections, for example, pp. 53, 130–131, 140–141, 168–169, 170–171, 266–267, 300–301 c. Use metric units with numbers when making and recording observations.

194–195, 197, 233 Indicator 8. Compare data using observation, charts or graphs. Objectives

a. Identify and describe likenesses and differences in data collected through observations and investigations. Found throughout text in many How to Read Science and Checkpoint sections, for example, pp. 5, 13, 17, 168–169. b. charts or picture graphs. 170–171, 196–197 c. Recognize that conclusions can be made from data. Found in various sections, including How to Read Science, Checkpoint, Scaffolded Questions, and Test Prep Questions, for example, pp. 117, 123, 151, 277, 303.

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Indicator 9. Communicate findings from observations and investigations. Objective

a. Use oral language, drawings or writing to describe observations and results of investigations:

• The question investigated • The prediction made • The findings of the investigation

Found throughout text in activities such as Directed Inquiry, Guided Inquiry, Full Inquiry, and Quick Activities, for example, pp. 18–19, 140–141, 158, 212, 298– 299

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Topic B. Critical Thinking Indicator 1. Describe the similarities and differences among objects and materials. Objectives

a. Recognize similarities and differences among objects and materials. 168–169, 213, 262–263, 264–265, 286–287, 298–299 b. Use observations and investigations to compare objects. 213, 216, 234–235, 238–239, 268–269, 326–327

Indicator 2. Classify objects according to properties. Objectives

a. Identify and describe the attributes and functions of objects. 76–77, 152–153, 232–233 b. Classify objects based on their attributes and functions. 7, 76–77, 232–233 c. Describe how objects were classified. 1E, 14–15, 16–17, 20–21, 364–365

Indicator 3. Identify patterns found in the natural environment. Objectives

a. Recognize repeated elements in a sequence. 90–91, 92–93, 98–99, 100–101, 102–103 (Related material on pp. 346–347, 354–355)

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b. Use oral language, drawings, or writing to describe repeated sequences found in nature, such as designs (veins on a leaf or patterns on a butterfly wing), sounds (heartbeats), and events (seasonal weather changes). 186–187, 189, 192–193

Topic C. Applications of Science Indicator 1. Apply scientific concepts to make decisions about an identified, relevant science issue. Objectives

a. Use what they know and have learned to recognize a science-related issue. 160–161, 162–163, 174–175 b. Collect additional information using print and non-print resources and investigations. Found in many Take–Home Activities from Math in Science, Career, and Biography sections, for example, p. 136, 200, 269, 368. c. Identify advantages and disadvantages of a possible decision. 160–161

Indicator 2. Use scientific knowledge to solve science problems. Objectives

a. Identify a problem. 254–255 b. Use prior knowledge and investigations to solve a problem. 245, 254–255

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Topic D. Technology Indicator 1. Identify that models of real objects can be used to learn something about those objects. Objectives

a. Identify that models can represent actual objects. 148, 328–329 b. Construct models using classroom materials and equipment. 148, 328–329, 362–363 c. Explain how models are similar to and different from real objects.

130–131, 362–363 Indicator 2. Recognize ways tools are used to collect scientific information. Objectives

a. Make observations using magnifying instruments, such as hand lenses, binoculars, other magnifiers and stethoscopes. 18–19, 84, 168–169, 324–325 b. Make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales, and balances. 289, 316, 368 c. Describe how tools are used to collect information. 52, 276, 282–283

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Indicator 3. Construct objects with simple tools using a variety of materials and describe the functions of those objects. Objectives

a. Use common classroom materials to construct objects. 266–267, 337E, 340, 362–363, 372–373 b. Describe objects constructed using oral language, drawing, or writing. 340, 368 c. Explain the use of objects constructed using oral language, drawing, and writing. 260–261, 308–309, 340, 372–373

Indicator 5. Recognize that inventions allow new ways to do work and solve problems. Objectives

a. Identify that inventions such as Velcro and scissors have made work easier or solved problems. 337E, 348–349, 350–351, 352–353, 356–357, 358–359 b. Recognize that technologies, such as computers, calculators, television, CD-ROM, and DVD, have influenced daily life. 338–339, 342–343, 344–345, 346–347, 354–355, 360–361

Topic E. History of Science Indicator 1. Recognize and describe that everyone can do science and invent things. Objectives

a. Investigate and explore science concepts. 240, 249, 272, 304, 320 b. Identify student roles during science investigations. Found in many Career sections, for example, pp. 4, 24, 136, 176, 200, 285, 297.

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Topic C. Plate Tectonics Indicator 1. Identify and describe natural features found on Earth. Objectives

a. Describe the similarities and differences among mountains, hills, streams, rivers, and oceans. 145E, 148, 149, 150–151, 152–153 b. Identify and describe the natural features in their immediate environment. 153, 154–155 c. Recognize and describe changes in the land and water of their immediate environment. 158–159

Topic E. Interactions of Hydrosphere and Atmosphere Indicator 3. Identify and describe weather conditions for each season. Objectives

a. Compare temperatures and type and amount of precipitation across the seasons. 177, 184–185, 186–187, 188–189, 194–195 b. Identify weather conditions for the different seasons. 177, 178–179, 182–183, 184–185, 190–191, 192–193

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Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Topic A. Cellular Indicator 1. Recognize and explain that the similarities and differences of external structures can be used to classify living things. Objectives

a. Recognize external structures that can be used to classify familiar organisms.

• Body covering, such as hair, scales, and fur • Appendages, such as arms, legs, antennae, and tails • Number of legs, such as 0, 2, 4, 6, and 8 • Leaf shape, such as oval, rounded, and lobed

40–41, 52, 54–55, 56–57, 60–61, 62–63, 70–71, 74–75, 76–77, 120–121 b. Classify familiar and unfamiliar organisms according to external structures.

• Familiar, such as humans, rockfish, bees, wolf spiders, and roses • Unfamiliar, such as orangutan, penguin, blowfish, cicada, horseshoe crab, and Venus fly trap

8–9, 56–57

Indicator 2. Recognize and explain how the function of various external structures enables plants and animals to survive. Objectives

a. Identify and describe the physical structures of seeds that help them to be dispersed. 105. See also Grade 2, pp. 10–11. b. Identify and describe structures necessary for survival, such as eyes, nose/antennae, ears, skin/hair/scales/feathers, legs/fins/wings/tail, arms, and mouth/beak/teeth/proboscis. 46–47, 49, 50–51, 54–55, 56–57, 58–59, 60–61, 64–65

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c. Explain how identified structures function in survival, such as ways to locate others of the same species, to obtain food, to avoid predators and other dangers, to move from place to place, to communicate, etc. 18–19, 34–35, 36–37, 38–39, 46–47, 49E, 52, 58–59, 60–61, 62–63, 64–65, 66–67, 68–69, 72–73, 140–141

Topic B. Genetics Indicator 1. Identify the similarities and differences among offspring and their parents. Objectives

a. Compare the features of an offspring to those of its parents. 88–89, 90–91, 92–93, 94–95, 98–99, 100–101, 102–103, 104–105 b. Compare the features of multiple offspring from the same parents. 96–97. See also Grade 2, pp. 112–113. c. Observe and describe how living things change as offspring develop into adults. • Plants • Animals 18–19, 81E, 81, 82–83, 84, 85, 86–87, 88–89, 90–91, 92–93, 96–97, 98–99, 100–101, 102–103, 106–107

Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Topic A. Properties of Matter Indicator 1. Describe and classify materials or objects based on physical properties.

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Objectives

a. Identify and describe texture, size, color, and shape of various materials using their senses except for taste. 212, 216 b. Describe the size and weight of objects using numbers and standard units. 238–239 c. Classify materials or objects based on similarities and differences in their physical properties. 232–233

Topic C. Classification and Structure of Matter Indicator 1. Identify and classify materials as solids and liquids. Objectives

a. Recognize that solids have a definite shape. 218–219 b. Recognize that liquids flow and take the shape of their containers. 220–221 c. Classify materials as being either solids or liquids. 209E, 209 d. Recognize and describe that water on Earth can be a solid or a liquid. 226–227 (Related science content on pp. 222–223, 228–229)

Indicator 3. Recognize and describe the properties of a mixture. Objectives

a. Describe a mixture as a combination of two or more substances. 224–225 b. Identify the parts of a mixture using physical properties. 224–225

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c. Identify common mixtures, such as salads; trail mix, and Tinker Toys[tm]. 224–225

Standard 5.0 Physics Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Topic A. Mechanics Indicator 3. Identify and describe forces. Objectives

a. Describe that a force is a push or pull that changes the way an object moves. 241, 242–243, 244, 245, 246–247, 248–249, 250–251, 254–255 b. Identify that things near Earth fall to the ground unless something holds them up. 241, 246–247, 310–311

Topic C. Electricity and Magnetism Indicator 2. Recognize and describe the effect of magnets on some objects. Objectives

a. Classify materials that are attracted and not attracted by magnets. 241E, 256–257, 258–259 b. Describe that magnets exert pushes and pulls on other magnets.

241, 256–257 Topic D. Wave Interactions

27

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade One Indicator 2. Recognize and describe that vibrating objects make sounds. Objectives a. Recognize that the vibrations of various materials cause sound. • Rulers • Rubber bands • Strings • Tuning forks 241E, 260–261, 266–267 b. Recognize that sound producing vibrations can be seen and/or felt. See Grade 2, pp. 332, 388, 396–397. c. Identify the vibrating parts of various musical instruments that produce sound. 260–261, 266–267 d. Recognize that vocal chords vibrate to produce sound. See Grade 3, pp. 388, 394. Standard 6.0 Environmental Science Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Topic B. Interdependence of Organisms Indicator 1. Recognize and explain that a habitat provides for the survival needs of animals and plants

28


29

Objectives a. Identify the survival needs of plants. • Light • Air • Water 1, 10–11, 25, 30–31, 32–33, 36–37, 113, 118–119, 120–121, 122–123, 126–127, 128–129 b. Explain how animals depend on plants for food and shelter. 12–13, 25, 114–115, 118–119, 122–123, 124–125, 126–127, 128–129 c. Identify the survival needs of animals. • Air • Water • Food • Shelter 1, 12–13, 30–31, 32–33, 36–37, 113, 122–123, 124–125, 126–127, 128–129, 160–161, 162–163 d. Compare the survival needs of humans with those of other animals. 162–163

Topic D. Environmental Issues Indicator 1. Identify and classify aspects of the environment that are made by humans and those that are not made by humans. Objectives

a. Identify features of the natural environment; such as a mowed lawn or a park, humans make that. 164–165 b. Identify features of the natural environment, such as plants, erosion, bird's nest that are not made by humans. 158–159. See also Grade 2, pp. 86–87.

Scott Foresman Science to the


Grade Two

Standard 1.0 Skills and Processes Skills and Processes : Students will demonstrate the thinking and acting inherent in the practice of science. Topic A. Scientific Inquiry Indicator 1. Seek information from readings, investigations, and/or oral communication. Objectives

a. Identify the topic, question or problem. 22, 34, 46, 52, 66, 74, 78, 262–263, 397 b. Identify print and non-print resources that relate to the topic, question, or

problem. 13, 47, 114, 148, 180, 273, 277, 325 c. Differentiate between resources that are factual and those that are fictional. 96, 215, 307, 382 d. Use scientifically accurate resources to answer questions and make

predictions. 13, 14, 64, 111, 120, 328, 344, 387, 402 e. Use graphic organizers to record information.

Most lessons provide opportunities for students to meet this objective. These are a few of the many examples. 3, 5, 35, 37, 72, 99, 101, 139, 141, 187, 235, 237, 267, 269, 276–277, 336–337, 395, 397

30

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Indicator 2. Recognize predictions can be tested in an investigation. Objectives

a. Make and record observations. 26–27, 49, 54, 58, 77, 81, 100, 118, 133, 140, 160–161, 171, 173, 229, 236, 256–257, 268, 290–291, 346–347, 410–411 b. Identify and pose "how" and "what if" questions that can be answered

through an investigation. 4, 26–27, 90, 161, 229, 236, 256–257, 290–291, 332, 346–347, 357, 411, 421

Indicator 4. Identify simple procedures in an investigation. Objective

a. Identify that an investigation is well-designed using the following criteria: Multiple trials are completed Appropriate materials and equipment are selected Clear, logical directions are included

90–91, 133, 161, 229, 356–357, 420–421 Indicator 5. Identify and demonstrate safe procedures when conducting an investigation. Objectives

a. Follow oral and written procedures. 1D, 68, 189, 191, 193, 289, 410–411

b. Identify situations when wearing safety goggles, plastic gloves, and aprons

is appropriate. 160, 236, 300, 332, 384–385, 410–411

c. Demonstrate safe and appropriate use of science equipment and materials. 194, 289, 356, 393D

d. Use senses in appropriate and safe ways. 290–291, 329E, 335, 344–345

31

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Indicator 6. Collect, record, and accurately display data collected from investigations. Objectives

a. Collect data using scientific equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), and Celsius thermometer (temperature).

172, 194–195, 258–259, 420–421

b. Select the equipment appropriate for the quantity being measured. 194–195, 322–323, 349

c. Select appropriate charts to record data. 103, 116, 197, 221, 412–413

d. Complete tables, charts, and graphs to display data. 57, 161, 177, 194–195, 197, 218, 229, 257, 259, 293, 323, 356–357, 386–387, 412–413, 421

e. Use metric units with numbers when making and recording observations. 194–195, 220–221, 324–325

Indicator 8. Compare data using observations, charts or graphs. Objectives

a. Identify similarities and differences among data. 133, 161, 182, 184

b. Recognize whether data indicates increase, decrease, or lack of change. 122–123, 195, 421

c. Draw conclusions from data.

97E, 100, 123, 133, 161, 178, 421 Indicator 9. Communicate processes and results from hands-on investigations and print and non-print resources. Objective

a. Communicate orally or in writing a description of an investigation that includes: The question investigated The prediction made

32

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two

The findings of the investigation An explanation of the findings

26–27, 132–133, 201E, 228–229, 257, 322–323, 346–347, 410–411 Topic B. Critical Thinking Indicator 1. Describe the similarities and differences among objects, materials, and scientific concepts. Objectives

a. Identify similarities and differences between one object and another. 1E, 6, 18, 24, 36, 38, 112–113, 132–133, 140, 204, 206, 218, 233E, 234, 257, 268, 348, 404–405

b. Recognize key ideas of scientific concepts. 20, 37, 44, 79, 175, 216, 268, 330, 340, 365, 367, 371

c. Identify similarities and differences between two related scientific concepts. 50, 152, 174, 210

Indicator 2. Classify objects and materials according to properties. Objectives

a. Recognize the attributes and functions used to group objects and materials. 12–13, 18–19, 38–39, 58–59, 207

b. Classify objects and materials based on their attributes and functions. 1, 10–11, 33, 40–41, 58–59, 146–147, 242–243, 244–245, 246–247

c. Describe how objects and materials were classified. 12–13, 14–15, 46, 52–53, 54–55

Indicator 3. Identify patterns found in the natural environment.

33

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Objectives

a. Recognize repeated elements in a sequence, such as in designs (scales on a fish), structures (a beehive), sounds (chirping crickets), and events (leaves falling from trees).

17, 105, 106–107, 108–109, 114–115, 124–125, 178–179, 180–181, 182–183, 184–185, 186–187

b. Describe a repeated sequence, orally, in writing, or by drawing. 28–29, 104, 122–123, 124, 170

Indicator 4. Provide supporting evidence when solving a practical problem. Objectives

a. Identify the problem. 83, 270

b. Use information from print and non-print sources to support solutions to the

problem. 162–163, 270, 308, 310, 311

Indicator 5. Modify understandings of scientific ideas based on new information. Objectives

a. Discuss and compare new information collected to prior knowledge. 23, 48, 54, 85, 86, 187, 204, 356–357

b. Discuss how new information verifies or changes prior ideas. 63, 188, 212, 264, 268, 269, 308

34

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Topic C. Applications of Science Indicator 1. Apply scientific concepts to make decisions about an identified, relevant science issue. Objectives

a. Use what they know and have learned to recognize a science-related issue. 154–155

b. Collect additional information through investigations and print and non-print

resources. 156

c. Describe advantages and disadvantages of possible decisions. 399

Indicator 2. Use scientific knowledge to solve science problems. Objectives

a. Identify a problem. 56, 154–155, 264, 296, 323, 396

b. Use science information and investigations to solve a problem. 56–57, 154, 264, 283, 286, 296, 297E, 298, 304, 314, 356–357, 396, 410–411

c. Explain the solution to a problem. 57, 264, 323, 357, 396

35

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Topic D. Technology Indicator 1. Recognize and explain that a model can be used to learn something about an object. Objectives

a. Explain that models can represent actual objects. 132–133, 224, 382

b. Compare and explain how models can be used to learn about what they

represent. 36, 90–91, 218–219, 361E, 364, 384–385

Indicator 2. Recognize and explain ways that tools can be used to collect and communicate scientific information. Objectives

a. Recognize how to make observations using magnifying instruments, such as hand lenses, binoculars, and simple microscopes.

140, 238–239, 392

b. Recognize when to use appropriate tools to make observations. 88, 172, 194–195, 256–257, 268, 390–391

c. Recognize how to make measurements using standard tools, such as

yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales, and balances.

92–93, 125, 172, 194–195, 220–221, 236, 246, 300, 324

d. Recognize when to use appropriate tools to measure length, volume, and weight.

88, 92–93, 146, 172, 220–221, 236, 242–243, 244–245, 258–259, 292–293

e. Collect, analyze, and display data and information using tools, such as calculators and computers.

Related content: 404–405

Indicator 3. Plan and construct objects.

36

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Objectives

a. Recognize the function of simple objects through examination. 329E, 410–411

b. Recognize the purpose and function of simple tools and materials in a plan. 346–347, 416

c. Select the appropriate tools and materials to complete the plan and

construction of a simple object. 346–347, 377, 384–385, 396, 410–411 Indicator 4. Modify a product based on performance. Objectives

a. Test and evaluate the performance of student-designed products. 160–161, 329E, 393E, 420–421

b. Modify a product based on the performance evaluation. 161, 385, 393E

Indicator 5. Recognize that inventions provide new ways to do work and solve problems. Objectives

a. Recognize that inventions such as pencil sharpeners and scissors have made work easier or solved problems.

394, 398–399, 400–401, 402–403, 404–405, 408–409, 416

b. Recognize that technologies, such as computers, calculators, television, CD-

ROM, and DVD, have influenced daily life. 394, 398–399, 400–401, 402–403, 404–405, 406–407, 408–409, 412–413

37

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Topic E. History of Science Indicator 1. Recognize that people have investigated the world around answered scientific questions, invented things, and us. Objectives

a. Identify examples of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology.

32, 200, 224, 264, 328, 352, 416

b. Explain student roles during science investigations. 163, 194–195, 201E, 290–291, 392

Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Topic D. Astronomy Indicator 3. Identify and describe the repeating patterns of celestial events. Objectives

a. Recognize and describe that there are apparent, visible changes in the moon's shape over time.

380–381

b. Recognize that the apparent changes in the moon's shape form a repeating pattern.

380–381

c. Recognize that the seasons occur in a repeating pattern each year. 374–375

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d. Recognize that the day/night cycle is a repeating pattern. 370–371

Indicator 4. Identify and describe the physical properties, locations, and apparent movements of the sun. (Students should not look directly at the sun during observations.) Objectives

a. Describe that light from the sun causes daytime on Earth. 364, 372–373

b. Describe the apparent changes in the sun's position during the day. 372–373

c. Recognize and describe that the number of hours of daylight changes with

the seasons. 374–375

d. Recognize and describe that changes in the amount of heat and light from

the sun cause differences in the temperature on Earth. 16–17, 180–181, 182–183, 184–185, 186–187, 374–375

Indicator 5. Identify and describe the physical properties and locations of stars. Objectives

a. Identify that stars are like the sun, some are smaller and some larger. 368–369 b. Identify that the sun is the Earth's closest star and Earth's source of heat and

light. 366–367, 368–369 c. Recognize and describe that the stars are so far away from Earth that they

appear as points of light. 376–377 d. Recognize and describe that stars appear to form patterns in the night sky. 376–377, 384–385

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Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Topic B. Physical and/or Chemical Changes Indicator 1. Identify and describe processes that can be used to change physical properties of materials. Objective

a. Identify and describe how processes change the texture, size, color, and shape of various materials.

Freezing Exposing to light Wetting Cutting/tearing Bending Heating Burning Rusting Mixing, dissolving Rotting

233E, 233, 240–241, 248–249, 250–251, 252–253, 254–255, 262–263, 265E, 268, 269, 420–421

40

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Standard 5.0 Physics Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Topic B. Thermodynamics Indicator 1. Identify and describe how fuels are used. Objectives

a. Identify materials that can be used as fuels (natural gas, propane gas, oil, kerosene, and wood).

278–279

b. Identify that fuels are used to produce light and heat in homes and schools. 2 78–279, 280–281

Topic C. Electricity and Magnetism Indicator 1. Identify and describe the sources and uses of electricity in daily life. Objectives

a. Identify batteries as a source of electricity. 265E, 288–289

b. Identify electrical outlets as a source of electricity. 288–289

c. Identify the devices that use electricity to produce light, heat, and sound. 265E, 266, 288–289

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Two Topic D. Wave Interactions Indicator 3. Recognize and describe how light interacts with different materials. Objectives

a. Classify materials through which light will pass and those through which light will not pass.

Light will pass through - glass, water, clear plastic wrap Light will not pass through - construction paper, aluminum foil, wood

282–283, 290–291, 356–357

b. Explain that shadows are formed when objects block light. 284–285, 292–293 c. Compare and describe how light affects the temperatures of dark-colored

objects and light-colored objects. 268, 269, 282–283 Standard 6.0 Environmental Science ] Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Topic C. Natural Resources and Human Needs Indicator 1. Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs. Objectives

a. Describe natural resources as something from the natural environment that is used to meet one's needs.

142–143, 144–145 b. Identify water, air, soil, minerals, animals, and plants as basic natural

resources. 62, 70–71, 137, 138–139, 142–143, 144–145, 146–147, 148–149, 150–151

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43

c. Explain that food, fuels, and fibers are produced from basic natural

resources. 144–145, 150–151 d. Identify ways that human's use Earth's natural resources to meet their needs. 150–151 e. Explain that some natural resources are limited and need to be used wisely.

142–143, 156–157 Topic D. Environmental Issues Indicator 1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment. Objectives

a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can have positive effects on the environment.

64, 82–83, 137E, 154–155, 156–157, 158–159, 168

b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can have negative effects on the environment.

82–83, 154–155, 156–157, 158–159

c. Identify and describe that aspects of the environment change on a daily, weekly, monthly, or yearly basis.

152–153, 156, 158–159



Grade Three

Standard 1.0 Skills and Processes Skills and Processes : Students will demonstrate the thinking and acting inherent in the practice of science. Topic A. Scientific Inquiry Indicator 1. Access and process information from readings, investigations, and/or oral communications. Objectives

a. Identify the topic or meaning of the question, decision, or problem being researched.

11, 50, 85, 136, 200, 300 b. Identify print and non-print resources that relate to the topic or meaning of

the question/decision/problem being researched. 8, 29, 85, 154, 168, 181, 283, 481 c. Differentiate between resources that are factual and those that are fictional. 32, 135, 240, 399, 438, 463 d. Use scientifically accurate resources to answer questions, make predictions,

and support ideas. 20–21, 29, 52, 64, 93, 131, 160, 205, 227, 384, 408, 448, 481, 496, 504 e. Develop graphic organizers to record information. Most lessons provide opportunities for students to meet this objective. These are a few of the many examples. 3, 5, 23, 35, 37, 67, 69, 125, 147, 149, 195, 197, 219, 2243, 245, 275, 277, 299, 323, 325, 463, 481

21,

44

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three

Indicator 2. Recognize and develop predictions that can be tested in an investigation. Objectives

a. Make and record observations of physical phenomena. 27, 68, 91, 100, 163, 172, 184–185, 191, 230, 231, 234–235, 344–345, 379, 420 b. Identify and pose "what if" questions that can be answered through a well-

designed investigation. 129, 148, 162, 271, 276, 345, 499 c. Use what they have learned to develop a testable prediction. 91, 143, 163, 172, 185, 235, 271, 276, 287, 345, 415, 420, 511

Indicator 4. Recognize the elements of a simple well-designed investigation. Objectives

a. Identify that an investigation is well-designed using the following criteria: Only one variable is tested • Testing conditions such as time, temperature, and surfaces are controlled • Multiple trials are completed • Appropriate materials and equipment are selected • Clear, logical directions are included

140–143, 268–271, 412–415, 508–511 b. Examine various investigations and identify those that meet the criteria for

a well-designed investigation. 235, 415

Indicator 5. Identify and demonstrate safe procedures when conducting an investigation. Objectives

a. Follow oral and written procedures. 1D, 26, 58, 65D, 90–91, 128, 140, 184, 210 b. Identify situations when wearing safety goggles, plastic gloves, and aprons

is appropriate. 90–91, 184–185, 234, 258–259, 314–315, 356

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c. Demonstrate safe and appropriate use of science equipment and materials. 90–91, 145D, 184–185, 210, 234, 258, 268, 297D, 297E, 466–467 d. Use senses in appropriate and safe ways.

145E, 203, 225, 241D, 378 Indicator 6. Collect, record, and accurately display data collected from investigations. Objectives

a. Collect data using scientific equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), and Celsius thermometer (temperature).

157, 290–291, 293, 356, 378–379, 466–467

b. Select the equipment appropriate for the quantity being measured. 58–59, 145E, 268–271, 290–291, 300, 324, 356, 476

c. Select appropriate charts to record data. 27, 61, 81, 213, 233, 237, 261, 285, 317, 377, 381, 399, 431, 511

d. Complete tables, charts, and graphs to display data. 27, 61, 83, 93, 128–129, 163, 177, 211, 234, 270–271, 285, 290–291, 314–315, 379, 399, 414–415, 443, 467, 511

e. Use metric units with numbers when making and recording observations. 27, 151, 285, 288–289, 290–291, 414–415, 498–499

Indicator 8. Identify possible trends in data. Objectives

a. Identify similarities and differences among data. 27, 60–61, 92–93 b. Identify whether data indicates increase, decrease, or no change. 27, 125, 324

46


c. Draw conclusions from data. 29, 186–187, 296

Indicator 9. Communicate processes and results from hands-on investigations and print and non-print resources. Objectives

a. Complete graphic organizers to write a conclusion. 91, 129, 237, 260–261, 287, 356, 441, 511 b. Communicate orally or in writing a description of an investigation that

includes: • The question investigated • The prediction made • The findings of the investigation • An explanation of the findings using supporting evidence

129, 143, 261, 287, 308, 356, 403, 476, 511

Topic B. Critical Thinking Indicator 1. Describe the similarities and differences among objects and scientific concepts. Objectives

a. Identify and describe similarities and differences between one object and another.

4, 13, 18–19, 26–27, 28–29, 59, 68, 86, 164–165, 198, 202, 293, 296, 302, 310, 366, 379, 390, 404–405 b. Identify key ideas of scientific concepts. 18–19, 87, 252, 255, 379, 390, 399, 423, 428, 433, 437, 440, 459, 479, 485, 491, 500 c. Identify and describe similarities and differences between two related

scientific concepts. 48, 55, 159, 255, 302, 307, 310, 339, 367, 484

47

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three Indicator 2. Use classification systems. Objectives

a. Identify the properties used to group objects in a given classification system.

14–15, 40–41, 42–43, 244

b. Group objects by applying a given classification system. 14–15, 382, 244

c. Describe how objects were classified. 38, 82, 244

Indicator 3. Identify and describe patterns found in the natural environment. Objectives

a. Identify repeated elements in a sequence, such as in designs (pattern on a butterfly wing), structures (a beehive), sounds (chirping crickets), and events (phases of the moon).

123, 158–159, 365, 421, 425, 432–433, 434–435, 468–469

b. Describe a repeated sequence, orally, in writing, or by drawing. 20–21, 37, 44–45, 46–47, 112–113, 116–117, 118–119, 123, 443

c. Extend a sequence using the pattern discovered. 180, 443

48

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three Indicator 4. Provide supporting evidence when forming conclusions, devising a plan or solving a practical problem. Objectives

a. Identify the key concept of a conclusion, plan, or problem. 192 b. Access and process information from print and non-print resources to

support the identified concept. 91, 192, 268–271 c. Support conclusions, plans, or solutions by using data, facts, or principles. 191, 368


a. Access and process information from print and non-print resources. 291, 362, 391

b. Discuss and compare new information collected to prior knowledge. 279, 313, 375, 393, 446

c. Verify or change prior understandings based on new information. 362, 393, 441

Topic C. Applications of Science Indicator 1. Apply scientific concepts to make decisions about an identified, relevant science issue. Objectives

a. Use what they know and have learned to recognize a science-related issue. 154

b. Identify and explain the advantages and disadvantages of a possible

decision about an issue. 154

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c. Identify scientific concepts that can be used to make a decision about an issue.

154

Indicator 2. Use scientific knowledge to select and evaluate plans to address science-related problems. Objectives

a. Recognize that a problem is science-related. 250, 253, 320, 351

b. Identify the scientific facts and principles that can be used to address an

identified problem. 216, 234–235, 351

c. Recognize that there can be many ways to solve a problem. 165, 208, 235, 255, 257

d. Examine and evaluate various plans by identifying the following: • Materials needed • Steps necessary • Time required for implementation 129, 287, 291, 315, 478

e. Choose a solution and support the choice using scientific information. 253, 351

Topic D. Technology Indicator 1. Recognize and explain that a model can be used to learn something about an object, event, or situation.

50

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three Objectives

a. Explain that models can represent actual objects, events, or situations. 36, 140–143, 220, 258–259, 508–511

b. Compare models with what they represent. 36, 196, 220, 226, 472

c. Explain how models can be used to learn about what they represent. 36, 143, 217D, 235, 258–259, 440–441, 452, 466–467, 498–499

Indicator 2. Recognize and describe how tools are used to collect and communicate scientific information. Objectives

a. Describe how measurements are made using metric tools, such as centimeter rulers, balances, spring scales, and Celsius thermometers.

176–177, 284–285, 287, 288–289, 292–293, 452

b. Explain the advantages of measuring with tools with standard units. 305, 380–381, 399

c. Describe how to use magnifying instruments such as hand lenses,

binoculars, and simple microscopes. 446, 504

d. Describe when it is appropriate to use magnifying instruments to make

observations. 4, 15, 151, 202, 206, 268–271, 436

e. Collect, analyze, and display data and information using tools such as

calculators and computers. 381, 511

51

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three Indicator 3. Design, plan, and construct objects. Objectives

a. Identify the function and design of simple objects through examination. 341, 384, 391, 422, 425, 429, 473E

b. Identify the purpose and function of simple tools and materials in a plan or

design. 321E, 341, 384, 476

c. Select the appropriate tools and materials to complete the design, plan, and

construction of a simple object. 321E, 352, 388, 396, 440–441, 458, 466–467, 476, 478, 486

Indicator 4. Evaluate and modify designs and products based on performance. Objectives

a. Test, describe, and evaluate the performance of student-designed products. 143, 234–235, 258–259, 324, 374, 402–403, 472, 490

b. Modify a product based on the performance evaluation. 143, 235, 361, 374, 490

Indicator 5. Recognize and explain that inventions provide new ways to do work and solve problems. Objectives

a. Describe that inventions, such as paper clips, staplers, and pencil sharpeners, have made work easier or solved problems.

340–341, 342–343, 478–479, 480–481, 484–485, 488–489, 490–491, 492–493, 494–495, 496–497, 498–499

52


b. Recognize that technologies, such as computers, calculators, television, and VCRs, have influenced life in the past and continue to do so.

446–447, 480–481, 482–483, 484–485, 486–487, 488–489, 490–491, 492–493, 494–495, 496–497, 498–499, 500–501 Topic E. History of Science Indicator 1. Recognize that people from ancient times to the present have investigated the world around us, answered scientific questions, and invented things. Objectives

a. Identify examples of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology.

313, 448, 472

b. Identify and describe that technological advances over time have caused changes in science careers.

240, 296, 408, 448, 472

Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Topic A. Materials and Processes That Shape A Planet Indicator 1. Recognize and explain how physical weathering and erosion cause changes to Earth materials.

53


a. Recognize and explain that moving water breaks down Earth materials into smaller pieces and transports these pieces to other locations.

224–225, 232–233, 234–235

b. Recognize and explain that the formation and movement of ice breaks down Earth materials into smaller pieces and transports these pieces to other locations.

230–231, 232–233

c. Recognize and explain that wind transports Earth materials to other locations.

232–233, 234–235

Topic B. Earth History Indicator 2. Recognize and explain that fossils provide evidence about the plants and animals that lived long ago and about the nature of the environment at that time. Objectives

a. Recognize and explain that the remains or imprints of plants or animals can become fossils.

22–23, 54–55

b. Describe the physical structures of an animal or plant based on its fossil remains. 22–23, 54–55

54

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three Topic C. Plate Tectonics Indicator 1. Identify and describe various natural features found on Earth. Objectives

a. Identify and describe some natural features of continents. • Mountains • Valleys • Rivers • Canyons

220, 221, 224–225

b. Identify and describe some features of the ocean floor. • Mountains • Valleys • Canyons

Related content: See Grade 4, p. 411; see Grade 5, pp. 266–267

c. Recognize and explain that an ocean floor is a continuation of the continents.

See Grade 5, pp. 266–267 d. Describe the natural features in their immediate outdoor environment, and

compare the features with those of another region in Maryland. Related content: 135, 178, 187, 205, 253, 328, 381

Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Topic A. Cellular

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three Indicator 1. Recognize and explain that there are some organisms too small to be seen clearly with the unaided eye. Objectives

a. Recognize and describe minute organisms, such as brine shrimp and green algae, after examining with magnifying instruments.

Related content: See Grade 4, pp. 172–175; see Grade 5, pp. 26–27, 188–189

b. Recognize and describe minute details of organisms, such as butterfly wings, cricket legs, and flower parts, after examining with magnifying instruments.

Related content: See Grade 4, pp. 172–175; see Grade 5, pp. 26–27, 188–189

Indicator 3. Explain that some diseases may be caused by microscopic organisms. Objectives

a. Recognize that some organisms are harmful and cause common diseases, such as colds, flu, strep throat, measles, and chicken pox.

126–127

b. Identify and describe the healthy habits that prevent the spread of disease. 126–127

c. Recognize and describe how some common diseases are spread. • Touch • Airborne • Water-borne 126–127

d. Explain ways of preventing the spread of some common diseases. 127

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Three Topic C. Evolution Indicator 1. Describe how physical structures of plants and animals enable organisms to live in water and land environments. Objectives

a. Describe and compare how roots, stems, leaves, and flowers enable plants to live in land and water environments.

8–9, 10–11, 12–13, 16–17, 24–25, 77, 86

b. Describe and compare how the physical structures of animals enable them to move, obtain food, and protect themselves in land and water environments.

5, 48–49, 50–51, 56–57, 69, 100

Topic E. Ecology Indicator 1. Recognize and explain how the basic needs of organisms are provided by their habitats. Objectives

a. Describe the habitats of animals and plants. 68, 70–71, 76–77, 78–79, 80–81, 82–83, 84–85, 86–87, 88–89 b. Explain that organisms live in habitats that provide their basic needs. • Food • Water • Air • Shelter 6–7, 24–25, 38–39, 68, 100, 106–107, 108–109, 120–121

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Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Topic A. Properties of Matter Indicator 1. Recognize and describe the processes involved with changing materials from one state to another. Objectives

a. Classify materials as solids, liquids, and gases. 273, 280–281

b. Identify that water exists in three states and explain that it changes from

one state to another. 156–157, 158–159

c. Recognize that heating causes liquids to evaporate changing them to

gases. 304–305

d. Recognize that cooling causes gases to condense into liquids. 156–157

Standard 5.0 Physics Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Topic A. Mechanics Indicator 1. Recognize and describe the motion of an object using its speed and direction.

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a. Observe and describe different types of motion. Straight Round and round Fast and slow Zig-zag Back and forth 321E, 324, 325, 326–327, 330–331, 334–335

b. Recognize and describe the difference in the speeds of objects that travel the same distance in different amounts of time. 324, 330–331, 346–347, 412–415

c. Recognize and describe the difference in the speeds of objects that travel different distances in the same amount of time. 330–331, 332–333

d. Observe and describe the straight-line motion of objects that are dropped vertically and the curved motion of objects that are thrown horizontally. 281, 334

Indicator 3. Recognize and explain that a force changes the way an object moves. Objectives

a. Recognize and explain that a force is needed to start an object moving. 332–333

b. Recognize and explain that a force is needed to stop a moving object. 332–333

c. Explain that objects speed up, slow down, or change direction because a

force is applied to them. 332–333, 334–335

d. Explain that friction causes objects to move differently on surfaces of

different textures. 332–333, 334–335

e. Recognize that Earth's gravity pulls any object toward it without touching it. 336–337; Related content: 350–351

59


60

f. Explain the relationship between the size of the force applied and the amount of change in the object's motion.

332–333, 334–335

Standard 6.0 Environmental Science Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Topic D. Environmental Issues Indicator 1. Recognize and explain the consequences that may occur when Earth's natural resources are used to meet human needs. Objectives

a. Explain how natural resources can be used while maintaining and sustaining the natural environment.

120–121, 152–153, 246–247, 248–249

b. Explain how human activities, such as recycling centers, native plantings in landscaping, farming, zoo breeding programs, nature centers and camps, or environmentally friendly cleaning products may have positive consequences on the natural environment.

160–161, 241E, 241, 242–243, 250–251, 252–253, 254–255, 256–257

c. Explain how human activity around the world may have negative consequences on the natural environment.

• Damage or destruction of habitat • Increase the rate of extinction • Pollution (air, water, land, and noise)

149, 248–249, 252–253; Related content: 74–75



Grade Four Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. Topic A. Scientific Inquiry Indicator 1. Access and process information from readings, investigations, and/or oral communications. Objectives

a. Identify the topic or meaning of the question, decision, or problem being researched.

18, 304, 329, 432, 541 b. Identify and use resources that are related to the topic or meaning of the question/decision/problem being researched.

24, 29, 196–197, 304, 368, 453, 550 c. Differentiate between resources that contain facts vs. those that contain opinions.

216, 226–227, 344, 541 d. Use scientifically accurate resources to answer questions, make predictions, and support ideas.

69, 196–197, 206–207, 253, 432, 508–509 e. Develop graphic organizers to record information. Most lessons provide opportunities for students to meet this objective. These are a few of the many examples. 5, 43, 45, 75, 107, 109, 118, 139, 141, 155, 179, 181, 235, 237, 283, 285, 347, 491, 547

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Indicator 2. Recognize and develop hypotheses that can be tested in well-designed investigations. Objectives

a. Describe and record observations of physical phenomena. 180, 203, 226–227 b. Identify and pose scientifically testable questions that can be answered through a well-designed investigation.

201, 475 c. Develop hypotheses that can be tested through a well-designed investigation. 108, 572–575

Indicator 4. Analyze and develop a well-designed investigation. Objectives

a. Describe the criteria for a well-designed investigation. • Only one variable is tested • A control is used when testing a factor or testing conditions and other

variables such as time, temperature, and surfaces are controlled • The results are observed and sometimes measured • Multiple trials are completed • Appropriate materials and equipment are selected • Clear, logical directions are developed 130–131, 308–311, 436, 450–451, 474–475, 484–487

b. Analyze an investigation and revise it to meet the criteria for a well-designed investigation.

133, 140, 180, 299, 311, 575 c. Develop a well-designed investigation.136, 180, 275, 339, 397, 451, 474–475, 575

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Indicator 5. Identify and demonstrate safe procedures when conducting an investigation. Objectives

a. Follow oral and written procedures. Many Directed and Guided Inquiry Activities provide opportunities for students to meet this objective. Here are a few of the many examples. 1D, 41D, 66–67, 73D, 73E, 96–97, 137D, 137D, 250, 298–299, 308, 313D, 313E, 460, 484–485, 489D, 489E, 548, 560–561 b. Explain when and why wearing safety goggles, plastic gloves, and aprons is appropriate.

162–163, 348, 372, 394–395, 412, 572–575 c. Demonstrate safe and appropriate use of science equipment and materials. 66, 250–251, 360–361, 393

d. Use senses in appropriate and safe ways. 250–251, 298–299

Indicator 6. Collect, organize, and accurately display data collected from investigations. Objectives

a. Design and construct tables, charts, databases, spreadsheets and graphs to display data.

34–35, 66–67, 99, 200–201, 219, 223, 229, 275, 361, 436, 450–451, 484–487 b. Collect data using equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time).

191, 200–201, 322, 360–361, 477, 516, 563 c. Select the equipment appropriate for the quantity being measured. 250–251, 298–299, 308–311, 360–361 d. Use metric units with numbers when making and recording observations. 23, 68–69, 164–165, 183, 200–201, 224, 228–229, 300–301, 324–325, 340–341, 411, 469, 516, 540–541

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Indicator 8. Analyze data to identify possible trends. Objectives

a. Describe how data indicates increase, decrease, or lack of change. 276–277, 476–477, 484–487 b. Draw and explain conclusions from data. 109, 251, 311

Indicator 9. Communicate findings from hands-on investigations and print and non-print resources. Objective

a. Communicate orally or in writing a description of an investigation that includes:

• The question investigated • The hypothesis made • The results of the investigation • An explanation of the results using supporting evidence 200–201, 260, 341, 361, 395, 484–487, 556, 572–575 Topic B. Critical Thinking Indicator 1. Describe and compare similarities and differences among objects and scientific concepts. Objectives

a. Identify and describe similarities and differences among objects. 236, 238–239, 240–241, 246–247, 248–249, 250–251, 338–339, 509 b. Analyze key ideas of scientific concepts. 329, 493

c. Identify and describe similarities and differences among related scientific concepts. 276–277, 506–507

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Indicator 2. Construct and use classification systems. Objectives

a. Identify similarities and differences among objects or scientific concepts in order to group them. 12–13, 16–17, 34–35, 236 b. Determine common properties used to group objects. 1, 10–11, 14–15, 17, 18–19, 22–23, 238–239, 240–241 c. Design a classification system based on identified similarities and differences. 15 d. Apply classification systems. 240–241, 480


a. Identify repeated elements in sequences in designs, structures, sounds, and events. 20–21, 24–25, 58–59, 248–249 b. Describe a repeated sequence, orally, in writing, or by drawing. 4, 153, 186–187, 189, 216–217 c. Extend a sequence using the pattern discovered. 507 d. Identify symmetries in designs and structures. 36–37

Indicator 4. Provide supporting evidence when forming conclusions, devising a plan or solving a practical problem. Objectives

a. Identify the key concept of a conclusion, plan, or problem. 284, 456

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four

b. Access and process information from print and non-print resources to support the identified concept. 157, 289, 456 c. Use data, facts, or principles collected to support conclusions, plans, or solutions. 251, 284, 460, 509


a. Access and process information from print and non-print resources. 72, 141, 304, 382, 512, 517, 549 b. Discuss new information relevant to the scientific idea presented. 141, 500–501, 512 c. Compare, independently, new information collected to prior knowledge. 26, 253, 382 d. Verify or modify prior understandings based on new information. 145, 256, 395

Topic C. Applications of Science Indicator 1. Apply scientific concepts to make decisions about a relevant science issue. Objectives

a. Use what they know and have learned to identify a science-related issue. 104 b. Select resources to obtain additional scientific information. 103, 555 c. Identify and describe scientific concepts that can be used to make a decision about an issue. 126–127

66


d. Identify and describe the advantages and disadvantages of possible decisions about an issue. 344 e. Explain how scientific information was used to make a decision about an issue. 344

Indicator 2. Use scientific knowledge to devise and evaluate plans to solve science-related problems. Objectives

a. Describe how a practical problem is science-related. 363, 528 b. Identify and describe the scientific facts and principles that can be used to solve a problem. 562–563 c. Develop a plan using the following: • Materials needed • Steps necessary • Time required for implementation 251, 339, 397, 556

d. Identify and describe two or more different solutions to a problem. 296–297, 348 e. Select a possible solution and support the choice using scientific evidence. 362–363

Topic D. Technology Indicator 1. Recognize and explain how the changes made to models can apply to real objects, events, and situations.

67

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Objectives

a. Compare the structure and function of the parts of an identified model with what they represent. 23, 162–163, 212, 260, 266, 270, 300, 503, 548, 560–561 b. Identify changes that can be made to the structure and/or function of a part of an identified model. 220–221, 263, 299 c. Describe the effects of a change on the structure and function of the model. 260, 263, 492 d. Explain how what they learned from models applies to real objects, events, and situations. 220–221, 222–223, 260, 274–275, 300, 492, 500, 538–539, 548, 560–561

Indicator 2. Identify and explain how tools are used to collect and communicate scientific information. Objectives

a. Describe how measurements are made using metric tools, such as centimeter rulers, balances, spring scales, Celsius thermometers, graduated cylinders, and stopwatches. 165, 194–195, 284, 353, 446–447, 468, 535 b. Explain how to use magnifying instruments such as hand lenses, microscopes, and ground and space-based telescopes. 1D, 250–251 c. Describe which magnifying instruments are appropriate to make a given observation. 6–7, 162–163, 544 d. Collect, manipulate, analyze, and display data and information using tools such as calculators and computers. 200–201, 450–451, 484–487

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Indicator 3. Design, plan, and construct objects in response to a particular need or problem. Objectives

a. Identify the function and design of simple objects and systems through examination. 158, 464–465, 466–467, 472–473 b. Identify the purpose and function of simple tools and materials in a plan or design. 378, 461, 464–465, 466–467, 468–469, 470–471 c. Identify whether a need or problem can be addressed or solved by creating an object or system. 304 d. Design an object or system that can be used to address a need or solve a problem. 453, 456, 457E, 516

Indicator 4. Evaluate and modify designs and products created to solve a problem and explain how one solution can cause other problems. Objectives

a. Test, describe, and evaluate the performance of products they or others have designed. 457E, 460, 503, 559, 560–561 b. Modify a product based on the performance evaluation. 460, 559, 560–561 c. Determine if the modification of a product has resulted in other problems. 556

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Indicator 5. Recognize and explain that the use of technology extends the ability to do work and solve problems. Objectives

a. Explain how inventions, such as the wheel, telephone, and radio, have made work easier or solved problems. 304, 366–367, 392–393, 458–459, 462–463, 472–473, 488, 505, 552–553, 558–559 b. Explain that technologies, such as scissors, can openers, and bicycles, have influenced life in the past and continue to do so. 400, 465, 546–547, 550–551, 552–553, 554–555, 556–557, 558–559, 566–567

Topic E. History of Science Indicator 1. Explain that people from ancient times to the present have investigated the world around us, answered scientific questions, and invented things. Objectives

a. Describe achievements of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology. 168, 195, 368, 512, 544, 568 b. Describe careers in science and the preparation required for them. 40, 72, 136, 208, 280, 304, 344, 432, 456 c. Describe how technological advances produce new careers in science. 232, 280, 366–367

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Standard 2.0 Earth/Space Science Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Topic D. Astronomy Indicator 1. Recognize and describe the effects produced by the rotation and revolution of planet Earth. Objectives

a. Describe the rotation of the planet Earth on its axis. 493, 494–495, 496–497 b. Recognize and describe that the rotation of planet Earth produces the day

and night cycle. 469–497 c. Recognize that the rotation of Earth causes the apparent movement of the

sun, moon, planets, and stars. 489E, 494–495, 496–497, 500–501, 502–503 d. Describe the revolution of the planet Earth around the sun. 492, 498–499 e. Recognize and describe that the patterns of stars in the sky stay the same

although different stars can be seen in different seasons. 504–505, 506–507

Topic E. Interactions of Hydrosphere and Atmosphere Indicator 1. Recognize and explain the relationship of the sun to the water cycle.

71

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Objectives

a. Explain that the sun is the main source of energy that powers the water cycle.

188–189, 192–193 b. Describe the relationship between the amount of energy from the sun and

the quantity of water that changes through the water cycle. See Grade 5, pp. 210–211.

Indicator 2. Recognize and describe that the amount of water on Earth continues to stay the same even though it may change from one form to another. Objectives

a. Describe how water changes throughout the water cycle. Condensation Precipitation Evaporation

177, 178–179, 186–187

b. Describe the water cycle. 186–187, 293, 300

Indicator 3. Recognize and describe that each season has different weather conditions. Objectives

a. Describe different seasonal weather conditions using collected data from weather instruments.

194–195, 196–197 b. Compare average daily temperatures during different seasons. Related content: 196–197, 198–199, 202–203, 206–207

c. Compare average daily wind speed and direction during different seasons.

Related content: 190–191, 206–207 d. Compare average daily precipitation during different seasons. Amount Type

Related content: 192–193, 206–207

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Topic B. Genetics Indicator 1. Recognize and explain that some traits are inherited from both parents while behaviors may be inherited or result from interactions with the environment. Objectives

a. Recognize and describe that for offspring to resemble their parents, traits (features), such as hair and eye color, height, and leaf shape, are passed from parent(s) to offspring.

See Grade 5, pp. 170–171

b. Recognize that reproduction is necessary for the inheritance of traits and the continuation of a species.

112–113

c. Identify and describe innate (inherited) behavior and learned behavior. Innate, such as nest building and web spinning Learned, such as hunting and swimming (waterfowl)

30–31, 32–33 Topic C. Evolution Indicator 1. Recognize and explain that organisms and groups of organisms that are best suited to an environment survive and reproduce. Objectives

a. Identify and describe the traits and behaviors of an organism that help it to survive in its environment.

Traits, such as coloring Behaviors, such as hibernation

32–33

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b. Identify and describe the common traits and behaviors of groups of organisms that help them to survive in an environment.

Traits, such as penguin wing shape Behaviors, such as herding and schooling

80–81, 82–83

Indicator 2. Recognize and explain that some organisms survive and reproduce and others die or move to other locations when the environment changes. Objectives

a. Identify environmental changes that affect the survival of organisms. 118–119, 122–123, 130–131 b. Describe how organisms respond to changes in their environment. Adaptation Migration Death

120–121 c. Describe that when all the organisms of one kind die, the species becomes

extinct. 120–121

Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Topic A. Properties of Matter Indicator 1. Identify and describe matter. Objectives

a. Explain that matter can be detected and measured because all matter takes up space and contains a certain amount of material.

313, 318–319, 333, 350–351

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b. Identify and describe the physical properties of samples of matter. Color Shape Texture Mass Weight Volume State of matter Solubility in water Transfer of heat Transfer of electricity

316, 318–319, 322–323, 326–327, 328–329, 330–331, 332–333 c. Recognize and classify samples as acidic, basic, or neutral using

indicators (litmus paper). See Grade 5, pp. 384–385. d. Recognize that the weight of an object can be determined using a spring

scale. 446–447 e. Recognize that the mass of an object can be determined using a balance. 322–323, 484–485

Topic B. Physical and/or Chemical Changes Indicator 1. Recognize and describe the processes involved with changing materials from one state to another. Objectives

a. Recognize and explain that water, in nature, exists in three states and changes from one state to another.

182–183, 200–201, 317

b. Recognize and describe that heating solids, such as water in the form of ice, causes them to melt, changing them to liquids.

334–335

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c. Recognize and describe that cooling liquids, such as water, causes them to freeze, changing them to solids.

334–335

d. Recognize and describe that heating liquids, such as water, causes them to evaporate, changing them to gases.

334–335

e. Recognize and describe that cooling gases, such as water vapor, causes them to condense, changing them to liquids.

334–335

f. Recognize that the amount of matter remains the same when changing from one state to another.

336

Topic C. Classification and Structure of Matter Indicator 1. Recognize and describe that some common materials can exist as solids, liquids, and gases. Objectives

a. Recognize that solids have definite shapes and volumes. 320–321 b. Recognize that liquids have definite volumes but no definite shapes. 320–321 c. Recognize that gases have no definite shape or volume. 320–321 d. Classify materials as solids, liquids, and gases. 320–321, 334–335

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Standard 5.0 Physics Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Topic A. Mechanics Indicator 1. Recognize and compare different types of motions using distance and time. Objectives

a. Identify and describe uniform motion as equal distances traveled in equal times.

442–443, 444–445

b. Identify and describe variable motion as different distances traveled in equal times.

433E, 438–439, 442–443, 444–445

c. Identify and describe periodic motion as motion that repeats itself. 408–409, 448–449

d. Classify different motions. Uniform, such as an escalator Variable, such as motion of an accelerating car Periodic, such as motion of a child on a swing

438–439, 442–443 Indicator 2. Identify and describe motion using changes in position, speed, and time. Objectives

a. Explain that distance is a measure of the change in position. 433E, 452–453, 468–469, 572–575 b. Recognize and describe speed as the distance traveled in a given unit of

time. 436, 440–441, 452–453

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Topic B. Thermodynamics Indicator 1. Identify and describe ways in which heat energy can be produced. Objectives

a. Identify that the temperature of an object increases when heat energy is added to it. 334–335 b. Describe methods of producing heat energy. Burning Friction between surfaces Electricity in wires

348, 350–351

Indicator 2. Recognize and explain that heat energy moves from a warmer object to a cooler object until they reach the same temperature. Objectives

a. Describe that a warmer object can warm a cooler one by contact or at a distance.

352–353, 354–355, 356–357, 358–359

b. Recognize and explain that heat energy can be transferred from warm objects without direct contact, such as heat energy from a flame, a warm breeze, and hot air rising from a hot object.

292, 349, 358–359

Indicator 3. Recognize and compare materials that conduct heat energy. Objectives

a. Recognize that some materials readily conduct heat energy. 354–355 b. Recognize that some materials do not conduct heat energy well. 354–355

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c. Classify materials as heat conductors or heat insulators based on how easily heat energy flows through them.

345E, 354–355

Topic C. Electricity and Magnetism Indicator 1. Recognize and describe the activity of static electric charges. Objectives

a. Identify and describe how to produce static charges (positive and negative) by friction between two surfaces.

369E, 372, 374–375 b. Identify that like charges repel and opposite charges attract. 372, 376–377

Indicator 2. Recognize and explain that magnets exert a force that attracts or repels other magnets and attracts objects containing iron. Objectives

a. Recognize and describe that non-metallic materials are not attracted to magnets.

394–395 b. Recognize and describe that some metallic objects are attracted to

magnets while others are not. 382–383 c. Recognize and describe that objects containing iron are attracted to

magnets. 382–383, 442–443 d. Recognize and explain that opposite poles of a magnet attract each other

and identical poles repel each other. 382–383 e. Identify a compass as a magnetic instrument. 369E, 384–385

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Indicator 3. Recognize and explain that a simple electric circuit provides a closed pathway for electricity to follow from a source through a device. Objectives

a. Recognize and describe how to construct a simple circuit containing a battery and a light bulb or buzzer.

378–379, 380–381 b. Identify the path of electricity in a simple circuit containing a battery and a

light bulb or buzzer. 378–379, 380–381 c. Identify materials that allow the movement of electricity through them

(conductors) and those that block that movement (nonconductors). 378–379 d. Recognize and explain that the movement of electricity only occurs in a

closed path. 378–379

Indicator 4. Identify and explain that an electric circuit can produce light, heat, sound, and a magnetic effect. Objectives

a. Give examples of electrical devices that produce light, heat, and/or sound. 388–389, 390–391, 401E, 416–417 b. Recognize and explain that the movement of electricity in the wires of a

complete electric circuit will cause the needle of a compass to move. 369E, 386–387, 388–389, 390–391, 394–395 c. Recognize and describe how a simple electromagnet is made. 386–387, 390–391, 394–395

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Four Standard 6.0 Environmental Science Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Topic B. Interdependence of Organisms Indicator 1. Recognize and explain that Earth's surface features and environmental conditions limit what types of organisms can survive. Objectives

a. Describe how environmental conditions affect the types of organisms that can survive.

Temperatures Amount and type of food or nutrients Precipitation Types of soil Salinity

114–115, 116–117, 172–173 b. Describe how the Earth's surface features affect environmental conditions. • Mountains • Valleys • Rivers • Estuary • Oceans

188–189, 218–219, 244–245

Topic D. Environmental Issues Indicator 1. Recognize and describe that people depend on, change, and are affected by the environment.

81


82

Objectives a. Identify and describe that human activities in a community or region are

affected by environmental factors, such as presence and quality of water, soil type, temperature, and precipitation.

105E, 105 b. Identify and describe that an environmental issue affects different

individuals and groups. 124–125, 126–127, 128–129, 198–199, 294–295



Grade Five Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. Topic A. Scientific Inquiry Indicator 1. Access and process information from readings, investigations, and/or oral communications. Objectives

a. Identify the topic or meaning of the question, decision, or problem being researched. 93, 112, 120, 184, 218–219, 296, 384, 568 b. Identify and use resources that are related to the topic or meaning of the question/decision/problem being researched. 52–53, 79, 88, 219, 328 c. Differentiate between resources that contain facts vs. those that contain opinions. 246, 387, 465 d. Use scientifically accurate resources to answer questions, make predictions, and support ideas. 77, 165, 304, 315 e. Develop graphic organizers to record information. All lessons provide opportunities for students to meet this objective. These are a few of the many examples. 3, 5, 10, 35, 37, 59, 61, 67, 91, 93, 123, 125, 129, 133, 163, 165, 168, 176, 259, 261, 299, 301, 309, 339, 341, 341, 443, 445, 539, 541, 571, 573

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Indicator 2. Recognize and develop hypotheses that can be tested in well-designed investigations. Objectives

a. Describe and record observations of physical phenomena. 67, 332–335 b. Identify and pose scientifically testable questions that can be answered through a well-designed investigation. 335, 607 c. Develop hypotheses that can be tested through a well-designed investigation. 188–191, 332–335, 500–503, 604–607

Indicator 4. Analyze and develop a well-designed investigation. Objectives

a. Describe the criteria for a well-designed investigation. • Only one variable is tested • A control is used when testing a factor or testing conditions and other

variables such as time, temperature, and surfaces are controlled • The results are observed and sometimes measured • Multiple trials are completed • Appropriate materials and equipment are selected • Clear, logical directions are developed 36, 188–191, 332–335, 500–503, 604–607 b. Analyze an investigation and revise it to meet the criteria for a well-designed

investigation. 191, 196, 363, 395

c. Develop a well-designed investigation.

155, 467

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Indicator 5. Identify and demonstrate safe procedures when conducting an investigation. Objectives

a. Follow oral and written procedures. Many lessons provide opportunities for students to meet this objective. These are a few of the many examples. 26, 33D, 50, 92, 114, 154, 161D, 161E, 164, 178, 188, 193E, 216, 250–251, 257E, 297E, 322, 332–332, 337D, 362, 369D, 369E, 394, 569D, 569E b. Explain when and why wearing safety goggles, plastic gloves, and aprons is appropriate. 92, 154–155, 164, 257E, 300, 332, 441D, 572 c. Demonstrate safe and appropriate use of science equipment and materials. 154, 392–393 d. Use senses in appropriate and safe ways. 161D, 164, 225D, 250–251, 369D, 372, 505D, 508, 569D

Indicator 6. Collect, organize, and accurately display data collected from investigations. Objectives

a. Design and construct tables, charts, databases, spreadsheets and graphs to display data. 17, 26, 51, 83, 114, 155, 157, 178–179, 190–191, 223, 251, 323, 359, 395, 493, 607 b. Collect data using equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time). 80–81, 178–179, 223, 250–251, 340, 342, 344, 363, 364–365, 372, 395, 404, 466–467 c. Select the equipment appropriate for the quantity being measured. 80–81, 164, 196 d. Use metric units with numbers when making and recording observations. 80–81, 116–117, 346–347

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Indicator 8. Analyze data to identify possible trends. Objectives

a. Describe how data indicates increase, decrease, or lack of change. 156–157, 190–191, 373 b. Draw and explain conclusions from data. 37, 191, 256, 335, 341

Indicator 9. Communicate findings from hands-on investigations and print and non-print resources. Objective

a. Communicate orally or in writing a description of an investigation that includes:

• The question investigated • The hypothesis made • The results of the investigation • An explanation of the results using supporting evidence 83, 599 Topic B. Critical Thinking Indicator 1. Describe and compare similarities and differences among objects and scientific concepts. Objectives

a. Identify and describe similarities and differences among objects. 1E, 6–7, 29, 42, 368, 397 b. Analyze key ideas of scientific concepts. 33E, 92, 224 c. Identify and describe similarities and differences among related scientific concepts. 74, 349, 376, 476

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Indicator 2. Construct and use classification systems. Objectives

a. Identify similarities and differences among objects or scientific concepts in order to group them. 1, 8–9, 10–11, 24–25, 28–29, 292–293 b. Determine common properties used to group objects. 1, 2–3, 4, 5, 12–13, 14–15, 16–17, 18–19, 20–21, 22–23 c. Design a classification system based on identified similarities and differences. 21, 32, 293 d. Apply classification systems. 6–7, 21, 26–27, 292, 349


a. Identify repeated elements in sequences in designs, structures, sounds, and events. 176, 215 b. Describe a repeated sequence, orally, in writing, or by drawing. 4, 68, 176, 320 c. Extend a sequence using the pattern discovered. See Grade 6, pp. 60–61, 562–563. d. Identify symmetries in designs and structures. 28–29


a. Identify the key concept of a conclusion, plan, or problem. 81, 341, 582

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five

b. Access and process information from print and non-print resources to support the identified concept. 585 c. Use data, facts, or principles collected to support conclusions, plans, or solutions. 582–583


a. Access and process information from print and non-print resources. 52–53, 56, 265, 435, 551, 565, 581, 591 b. Discuss new information relevant to the scientific idea presented. 56, 551, 581 c. Compare, independently, new information collected to prior knowledge. 325, 435, 565 d. Verify or modify prior understandings based on new information. 325, 591, 593

Topic C. Applications of Science Indicator 1. Apply scientific concepts to make decisions about a relevant science issue. Objectives

a. Use what they know and have learned to identify a science-related issue. 261 b. Select resources to obtain additional scientific information. 160, 181, 397

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c. Identify and describe scientific concepts that can be used to make a decision about an issue. 590 d. Identify and describe the advantages and disadvantages of possible decisions about an issue. 310, 517 e. Explain how scientific information was used to make a decision about an issue. 318, 590

Indicator 2. Use scientific knowledge to devise and evaluate plans to solve science-related problems. Objectives

a. Describe how a practical problem is science-related. 217, 358, 517, 594–595 b. Identify and describe the scientific facts and principles that can be used to solve a problem. 56, 323 c. Develop a plan using the following: • Materials needed • Steps necessary • Time required for implementation 27, 87, 117, 179, 217, 323, 345, 582 c. Identify and describe two or more different solutions to a problem. 317 d. Select a possible solution and support the choice using scientific evidence. 160

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Topic D. Technology Indicator 1. Recognize and explain how the changes made to models can apply to real objects, events, and situations. Objectives

a. Compare the structure and function of the parts of an identified model with what they represent. 50–51, 75, 263, 267, 269, 273, 439, 486, 533, 553, 557, 588 b. Identify changes that can be made to the structure and/or function of a part of an identified model. 179, 290–291, 363, 439 c. Describe the effects of a change on the structure and function of the model. 291, 545, 589 d. Explain how what they learned from models applies to real objects, events, and situations. 62, 77, 217, 260, 272, 277, 279, 300, 302, 562–263, 589, 592–593


a. Describe how measurements are made using metric tools, such as centimeter rulers, balances, spring scales, Celsius thermometers, graduated cylinders, and stopwatches. 242–243, 344–345, 346–347 b. Explain how to use magnifying instruments such as hand lenses, microscopes, and ground and space-based telescopes. 26–27, 190–191, 514–515, 516–517 c. Describe which magnifying instruments are appropriate to make a given observation. 300, 516–517, 536

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d. Collect, manipulate, analyze, and display data and information using tools such as calculators and computers. 340

Indicator 3. Design, plan, and construct objects in response to a particular need or problem. Objectives

a. Identify the function and design of simple objects and systems through examination. 46–47, 48–49 b. Identify the purpose and function of simple tools and materials in a plan or design. 251, 400, 426–427, 428–429, 430–431 c. Identify whether a need or problem can be addressed or solved by creating an object or system. 426–427, 428–429 d. Design an object or system that can be used to address a need or solve a problem. 50–51, 430–431

Indicator 4. Evaluate and modify designs and products created to solve a problem and explain how one solution can cause other problems. Objectives

a. Test, describe, and evaluate the performance of products they or others have designed. 50–51, 228, 251, 322–323, 362–363, 491, 572, 593, 604–607 b. Modify a product based on the performance evaluation. 291, 363 c. Determine if the modification of a product has resulted in other problems. 572

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Indicator 5. Recognize and explain that the use of technology extends the ability to do work and solve problems. Objectives

a. Explain how inventions, such as the wheel, telephone, and radio, have made work easier or solved problems. 388–389, 477, 569, 570–571, 573, 574–575, 576–577, 578–579, 580–581, 586–587, 588–589, 598–599 b. Explain that technologies, such as scissors, can openers, and bicycles, have influenced life in the past and continue to do so. 86–87, 222–223, 319, 386–387, 390–391, 438–439, 514–515, 516–517, 576–577, 578–579, 580–581, 582–583, 584–585, 586–587, 590–591

Topic E. History of Science Indicator 1. Explain that people from ancient times to the present have investigated the world around us, answered scientific questions, and invented things. Objectives

a. Describe achievements of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology. 88, 296, 368, 536, 568 b. Describe careers in science and the preparation required for them. 32, 56, 120, 160, 184, 224, 328, 368, 400, 472, 496, 568, 600 c. Describe how technological advances produce new careers in science. 184

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Topic A. Materials and Processes That Shape A Planet Indicator 1. Recognize and explain the processes that shape and reshape Earth's surface. Objectives

a. Explain how weathering wears down Earth's surface. 272–273, 274–275 b. Explain that erosion moves Earth's materials from one location to another. 276-277, 278-279, 280-281

c. Recognize and describe how deposition builds up Earth materials at or near

the surface. 276–277, 278–279, 280–281

Indicator 3. Recognize and explain that minerals have physical properties. Objectives

a. Identify and describe physical properties of minerals. • Color • Hardness • Luster • Streak 282–283, 284–285 b. Classify minerals using their physical properties. 284–285 c. Compare a mineral to a rock. Related content: 286–287, 288–289

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Topic C. Plate Tectonics Indicator 1. Recognize and describe the internal and external structure of the Earth. Objectives

a. Identify and describe the Earth's core and mantle. 258–259, 260, 264–265 b. Identify and describe the Earth's crust. • Crustal plates • Plate boundaries 262–263, 264–265, 266–267, 268–269, 270–271

Topic D. Astronomy Indicator 4. Identify and describe the relationships among the sun and other celestial objects in our solar system. Objectives

a. Recognize and describe the solar system as a sun-centered system. 542–543, 560–561 b. Identify and describe the planets in our solar system. • Relative size • Physical properties • Motion 537, 540, 548–549, 550–551 c. Recognize that distance influences the amount of energy a planet receives

from the sun. Related content: 540, 546–547, 548–549 d. Recognize that gravitational force between the sun and its planets causes the

regular and predictable motion of those planets. Related content: 560–561, 564–565

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e. Recognize that asteroids, comets, and meteors are celestial objects in our solar system.

542–543, 552–553, 554–555

Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Topic A. Cellular Indicator 1. Recognize and explain that all organisms are made up of one or more cells. Objectives

a. Identify and explain that cells are the basic units of structure and function in all organisms.

38–39 b. Recognize that all cells come from cells that already exist (cellular

reproduction). See Grade 6, pp. 32–33. c. Recognize and describe organisms as unicellular or multicellular. 148–149, 150–151 d. Recognize and describe that unicellular and multicellular organisms have the

same needs. • Food • Air • Water • A way to dispose of waste • An environment to live in 24–25, 26–27, 36, 38–39 e. Recognize and describe that cells vary greatly in appearance, such as onion

skin cells, amoeba, etc. 42–43, 64–65, 94–95

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f. Compare the appearance of plant and animal cells. 40–41

Indicator 2. Recognize and explain that organisms have different structures and systems that serve various functions in growth, reproduction, and survival. Objectives

a. Identify and describe the function of the digestive, circulatory, respiratory, excretory, and nervous systems in animals.

57E, 57, 58–59, 60, 62–63, 66–67, 68–69, 70–71, 72–73, 74–75, 76–77, 78–79 b. Recognize and explain that structures and mechanisms in the human body

fight disease. • Tears • Saliva • Skin • White blood cells • Response to vaccination 37, 44–45, 64–65 c. Identify and describe how plant structures have different functions and work

together for growth and survival. • Flowers • Roots • Stems • Leaves 89E, 94–95, 96–97, 98–99, 100–101, 102–103, 104–105, 106–107, 108–109, 114–115 d. Recognize that growth and repair in plants and animals occur through cell

reproduction. 40–41, 44–45, 100–101, 104–105

Topic D. Biochemistry Indicator 2. Recognize and explain that some source of energy is needed for all organisms to grow, survive, and reproduce.

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Objectives

a. Identify the sun as the primary source of energy for organisms. 144–145 b. Recognize that plants use the sun's energy to produce their own food. 96–97, 144–145 c. Recognize that a continuous supply of energy in the form of food is needed

for organisms to stay alive and grow. 96–97, 146–147, 148–149 d. Recognize and explain that animals depend on plants. • Some animals eat plants • Some animals eat other animals that eat plants 144–145, 146–147, 150–151

Topic E. Ecology Indicator 1. Recognize and explain that individuals and groups of organisms interact with each other and their environment. Objectives

a. Identify and describe the interactions of organisms present in an environment.

• Competition for space, food, and water • Predator / prey • Food chain • Producer / consumer / decomposer 110–111, 112–113, 126–127, 128–129, 130–131, 132–133, 134–135, 136–137, 138–139, 140–141, 142–143 b. Identify and describe the interaction of organisms with the non-living

environment, such as water, soil, and temperature. 126–127, 128–129, 130–131, 132–133, 134–135, 136–137, 138–139, 150–151, 152–153, 164

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Indicator 2. Recognize and explain that organisms cause changes in the environment. Objectives

a. Describe ways that organisms cause beneficial changes to the environment, such as animals spreading seeds and worms enriching soil.

138–139, 166–167 b. Describe ways that organisms cause harmful changes to the environment,

such as destruction of habitat by overpopulation and invasion by nonnative plants and animals.

125, 132–133, 134–135, 138–139, 166–167, 168–169, 176–177, 178–179

Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Topic B. Physical and/or Chemical Changes Indicator 1. Identify and describe that matter undergoes physical changes. Objectives

a. Identify and describe that changes in state are physical changes usually caused by changes in temperature.

208–209, 210–211, 212–213, 214–215, 354–355, 356–357, 374–375 b. Describe the difference between melting and dissolving. 360–361 c. Recognize and explain that the mass of a material is the same before and

after a physical change. 354–355, 356–357, 375, 378–379

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Topic C. Classification and Structure of Matter Indicator 1. Recognize and explain that matter has structure. Objectives

a. Recognize and describe that all matter is composed of parts that are too small to be seen without magnification, such as granulated table salt, granulated sugar, powdered sugar, and granite.

337, 342–343, 348–349, 350–351 b. Recognize and explain that the sum of the weight of the parts is equal to the

weight of the whole. 360–361, 375, 378–379, 396–397

Standard 5.0 Physics Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Topic A. Mechanics Indicator 5. Recognize and describe that the force of Earth's gravity pulls any object toward Earth. Objective

a. Identify that gravity is the force that causes an object to fall toward Earth. 410–411

Indicator 6. Identify and describe that stored energy (potential energy) may be converted to energy of motion (kinetic energy).

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Five Objectives

a. Identify ways of storing energy in an object. • Raising an object above the ground • Putting it on the end of a compressed spring 404, 450–451 b. Describe objects in the real world that have stored energy (potential energy). 450–451, 452–453 c. Explain that stored energy (potential energy) may be used to create motion

(kinetic energy). 404, 442–443, 448–449, 450–451, 462–463

Topic D. Wave Interactions Indicator 2. Explain that sound is produced by vibrations. Objectives

a. Explain that vibrations can be felt when an object produces a sound. 454–455, 456–457 b. Explain that the pitch of sounds can be varied by changing the rate of

vibration. 454–455

Indicator 3. Describe and explain that light will travel in a straight line until it strikes an object and is reflected or refracted. Objectives

a. Describe the images formed by a plane mirror. • Size of the image • Apparent distance of the image from the mirror • Front-to-back reversal in the image Related content: from Grade 4, pp. 416–417, 420–421, 422–423, 424–425; and from Grade 6, pp. 512–513

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b. Describe the path of a ray of light before and after it bounces off a plane mirror.

Related content: from Grade 6, pp. 512–513 c. Describe the path of a ray of light when it crosses the boundary between two

materials such as from air to water or air to glass. 458, 460–461, 466–467

Standard 6.0 Environmental Science Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Topic C. Natural Resources and Human Needs Indicator 1. Recognize and explain how renewable and nonrenewable natural resources are used by humans to meet basic needs. Objectives

a. Identify and compare renewable resources and nonrenewable resources. 297, 298–299, 302–303

b. Describe how humans use renewable natural resources. • Plants • Soil • Water • Animals 206–207, 306–307, 308–309, 310–311, 312–313, 316–317, 324–325 c. Describe how humans use nonrenewable natural resources. • Oil • Coal • Natural gas • Minerals, including metals 304–305, 314–315, 320–321

101


102

Topic D. Environmental Issues Indicator 1. Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs. Objectives

a. Identify and describe personal and community behaviors that cause environmental harm and those behaviors that maintain or improve the environment.

168–169, 318–319, 320–321 b. Identify and describe that individuals and groups assess and manage risk to

the environment differently. 180–181, 303–304, 318–319



Grade Six Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. Topic A. Scientific Inquiry Indicator 1. Access and process information from readings, investigations, and/or oral communications. Objectives

a. Identify the topic or meaning of the question, decision, or problem being researched. 178, 214, 273, 317, 416 b. Collect and evaluate resources that are related to the topic or meaning of the question/decision/problem being researched. 48, 112, 151, 184, 253, 273, 425, 465, 509 c. Evaluate the scientific validity of resources. 77, 240, 252, 317, 464 d. Use scientifically accurate resources to answer questions, make predictions, and support ideas. 21, 73, 127, 153, 178, 214, 230, 496 e. Develop graphic organizers to record information. All lessons provide opportunities for students to meet this objective. These are a few of the many examples. 3, 5, 139, 141, 163, 165, 211, 213, 267, 269, 387, 389, 475, 477, 499, 501, 555, 557, 579, 581

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 2. Formulate and develop hypotheses that can be tested in well-designed investigations. Objectives

a. Record and explain observations of physical phenomena that may be used to develop a hypothesis. 171, 345, 379, 408–409, 466–467 b. Develop scientifically testable questions that can be answered through a well-designed investigation. 204, 237, 283, 345, 379, 409, 467, 545, 571 c. Develop hypotheses that can be tested through a well-designed investigation. 193, 204–207, 315, 524–527, 604–607

Indicator 4. Develop and evaluate a well-designed investigation. Objectives

a. Develop and evaluate investigations using the following criteria. • Only one variable, the independent variable, is tested • A control is used when testing a factor or testing conditions and other

variables such as time, temperature, and surfaces are controlled • Multiple trials are completed • Clear, logical directions are developed • Changes that occur in the dependent variable are observed and measured • Appropriate materials and equipment are selected 171, 204–207, 469, 524–527, 604–607

b. Compare and evaluate similar investigations that test the same hypothesis. 43, 75, 107, 131, 193, 207, 527, 607

Indicator 5. Identify and demonstrate safe procedures when conducting an investigation. Objectives

a. Follow oral and written procedures. Many lessons provide opportunities for students to meet this objective. These are a few of the many examples. 265D, 265E, 282, 289D, 289E, 361D, 361E, 408, 473E, 490,497D, 497E, 553E

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six

b. Identify situations that require wearing safety goggles, plastic gloves, and aprons. 42–43, 265D c. Demonstrate safe and appropriate use of science equipment and materials. 171, 490 d. Use senses in appropriate and safe ways. 136

Indicator 6. Collect, organize, and accurately display data in ways others can verify using appropriate instruments. Objectives

a. Design and construct tables, charts, databases, spreadsheets, and graphs to display data. 21, 137E, 193, 292, 379, 381, 384, 515, 527, 547, 595, 607 b. Collect data using equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time). 106–107, 154–155, 192–193, 204–207, 212, 268, 314–315, 364, 442–443, 514–515, 527, 532 c. Select the equipment appropriate for the quantity being measured. 282–283

d. Use metric units with numbers when making and recording observations. 44–45, 156–157, 236–237, 546–547, 596–597

Indicator 8. Analyze data to identify possible explanations for trends. Objectives

a. Describe and compare trends in sets of data. 157, 269, 316–317, 347, 352, 398–399, 607 b. Identify and describe possible relationships among sets of data. 131, 268, 346–347, 380–381, 394, 406–407, 411, 420, 500

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 9. Communicate findings from hands-on investigations and text resources. Objective

a. Communicate orally or in writing a description of an investigation that includes: • The hypothesis made • An explanation of the results using supporting evidence • The question investigated • The results of the investigation 415, 441

Topic B. Critical Thinking Indicator 1. Describe and compare similarities and differences among objects and scientific concepts. Objectives

a. Identify and describe similarities and differences among objects. 52, 62, 117, 126, 129, 244 b. Explain key ideas of scientific concepts. 105, 148, 576 c. Identify and describe similarities and differences among related scientific concepts. 34, 105, 175, 195, 501, 576

Indicator 2. Construct and use classification systems. Objectives

a. Identify similarities and differences among objects or scientific concepts in order to group them. 4, 10–11, 12–13, 14–15, 16–17 b. Design a classification system based on identified similarities and differences. 18–19

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c. Apply classification systems. 10,18–19


a. Identify repeated elements in sequences in designs, structures, sounds, and events. 40–41, 62–63, 98–99, 102–103, 536–537, 538–539, 540–541 b. Describe a repeated sequence, orally, in writing, or by drawing. 53, 346–347, 540–541 c. Extend a sequence using the pattern discovered. 19, 60–61, 70, 132–133 d. Identify symmetries in designs and structures. 247 e. Classify patterns. 31, 132–133, 230, 381, 396–397, 493, 566–567, 568–569


a. Identify the key concept of a conclusion, plan, or problem. 320, 514–515 b. Access and process information from print and non-print resources to support the identified concept. 458 c. Use data, facts, or principles collected to support conclusions, plans, or solutions. 38, 157, 514–515, 533, 580

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 5. Modify understandings of scientific ideas based on new information. Objectives

a. Access and process information from print and non-print resources. 153, 444–445 b. Discuss new information relevant to the scientific idea presented. 153, 496, 562, 585, 590 c. Compare, independently, new information collected to prior knowledge. 445, 556 d. Verify or modify prior understandings based on an analysis of new information. 131, 445, 532, 556

Topic C. Applications of Science Indicator 1. Apply scientific concepts to defend a position relative to an issue. Objectives

a. Use what they know and have learned to identify and describe a science-related issue. 231 b. Collect and evaluate additional scientific information. 231 c. Identify and explain the scientific concepts that can be used to make a decision about an issue. 597 d. Analyze and compare advantages and disadvantages of possible decisions about an issue. 592–593 e. Use scientific information to make and defend a decision about an issue. 593

108

Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 2. Use scientific knowledge to devise and evaluate plans to solve science-related problems. Objectives

a. Explain why a practical problem is science-related. 200, 232–233, 261, 284–285, 516–517 b. Identify and explain the scientific facts and principles that can be used to solve a problem. 165, 261, 320, 491 c. Devise the criteria for developing a solution to a science-related problem, such as listing material needed, identifying the sequential steps necessary to carry out the plan, determining the time required to implement the plan, and developing an evaluation of the plan. 232–233, 284–285, 294, 300, 409 d. Develop a plan to solve a science-related problem and support the plan using scientific evidence. 80, 220, 300, 388 e. Compare two or more alternative solutions to a problem. 80, 294, 492–493, 592

Topic D. Technology Indicator 1. Recognize and explain that models vary in their effectiveness and may need to be changed for different purposes. Objectives

a. Identify and describe the advantages and disadvantages of a model. 259, 316–317, 390–391, 570–571, 594–595 b. Evaluate the effectiveness of a model and recommend necessary changes. 155, 258–259, 315, 571, 580, 595 c. Explain how what they learned from models applies to real objects, events, and situations. 39, 42–43, 74–75, 102, 106–107, 140, 154–155, 212, 268, 282–283, 312, 314–315, 344–345, 490–491

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a. Describe how measurements are made using metric tools, such as centimeter rulers, balances, spring scales, Celsius thermometers, graduated cylinders, and stopwatches. 107, 154–155, 258–259, 364, 378–379, 420, 442–443, 514–515, 556 b. Explain how to use magnifying instruments such as hand lenses, compound microscopes, and ground and space-based telescopes. 552, 558–559

c. Select the appropriate tools for a specific activity and justify their selection. 84, 130, 140, 204–207, 234–235, 282–283, 314–315, 344–345, 356–359, 408–409, 490–491, 524–525, 594–595 d. Collect, manipulate, analyze, and display data and information using tools such as calculators and computers. 21, 151, 539

Indicator 3. Design, plan, and construct objects in response to a particular need or problem. Objectives

a. Identify the function and design of simple objects and systems through examination. 409, 472, 493 b. Identify and describe the purpose and function of tools and materials in a plan or design. 87, 442–443, 532, 600 c. Identify a need or problem that can be addressed or solved by creating an object or system. 409, 472, 551, 592 d. Design an object or system that can be used to address a need or solve a problem. 315, 443, 487, 532, 534, 544–545, 551, 600

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 4. Evaluate and modify designs and products created to solve a problem and explain how one solution can cause other problems. Objectives

a. Test and evaluate the performance of products they or others have designed. 532, 582 b. Modify a product based on the performance evaluation while taking into account the properties of the materials used. 532 c. Determine if the modification of a product has resulted in other problems. 582–583

Indicator 5. Identify and explain that the use of technology extends the ability to do work and solve problems. Objectives

a. Explain how inventions increase the rate at which work is done. 456–457, 590–591 b. Explain that technologies, such as the cotton gin, the telegraph, the microwave, and automobiles, have influenced life in the past and continue to do so. 550–551, 580, 584–585, 586–587, 588–589, 590–591, 592–593, 600

Topic E. History of Science Indicator 1. Explain how people from ancient times to the present have investigated the world around us, answered scientific questions, and invented things. Objectives

a. Describe achievements of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology. 24, 200

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b. Evaluate the historical impact of various scientific and technological contributions. 24, 48, 80, 384, 392–393, 428–429, 448, 576 c. Describe the evolution of careers in biology, chemistry, physics, Earth, space, and environmental science due to advances in science and technology. 112, 188, 190, 200, 240, 288, 320, 340–341, 496

Standard 2.0 Earth/Space Science Earth/Space Science : Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Topic A. Materials and Processes That Shape A Planet Indicator 1. Identify and describe that some changes in Earth's surface occur rapidly while other changes occur very slowly. Objectives

a. Identify and describe how surface features change rapidly due to events, such as tornadoes, hurricanes, volcanic eruptions, earthquakes, flooding, and tsunamis.

212, 228–229, 230–231 b. Identify and describe how surface features change slowly due to uplift,

crustal plate movement and glaciation. 209E, 218–219, 220–221, 222–223, 224–225, 226–227, 270–271 c. Identify and compare the changes caused by the mass movement of

sediments, such as rockslides, and mud flows. 186–187, 265E, 266–267, 270–271, 276–277

d. Recognize gravity as a natural force that causes changes in Earth's surface

features. 274–275

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e. Explain how the natural agents, wind and water (including ice), produce changes in surface features, such as canyons and sand dunes.

265E, 265, 270–271, 272–273, 274–275, 278–279, 280–281

Indicator 3. Identify and describe physical properties of common rock-forming minerals. Objectives

a. Identify and describe physical properties of minerals, such as cleavage, fracture, crystal form, fluorescence, magnetism, optical activity, and electrical conductivity.

241E, 244, 245, 246–247, 248–249 b. Identify some common minerals such as magnetite, calcite, quartz, and mica

that have distinctive properties. 246–247, 248–249

Topic D. Astronomy Indicator 4. Identify and describe celestial objects in our solar system. Objectives

a. Identify and describe the surface features of the planets and their moons. 536–537, 560–561 b. Identify and describe how the surface features of planets and moons provide

evidence of geologic activity. See Grade 4, pp. 528–529, 532–533

c. Identify and compare physical properties of comets, asteroids, and meteors. 560–561

Indicator 5. Identify and describe the components of the universe.

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Objectives

a. Recognize that there are billions of galaxies and each galaxy contains billions of stars that cannot be distinguished by the unaided eye because of their great distance from Earth.

535, 553, 558–559, 564–565 b. Identify and describe the various types of galaxies. 558–559 c. Identify and describe the type, size, and scale, of the Milky Way Galaxy. 553E, 558–559 d. Identify that our solar system is a component of the Milky Way Galaxy. 535, 558–559

Standard 3.0 Life Science Life Science : The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Topic E. Ecology Indicator 1. Identify and describe that within ecosystems, organisms have different roles and functions. Objective

a. Identify and describe the roles and relationships within a food web. • Flow of matter : producer / consumer / decomposer/ scavenger • Competitive vs. mutually helpful • Flow of energy: producer / consumer / decomposer / scavenger 161, 164, 170–171, 172–173, 174–175, 195

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 2. Identify and describe factors that influence the size and stability of populations and ecosystems. Objectives

a. Recognize and describe that the number of organisms an ecosystem can support depends on abiotic resources, such as quantity of light and water, temperature range, and soil composition.

176–177, 186–187 b. Recognize and explain that, given adequate biotic and abiotic resources, and

no predators or disease, populations increase at a rapid rate. 178–179 c. Recognize and describe that the growth of populations is limited by lack of

resources and other factors, such as predators, disease, and climate. 176–177 d. Recognize and describe that competition is reduced when organisms use

different sets of resources, such as birds in a forest eat different kinds and sizes of seeds.

176–177 e. Recognize and describe that changes in one population may be beneficial or

detrimental to other populations. • Producer / consumer • Predator / prey • Parasite / host 176–177, 178–179, 180–181 f. Identify and describe that ecosystems can be impacted by human activities,

such as resource acquisition and use, land use decisions (agriculture, mining, and development), recycling, and waste disposal.

188–189, 190–191, 192–193

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Standard 4.0 Chemistry Chemistry : Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Topic A. Properties of Matter Indicator 1. Identify and describe substances based on observable and measurable properties. Objectives

a. Describe how the volume of regularly and irregularly shaped objects can be calculated or measured by water displacement.

364, 365 b. Recognize that mass is a measure of the amount of matter in a solid, liquid,

or gas. 366–367 c. Recognize that objects with the same volume can have different masses. Related content: See Grade 5, pp. 324–325 d. Recognize that objects with the same mass can have different volumes. Related content: See Grade 5, pp. 324–325 e. Describe and calculate density from the mass and volume of a sample. 368–369

f. Identify and describe the physical properties of substances. • Density • Boiling point • Solubility in water • Magnetism 361, 370–371, 374–375, 376

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Topic B. Physical and/or Chemical Changes Indicator 2. Recognize and describe that adding or removing heat energy can alter the rate of some changes. Objectives

a. Recognize that heating is caused by adding heat energy and cooling is caused by removing heat energy.

374–375, 376–377 b. Recognize and describe that adding heat energy increases the rate of some

physical changes. • Dissolving solids in water • Evaporating • Melting 374–375, 376–377 c. Recognize and describe that removing heat energy increases the rate of

some physical changes. • Condensing • Freezing 374–375, 376–377

Topic C. Classification and Structure of Matter Indicator 3. Recognize and explain that mixtures of substances can be separated into the original substances using one or more of the physical properties of the original substances. Objectives

a. Recognize and describe that mixtures are composed of two or more substances physically combined.

402–403, 404–405

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b. Explain that the mass of a mixture is equal to the sum of the masses of its components.

Related content: See Grade 4, pp. 322–323, 328–329

c. Recognize that mixtures can be separated using physical properties, such as magnetism, boiling point, and solubility in water.

402–403, 404–405 d. Describe processes used to separate mixtures, such as filtration,

evaporation, and paper chromatography. 402–403

Standard 5.0 Physics Physics : Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur Topic B. Thermodynamics Indicator 1. Identify and explain that heat energy is a product of the conversion of one form of energy to another. Objectives

a. Identify various forms of energy such as mechanical energy, solar energy, chemical energy, electrical energy and nuclear energy.

474–475, 478–479, 500, 502–503 b. Identify the energy transformations that must occur in order for work to be

done by various common devices, such as home appliances, flashlights, and cars.

478–479, 480–481, 488–489 c. Recognize and explain that some heat energy is always lost from a system

during energy transformations. 480–481

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Topic C. Electricity and Magnetism Indicator 1. Recognize and describe the methods of producing static electric charges and the forces between those charges. Objectives

a. Identify and describe how to produce static charges (positive and negative) using a charged object (electrostatic induction).

See Grade 5, pp. 478–479; See Grade 4, pp. 372, 374–375, 376–377

b. Describe the Law of Electrostatics. Related content: See Grade 5, pp. 478–479; See Grade 4, pp. 372, 374–375, 376–377

Indicator 2. Identify and describe magnetic fields and their relationship to electric current. Objectives

a. Identify and describe the magnetic fields surrounding various types of magnets.

• A single bar magnet • Two bar magnets with like poles facing • Two bar magnets with opposite poles facing • A horseshoe magnet 484–485 b. Identify and explain that the strength of a simple electromagnet depends on

the number of coils wrapped, the amount of current in the wire, and whether or not an iron core is used.

473E, 486–487 c. Recognize that current moving through a wire produces a magnetic field,

which surrounds the wire. 486–487

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 3. Identify and describe how electric circuits provide a means of transferring electrical energy. Objectives

a. Recognize and describe how to construct a simple series circuit with a battery, wire and two or more resistors such as light bulbs or buzzers.

473E, 482–483 b. Recognize and describe how to construct a simple parallel circuit containing

a battery, wire and two or more resistors such as light bulbs or buzzers. 482–483 c. Compare the brightness of identical bulbs in series and parallel circuits.

Recognize and compare how removing and/or short-circuiting a light bulb or buzzer affects the movement of electricity in a series and a parallel circuit.

282–283, 490–491 Topic D. Wave Interactions Indicator 1. Identify and describe various types of waves and their properties. Objectives

a. Identify and compare longitudinal and transverse waves. 510–511; see also Grade 4, pp. 408–409

b. Recognize and describe the wavelength, frequency, amplitude, and velocity

of waves. 278–279, 501

c. Describe the relationship between the frequency and the wavelength of a

wave. See Grade 4, pp. 408–409

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Indicator 2. Identify and describe the properties of sound waves. Objectives

a. Identify and describe the relationship between the frequency and the pitch of a sound wave.

See Grade 5, pp. 454–455; Grade 4, pp. 412–413, 414–415 b. Identify and describe the relationship between wavelength and pitch. Related content: Grade 4, pp. 408–409, 412–413, 414–415 c. Identify and describe the relationship between amplitude and loudness. Related content: Grade 4, pp. 408–409, 412–413, 414–415

Indicator 3. Identify and describe behaviors of light waves. Objectives

a. Identify and describe that the angle of reflection for light is equal to the angle of incidence.

497E b. Identify and describe the refraction of light as it moves from one medium to

another, such as from air to water or air to glass. 512–513 c. Identify and describe how a prism disperses white light into its component

colors. 512–513 d. Recognize and describe that the color of an object depends on the colors of

light it absorbs and reflects/emits. 512–513

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Standard 6.0 Environmental Science Environmental Science : Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Topic A. Flow of Matter and Energy Indicator 1. Recognize and explain how matter is transformed between the physical environment and organisms. Objective

a. Recognize and describe how water is cycled among organisms in a food web and the environment.

184–185; Related content: 182–183

Topic B. Interdependence of Organisms Indicator 1. Recognize and describe how biotic and abiotic factors influence an environment. Objectives

a. Describe how the types of organisms that can live in a given environment are affected by environmental conditions, such as temperature, precipitation, and soil type.

8–9, 140, 146–147, 150–151, 152–153, 154–155, 198–199 b. Recognize and explain that a biotic community is made up of organisms that

are adapted to live in a specific environment. 6–7, 8–9, 137E, 146–147, 166–167, 168–169, 194–195 c. Recognize and describe the interactions of plants and animals in a given

biome or ecosystem, such as deciduous forest, tropical rain forest, tundra, grassland, desert, ocean, and estuary.

6–7, 137, 138–139, 142–143, 144–145, 148–149, 150–151, 152–153

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Scott Foresman Science Maryland Science Voluntary Core Curriculum Grade Six Topic C. Natural Resources and Human Needs Indicator 1. Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality. Objectives

a. Identify and describe natural resources, such as agricultural lands, energy, minerals, water, wildlife, forests, and fisheries.

289, 292, 293, 294–295, 296–297, 298–299, 302–303, 304–305, 308–309 b. Identify and describe the distribution of natural resources around the Earth. 294–295; Related content: 310–311

c. Identify and describe how the natural change process may be affected by

human activities, such as agriculture, beach preservation, mining, development/construction, and stream/river alteration.

299, 300–301 d. Identify and describe problems associated with obtaining, using, and

distributing natural resources. 188–189, 306–307, 312–313

e. Identify possible solutions to problems associated with obtaining, using, and

distributing natural resources. 190–191, 312–313

Topic D. Environmental Issues Indicator 1. Recognize and explain that human-caused changes have consequences for the immediate environment as well as for other places and future times. Objectives

a. Identify and describe a range of local issues that have an impact on people in other places.

Related content: 298–299, 300–301, 302–303, 306–307, 312–313

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b. Recognize and describe how environmental change in one part of the world can have consequences for other parts of the world.

350–351

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