sample alignment to framework for k–12 science education*

New Energy for Science!

Sample Alignment to Framework

for K–12 Science Education*

Dimensions 1–3 Grades K–5, Pages 2–7Dimensions 1–3 Grades 6–8, Pages 8–15

*The Next Generation Science Standards are based on the Framework for K–12 Science Education developed by the National Research Council. Next Generation Science Standards and the associated logo are registered trademarks of Achieve, Inc.

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As called for by the Framework for K–12 Science Education, ScienceFusion engages students in three-dimensional learning, integrating Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas through 360° of Inquiry. The following sample alignment highlights this seamless integration across K–8.

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Dimension 1 ScienceFusion Grades K–5 SCIENTIFIC AND ENGINEERING PRACTICES ScienceFusion engages students in all eight Practices, helping them understand how scientific

knowledge develops so they appreciate the wide range of approaches to investigate, model, and explain the world. ScienceFusion also helps students understand the work of engineers as well as the links between engineering and science.

DIMENSION 1: SCIENTIFIC AND ENGINEERING PRACTICES

GRADE KExample Pages

GRADE 1Example Pages





Asking questions (for science) anddefining problems (for engineering)

Student Edition p. 25Inquiry Flipchart p. 17

Student Edition p. 47, 50-51 Student Edition p. 43, 46-47 Student Edition p. 55, 58-59 Student Edition 63, 66-67 Student Edition p. 63, 68-69

Developing and using models Student Edition p. 25Inquiry Flipchart p.17

Student Edition p. 52-53 Inquiry Flipchart p. 8


Student Edition p. 15-16Inquiry Flipchart p. 11



Planning and carrying outinvestigations

Inquiry Flipchart p. 9 Student Edition p. 189-190 Inquiry Flipchart p. 23





Analyzing and interpreting data Inquiry Flipchart p.12 Student Edition p. 189-190 Inquiry Flipchart p. 23





Using mathematics andcomputational thinking

Inquiry Flipchart p. 15 Student Edition p. 373 Student Edition p. 161 Student Edition p. 275 Student Edition p. 249 Student Edition p. 433

Constructing explanations(for science) and designingsolutions (for engineering)

Inquiry Flipchart p.15 Student Edition p. 363-364Inquiry Flipchart p. 45





Engaging in argument from evidence

Student Edition p. 25Inquiry Flipchart p.9

Student Edition p. 34-35 Student Edition p. 28-31 Student Edition p. 34-35 Student Edition p. 41-42 Student Edition p. 79-80

Obtaining, evaluating, andcommunicating information


Student Edition p. 393-394Inquiry Flipchart p.48





Venus

Mercury

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The inner planets are alike in some ways. They are all small and rocky. They have few moons—

or none at all. Still, each planet is unique. Mercury has a thin atmosphere of carbon dioxide with a surface like our moon. Venus has a thick carbon dioxide atmosphere, which makes it boiling hot. Drops of acid fall from Venus’s clouds. Mars is dry and freezing cold. Huge dust storms blow across Mars’s surface. Only Earth has water, soil, and air to support life.

The inner planets are Earth’s closest neighbors. Sometimes, these planets look like bright stars in the night sky. How are the inner planets alike and different?

Active ReadingActive Reading As you read these pages, draw a star next to words or phrases that identify characteristics shared by all of the inner planets.

TheTheTheTheTheTheInsideInsideInsideInsideInsideInside Inside Inside Inside Inside Inside Inside Inside InsideInsideInside InsideInside InsideInsideInside Inside

TheInside

TheTheTheInside

TheInside

TheInside

TheTheTheInside

The Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track Track

Mercury is the smallest planet in our solar system. Images taken by the Messenger space probe show the deep craters on Mercury’s surface. Rocky objects slammed into Mercury, leaving deep scars.

Images taken by the Venus Express probe show one of the more than 1,600 volcanoes on Venus’s surface. For a long time, it was hard to study Venus’s surface because of the thick clouds hiding it. These same clouds trap heat on Venus, making it the hottest planet.

Images not to scale

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Earth

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Survivor—Mars!Suppose you have the chance to go to Mars. Think about what Mars is like. Make a list of things you would need to survive on Mars, and explain your choices.

Satellite images of Earth show large green, blue, and white areas. Earth is the only planet with a large supply of liquid water, an atmosphere of nitrogen and oxygen, and visible life.

The Mars Rover Spirit sent this image of Mars’s surface back to Earth. Mars’s surface has mountains, wide plains, canyons, and volcanoes. Its surface looks red because of the iron oxide in its soil.

Sample answer: I would bring warm clothes

because it’s so cold on Mars. I would bring air,

food, and water, because these things are not

found on Mars.

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The interactive Write-In Student Edition prompts yourstudents to ask questions, define problems, and design solutions.

Multiple Virtual Labs in every unit provide studentswith digital learning opportunities to plan, carry out online investigations, and communicate data.

STEM activities ask students to apply engineering andtechnology solutions in real-world learning situations.

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DIMENSION 2:Crosscutting concepts that have common application

across fields

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Patterns

Unit 2, Lesson 4 Living and nonliving Unit 2, Lesson 5 Real and pretend Unit 7, Lesson 22 Seasons

Unit 7, Lesson 3 EQ: What are seasons? Unit 8, Lesson 2 EQ: How does the sky seem to change? Unit 8, Lesson 3 EQ: How does the sun seem to move?

Unit 7, Lesson 3 EQ: What are some weather patterns? Unit 7, Lesson 5 EQ: How do seasons affect living things? Unit 8, Lesson 2 EQ: What causes day and night?

Unit 7, Lesson 1 EQ: What is the water cycle? Unit 8, Lesson 1 EQ: How do Earth and the moon move? Unit 8, Lesson 2 EQ: How can we model the moon’s phases?

Unit 3, Lesson 3 EQ: How can we observe a plant’s life cycle? Unit 5, Lesson 4 EQ: How can we observe weather patterns? Unit 6, Lesson 1 EQ: How do the sun, Earth, and moon interact?

Unit 4, Lesson 2 EQ: What is a dichotomous key? Unit 11, Lesson 2 EQ: How does ocean water move? Unit 15, Lesson 4 EQ: What are Newton’s Laws?

Cause and effect: Mechanism and

explanation

Unit 8, Lesson 24 Matter can change. Unit 8, Lesson 25 Heating and cooling matter Unit 10, Lesson 31 Changing how things move

Unit 4, Lesson 2 EQ: Why do plants grow? Unit 10, Lesson 2 EQ: How can we change the way objects move? Unit 10, Lesson 5 EQ: How do we make sound?

Unit 4, Lesson 2 EQ: What do plants need to grow? Unit 7, Lesson 2 EQ: How does the sun heat Earth? Unit 8, Lesson 2 EQ: What causes day and night?

Unit 4, Lesson 5 EQ: How do environmental changes affect living things? Unit 5, Lesson 4 EQ: How does earth’s surface change quickly? Unit 10, Lesson 3 EQ: How doe simple machines affect work?

Unit 4, Lesson 6 EQ: How do people affect their environment? Unit 9, Lesson 4 EQ: How is heat produced? Unit 10, Lesson 5 EQ: How do we use electricity?

Unit 5, Lesson 4 EQ: How does grought affect plants? Unit 8, Lesson 1 EQ: How do weathering and erosion shape earth’s surface? Unit 15, Lesson 2 EQ: How do forces affect motion?

Scale, proportion, and quantity

Unit 1, Lesson 3 How do we use science tools? Unit 7, Lesson 21 Measuring weather Unit 10, Lesson 29 Where things are

Unit 4, Lesson 5 EQ: How can we compare leaves? Unit 7, Lesson 1 EQ: What is weather? Unit 9, Lesson 1 EQ: What can we observe about objects?

Unit 1, Lesson 2 EQ: How do we use science tools? Unit 7, Lesson 4 EQ: How can we measure precipitation? Unit 9, Lesson 2 EQ: How can we compare volumes?

Unit 1, Lesson 3 EQ: How do scientists use tools? Unit 1, Lesson 4 EQ: How can you measure length? Unit 9, Lesson 3 EQ: What physical properties can we observe?

Unit 1, Lesson 2 EQ: What skills do scientists use? Unit 1, Lesson 5 EQ: What kind of models do scientists use? Unit 7, Lesson 1 EQ: What are physical properties of matter?

Unit 1, Lesson 5 EQ: What are some science tools? Unit 12, Lesson 3 EQ: What are stars and galaxies? Unit 13, Lesson 6 EQ: What is atomic theory?

Systems and system models

Unit 4, Lesson 14 Animals and plants together Unit 5, Lesson 15 Day sky Unit 7, Lesson 22 Seasons

Unit 5, Lesson 1 EQ: Where do plants and animals live? Unit 5, Lesson 2 EQ: What is a terrarium? Unit 7, Lesson 3 EQ: What are seasons?

Unit 5, Lesson 1 EQ: How do plants and animals need one another? Unit 8, Lesson 1 EQ: What are planets and stars? Unit 8, Lesson 3 EQ: How can we model day and night?

Unit 4, Lesson 1 EQ: What are ecosystems? Unit 4, Lesson 3 EQ: What is a food chain? Unit 8, Lesson 2 EQ: How can we model the moon’s phases?

Unit 4, Lesson 3 EQ: How can we model a food web? Unit 5, Lesson 1 EQ: What is the water cycle? Unit 6, Lesson 4 EQ: What are the planets in our solar system?

Unit 3, Lesson 3 EQ: How do cells work together? Unit 3, Lesson 4 EQ: How do our bodies move, breathe, and circulate blood? Unit 12, Lesson 1 EQ: What objects are part of the solar system?

Energy and matter: Flows, cycles, and

conservation

Unit 8, Lesson 25 Heating and cooling matter. Unit 9, Lesson 27 Light Unit 10, Lesson 32 Magnets

Unit 9, Lesson 2 EQ: What are solids, liquids, and gases? Unit 9, Lesson 4 EQ: How can matter change? Unit 10, Lesson 5 EQ: How do we make sound?

Unit 7, Lesson 2 EQ: How does the sun heat Earth? Unit 9, Lesson 3 EQ: How does matter change? Unit 10, Lesson 1 EQ: What is energy?

Unit 4, Lesson 4 EQ: What are some food chains? Unit 7, Lesson 1 EQ: What is the water cycle? Unit 9, Lesson 4 EQ: What are some changes to matter?

Unit 7, Lesson 3 EQ: What is conservation of mass? Unit 9, Lesson 1 EQ: What are some forms of energy? Unit 10, Lesson 2 EQ: How do electric charges interact?

Unit 6, Lesson 2 EQ: How does energy move through ecosystems? Unit 13, Lesson 6 EQ: What is the atomic theory? Unit 14, Lesson 3 EQ: What is light?

Structure and function

Unit 2, Lesson 7 What animals need Unit 3, Lesson10 What plants need Unit 3, Lesson 11 Plant parts

Unit 3, Lesson 1 EQ: What are living and nonliving things? Unit 3, Lesson 4 EQ: How can we group animals?Unit 4, Lesson 3 EQ: What are some parts of plants?

Unit 3, Lesson 3 EQ: How do body coverings help animals? Unit 4, Lesson 3 EQ: What are some plant parts? Unit 6, Lesson 3 EQ: How can we classify plant products?

Unit 3, Lesson 4 EQ: What are structural adaptations? Unit 3, Lesson 6 EQ: What are behavioral adaptations? Unit 6, Lesson 3 EQ: What is soil?

Unit 3, Lesson 1 EQ: What are some plant structures? Unit 10, Lesson 2 EQ: How do electric charges interact? Unit 10, Lesson 4 EQ: What are electric circuits, conductors, & insulators?

Unit 3, Lesson 3 EQ: How do cells work together? Unit 4, Lesson 2 EQ: What is a dichotomous key? Unit 9, Lesson 3 EQ: How can rocks be classified?

Stability and change

Unit 2, Lesson 8 Animals grow and change Unit 3, Lesson 12 Plants grow and change Unit 8, Lesson 24 Matter can change

Unit 3, lesson 3 EQ: How are animals different?Unit 4, lesson 4 EQ: How are plants different? Unit 9, Lesson 4 EQ: How can matter change?

Unit 3, Lesson 3 EQ: How do body coverings help animals? Unit 3, Lesson 5 EQ: What are fossils? Unit 5, Lesson 4 EQ: How do environments change over time?

Unit 3, Lesson 4 EQ: What are behavioral adaptations? Unit 4, Lesson 5 EQ: How do environmental changes affect living things? Unit 5, Lesson 2 EQ: How does the earth’s surface change slowly?

Unit 3, Lesson 5 EQ: How are living things adapted to their environment? Unit 3, Lesson 6 EQ: Why do birds beaks differ? Unit 4, Lesson 1 EQ: What are populations, habitats, and niches?

Unit 4, Lesson 6 EQ: What are physical and behavioral adaptations? Unit 8, Lesson 1 EQ: How do weathering and erosion shape earth’s surface? Unit 10, Lesson 2 EQ: What was ancient earth like?

ScienceFusion Grades K–5Dimension 2

ScienceFusion embeds the seven Crosscutting Concepts starting in the earliest years of school through Grade 8. Units and Lessons, organized around Big Ideas and Essential Questions, allow students to build connections and intellectual tools that are related across different areas of content and enrich their applications of practices across print, digital, and hands-on resources.

CROSSCUTTING CONCEPTS

EQ = Essential Question

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Dimension 3 ScienceFusion uses students’ natural curiosity—as well as their reasoning skills—to help them discover, interact with, and apply what they’ve learned. Organized around the Core Ideas of physical, life, and earth and space sciences as well as engineering and technology, ScienceFusion guides students toward a coherent and scientifically based view of the natural sciences and engineering.

CORE IDEAS IN FOURDISCIPLINARY AREAS

GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5

PHYSICAL SCIENCES

PS 1: Matter and Its Interactions

Unit 8: Matter Unit 9: All About Matter Unit 9: Changes in Matter Unit 9: Matter Unit 7: Properties of MatterUnit 8: Changes in Matter

Unit 13: Matter

PS 2: Motion and Stability: Forces and Interactions Unit 10: Motion Unit 10: Forces and Energy Unit 10: Energy and Magnets Unit 10: Simple and Compound Machines

Unit 11: Motion Unit 15: Forces and Motion

PS 3: Energy Unit 9: Energy Unit 10: Forces and Energy Unit 10: Energy and Magnets Unit 10: Simple and Compound Machines

Unit 9: EnergyUnit 10: Electricity

Unit 14: Light and Sound

PS 4: Waves and their applications in technologies for information transfer

Unit 10: Forces and Energy (includes Sound) Unit 10: Energy and Magnets Unit 10: Electricity Unit 14: Light and Sound

LIFE SCIENCES

LS 1: From Molecules to Organisms:Structures and Processes

Unit 2: AnimalsUnit 3: Plants

Unit 3: AnimalsUnit 4: Plants

Unit 3: All About AnimalsUnit 4: All About Plants

Unit 3: Plants and Animals Unit 3: Plants and Animals Unit 3: Cells to Body Systems

LS 2: Ecosystems: Interactions, Energy, and Dynamics Unit 4: Habitats Unit 5: Environments Unit 5: Environments forLiving Things

Unit 4: Ecosystems and Interactions Unit 4: Energy and Ecosystems Unit 5: EcosystemsUnit 6: Energy and Ecosystems

LS 3: Heredity: Inheritance and Variation of Traits Unit 3: AnimalsUnit 4: Plants

Unit 3: All About AnimalsUnit 4: All About Plants

Unit 3: Plants and Animals Unit 3: Plants and Animals Unit 4: Living Things Grow and Repro-duce

LS 4: Biological Evolution: Unity and Diversity Unit 3: All About Animals(includes fossils)

Unit 10: Fossils

EARTH and SPACE SCIENCES

ESS 1: Earth’s Place in the Universe

Unit 5: Day and Night Unit 8: Objects in the Sky Unit 8: The Solar System Unit 8: Earth and Its Moon Unit 6: Earth and Space Unit 12: The Solar System andthe Universe

ESS 2: Earth’s Systems Unit 7: Weather and the Seasons Unit 7: Weather and Seasons Unit 7: All About Weather Unit 5: Changes to Earth’s SurfaceUnit 7: Water and Weather

Unit 5: Weather Unit 8: Changes to Earth’s SurfaceUnit 9: The Rock CycleUnit 11: Earth’s Oceans

ESS 3: Earth and Human Activity Unit 6: Earth’s Resources Unit 6: Earth’s Resources Unit 6: Earth and Its Resources Unit 6: People and Resources Unit 4: Energy and Ecosystems Unit 7: Natural Resources

ENGINEERING, TECHNOLOGY, AND THE APPLICATIONS OF SCIENCE

ETS 1: Engineering Design

Unit 1: Doing Science Unit 1: How Scientists WorkUnit 2: Technology All Around Us

Unit 1: Work Like a ScientistUnit 2: Technology and Our World

Unit 1: Investigating QuestionsUnit 2: The Engineering Process

Unit 5: Weather Unit 1: Studying ScienceUnit 2: The Engineering Process

ETS 2: Links Among Engineering, Technology, Science, and Society

STEM features in every unit also address the ETS Core Ideas.

STEM features in every unit also ad-dress the ETS Core Ideas.

STEM features in every unit also ad-dress the ETS Core Ideas.


STEM features in every unit alsoaddress the ETS Core Ideas.

ScienceFusion Grades K–5 CORE IDEAS

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Dimension 1 ScienceFusion engages students in all eight Practices, helping them understand how scientific knowledge develops so they appreciate the wide range of approaches to investigate, model, and explain the world. ScienceFusion also helps students understand the work of engineers as well as the links between engineering and science.

MODULE ACells and Heredity

MODULE BThe Diversity of

Living Things

MODULE CThe Human

Body

MODULE DEcology and the

Environment

MODULE EThe Dynamic

Earth

MODULE FEarth’s Water

and Atmosphere

MODULE GSpace Science

MODULE HMatter and

Energy

MODULE IMotion, Forces,

and Energy

MODULE JSound and Light

MODULE KIntroduction

to Science and Technology

SCIENTIFIC ANDENGINEERING

PRACTICES

STEM Engineeringand Technology:Analyzing NutrientsStudent Edition, p. 62-65

STEM Engineeringand Technology:Analyzing a GreenhouseStudent Edition,p. 134-137

STEM Engineeringand Technology:Designing a DeviceStudent Edition,p. 72-75

STEM Engineeringand Technology:Analyzing the Life Cycle of a Paper Cup Student Edition,p. 182-185

STEM Engineeringand Technology: Analyzing the Life Cycles of Aluminum and GlassStudent Edition,p. 166-169

STEM Engineeringand Technology: Analyzing the Life Cycles of Aluminum and Glass Student Edition,p. 166-169

STEM Engineeringand Technology: Analyzing the Life Cycles of Aluminum and GlassStudent Editionp. 66-169

STEM Engineeringand Technology:Building a Wind TurbineStudent Edition, p. 128-131

STEM Engineeringand Technology:Testing a Simple MachineStudent Edition, p. 98-101

STEM Engineeringand Technology:Building a PeriscopeStudent Edition,p. 114-117

STEM Engineeringand Technology:Designing a BridgeStudent Edition,p. 88-91

Asking questions (for science) and

defining problems (for engineering)

X X X X X X X X X X X

Developing and using models

X X X X X X X X X X

Planning andcarrying out

investigations

X X X X X X X X

Analyzing and interpreting data

X X X X X X X

Usingmathematics and

computational thinking

X X X

Constructing explanations

(for science) and designingsolutions

(for engineering)

X X X X X X X X

Engaging in argument from

evidence

X X X X X

Obtaining, evaluating, and communicating

information

X X X X X X X X X X X

The interactive Write-In Student Edition prompts your students to ask questions, define problems, and design solutions.

Multiple Virtual Labs in every unit provide students with digital learning opportunities to plan, carry out online investigations, and communicate data.

STEM activities ask students to apply engineering and technology solutions in real-world learning situations.

9 Infer What is the main benefit of placing these turbines in open water?

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Windmills such as these have been used for centuries to grind grain and pump surface water for irrigation.

A wind-powered water pump can pull water from deep underground when electricity is not available.

Wind farms are a form of clean energy, because they do not generate air pollution as they generate electricity.

Turn, Turn, TurnHow do humans use wind energy?Wind is created by the sun’s uneven heating of air masses in Earth’s atmosphere. Wind energy uses the force of moving air to drive an electric generator or do other work. Wind energy is renewable because the wind will blow as long as the sun warms Earth. Wind energy is harnessed by machines called wind turbines. Electricity is generated when moving air turns turbine blades that drive an electric generator. Clusters of wind turbines, called wind farms, generate large amounts of electricity.

Although wind energy is a renewable energy resource, it has several disadvantages. Wind farms can be placed only in areas that receive large amounts of wind. The equipment required to collect and convert wind energy is also expensive to produce and maintain. And the production and maintenance of this equipment produces a small amount of pollution. The turbine blades can also be hazardous to birds.

Answers 9. There is a steady supply of wind to turn

the turbines.

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How do humans get energy from moving water?Like wind, moving water has kinetic energy. People have harnessed the energy of falling or flowing water to power machines since ancient times. Some grain and saw mills still use water to power their equipment. Electrical energy produced by moving water is called hydroelectric energy. Hydroelectric energy is renewable because the water cycle is driven by the sun. Water that evaporates from oceans and lakes falls on higher elevations and flows downhill in streams, rivers, and waterfalls. The energy in flowing water is converted to electrical energy when it spins turbines connected to electric generators inside the dam.

Hydroelectric energy is a good source of energy only in locations where there are large, reliable amounts of flowing water. Another disadvantage of hydroelectric energy is that hydroelectric dams and their technology are expensive to build. The dams also can block the movement of fish between the sea and their spawning grounds. Special fish ladders must be built to allow fish to swim around the dam.

In hydroelectric dams, a tunnel called a penstock directs the flow of water to each turbine. The flow of water is controlled by raising or lowering a head gate over the water intake.

10 Identify Underline the kind of energy that is found in moving water.

Active Reading

11 Explain What is the purpose of the lake that is located behind the dam of a hydroelectric plant?

Turn, Turn, Turn

Visualize It!

Answers 10. See students’ pages for annotations.

11. The lake stores water for the dam and ensures that there will be an adequate flow of water.

Lesson 4 Renewable Energy Resources 175

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Building a Wind TurbineDuring the Industrial Revolution, machines began to replace human and animal power for doing work. From agriculture to manufacturing to transportation, machines made work faster and easier. But machines must have fuel. Fossil fuels such as coal, oil, and gasoline powered the Industrial Revolution and are still used today. But burning fossil fuels produces waste products that harm the environment. In addition, fossil fuels will eventually run out. As a result, there is a need to find new ways to produce energy.

Engineering Design ProcessSkills

Identify a need

Conduct research

Brainstorm solutions ✔

Select a solution ✔

Build a prototype ✔

Test and evaluate ✔

Redesign to improve

Communicate results ✔

Brainstorming SolutionsThere are many possible sources of clean energy. One of the most abundant sources of clean energy is wind. A wind turbine is a device that uses energy from the wind to turn an axle. The turning axle can be used to pump water, cut lumber, grind grain, or generate electricity. In an electric generator, the axle spins magnets around a coiled wire. The spinning magnets cause electrons to flow within the wire, producing electrical current. Most often, the electrical current is used to charge a battery and the energy is stored. There are many types of wind turbines.

1 Brainstorm What are other possible sources of renewable energy that could be used to turn a generator?

ObjectivesExplain how a need for clean energy has driven a technological solution.•

Describe two examples of wind power generators.•

Design a technological solution to a problem.•

Test and modify a prototype to achieve the desired result.•

Engineering & Technology

Unit 3 Earth’s Atmosphere 128

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Horizontal-axis wind turbines (HAWT) have a main axle that is horizontal. These turbines have the electrical generator at the top of a tower. HAWTs must be pointed into the wind to work. But because the blades are always facing into the wind, they are always being pushed by the wind. And because wind flows over the blades fairly evenly, vibration is reduced and the turbines last longer.

Vertical-axis wind turbines (VAWT) have a main axle that is vertical. VAWTs do not need to be pointed into the wind to work. Also, the generator can be placed near the ground so it is easy to reach. But each blade moves against the wind for part of its rotation so VAWTs are not as efficient and vibrate more than HAWTs.

The Modern DesignTurbines used today in wind farms for generating electricity are usually three-bladed and pointed into the wind by computer-controlled motors. They are very efficient and vibrate very little, so they are quiet and reliable. These turbines are white or light gray, to blend with the clouds. Their blades can be more than 40 meters (130 ft) long. The towers can be over 90 meters (300 ft) tall. The tips of their blades can travel more than 320 kilometers (200 miles) per hour!

Now it’s your turn to design an efficient wind turbine that will generate enough electricity to light a small bulb.

2 Infer What problems may have been encountered as prototypes for modern wind turbines were tested?

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ScienceFusion Grades 6–8 SCIENTIFIC AND ENGINEERING PRACTICES

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Dimension 2 ScienceFusion embeds the seven Crosscutting Concepts starting in the earliest years of school through Grade 8. Units and Lessons, organized around Big Ideas and Essential Questions, allow students to build connections and intellectual tools that are related across different areas of content and enrich their applications of practices across print, digital, and hands-on resources.


across fields

Module ACells and Heredity

Module BThe Diversity of

Living Things

Module CThe Human Body

Module DEcology and The Environment

Module EThe Dynamic Earth

Module FEarth’s Water

and Atmosphere

Patterns

Unit 2, Lesson 4EQ: How are traits inherited?Unit 2, Lesson 5EQ: How are patterns of inheritence studied?

Unit 1, Lesson 3EQ: What evidence supports the theory of evolution?

Unit 2, Lesson 4EQ: How do ecosystems change?

Unit 2, Lesson 2EQ: How are the relative ages of rock measured?

Unit 4, Lesson 3EQ: How do the water cycle and other global patterns affect local weather?Unit 4, Lesson 5EQ: What tools do we use to predict weather?


explanation

Unit 2, Lesson 4EQ: How are traits inherited?

Unit 1, Lesson 2EQ: What is the theory of evolution by natural selection?Unit 2, Lesson 4EQ: How do plants stay alive?

Unit 1, Lesson 2EQ: How do your skeletal and muscular systems work?

Unit 1, Lesson 1EQ: How are different parts of the environment connected?Unit 2, Lesson 3EQ: How do energy and matter move through ecosystems?Unit 3, Lesson 3EQ: How do we use nonrenewable energy resources?Unit 4, Lesson 1EQ: What impact can human activities have on water resources?

Unit 3, Lesson 2EQ: What is the rock cycle?Unit 4, Lesson 2EQ: What is plate tectonics?Unit 4, Lesson 5EQ: Why do earthquakes happen?Unit 4, Lesson 6EQ: How are siesmic waves used to study earthquakes?

Unit 3, Lesson 3EQ: What is wind?Unit 4, Lesson 3EQ: How do the water cycle and other global patterns affect local weather?


Unit1, Lesson 1EQ: What are living things made of?

Unit 1, Lesson 4EQ: How has life on Earth changed over time?

Unit 2, Lesson 3EQ: How are nutrition, fitness, and health related?

Unit 3, Lesson 1EQ: How can Earth support life?

Unit 2, Lesson 3EQ: How is the absolute age of rock measured?Unit 3, Lesson 1EQ: What are minerals, how do they form, and how can they be indetified?

Unit 2, Lesson 2EQ: How does an ocean wave form and move?Unit 3, Lesson 1EQ: What is the atmosphere?


Unit 1, Lesson 4EQ: How are living things organized?Unit 1, Lesson 6EQ: How do cells get and use energy?

Unit 1, Lesson 3EQ: How do the circulatory and resipratory systems work?Unit 2, Lesson 1EQ: How does your body’s defense system work?

Unit 1, Lesson 1EQ: How are different parts of the environment connected?Unit 2, Lesson 1EQ: What are land biomes?Unit 2, Lesson 2EQ: What are aquatic ecosystems?Unit 2, Lesson 4EQ: How do ecosystems change?

Unit 1, Lesson 1EQ: How do matter and energy move through Earth’s spheres?Unit 4, Lesson 2EQ: What is plate tectonics?

Unit 4, Lesson 3EQ: How do the water cycle and other global patterns affect local weather?Unit 4, Lesson 5EQ: What tools do we use to predict weather?


conservation

Unit 1, Lesson 6EQ: How do cells get and use energy?

Unit 1, Lesson 1EQ: What are living things? Unit 2, Lesson 4 EQ: How do plants stay alive?

Unit 1, Lesson 1 EQ: How do the body systems work together to maintain homeostasis?

Unit 1, Lesson 2 EQ: How does energy flow through an ecosystem?Unit 2, Lesson 3 EQ: How do energy and matter move through ecosystems? Unit 3, Lesson 3 EQ: How do we use nonrenewable energy resources?

Unit 1, Lesson 1 EQ: How do matter and energy move through Earth’s spheres?Unit 4, Lesson 6 EQ: How are seismic wavies used to study earthquakes?

Unit 2, Lesson 2 EQ: How does an ocean wave form and move?Unit 3, Lesson 2 EQ: How does energy move through Earth’s system?Unit 4, Lesson 6 EQ: How is climate affected by energy from the sun and variations on Earth’s surface?


Unit 1, Lesson 2EQ: What are the building blocks of organisms?Unit 2, Lesson 4 EQ: How are traits inherited?Unit 2, Lesson 6EQ: What is DNA?

Unit 1, Lesson 5EQ: How are organisms classified?Unit 2, Lesson 3 EQ: What are plants?Unit 2, Lesson 5 EQ: What are animals?

Unit 1, Lesson 4 EQ: How do your body’s digestive and excretory systems work?Unit 1, Lesson 5 EQ: How do the nervous and endocrine systems work?

Unit 1, Lesson 1 EQ: How are different parts of the environment connected?

Unit 3, Lesson 1 EQ: What are minerals, how do they form, and how can they be identified?Unit 4, Lesson 1 EQ: What are Earth’s layers?

Unit 1, Lesson 1 EQ: What makes water so important?Unit 2, Lesson 1 EQ: What lies within and beneath Earth’s oceans?Unit 3, Lesson 1 EQ: What is the atmosphere?


Unit 1, Lesson 5EQ: How do organisms maintain homeostasis?

Unit 1, Lesson 2EQ: What is the theory of evolution by natural selection?Unit 1, Lesson 3EQ: What evidence supports the theory of evolution?

Unit 2, Lesson 3EQ: How are nutrition, fitness, and health related?

Unit 1, Lesson 3 EQ: What determines population size?Unit 2, Lesson 4 EQ: How do ecosystems change?

Unit 4, Lesson 7 EQ: What are the causes and effects of climate change?


ScienceFusion Grades 6–8 CROSSCUTTING CONCEPTS

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Dimension 2 ScienceFusion embeds the seven Crosscutting Concepts starting in the earliest years of school through Grade 8. Units and Lessons, organized around Big Ideas and Essential Questions, allow students to build connections and intellectual tools that are related across different areas of content and enrich their applications of practices across print, digital, and hands-on resources.


across fields

Module GSpace Science

Module HMatter and Energy

Module IMotion, Forces, and Energy

Module JSound and Light

Module KIntroduction to Science and Technology

Patterns

Unit 1, Lesson 3EQ: How do stars change over time?Unit 3, Lesson 2EQ: How do Earth, the moon, and the sun affect each other?

Unit 3, Lesson 2EQ: How are elements arranged on the periodic table?Unit 3, Lesson 3EQ: How do atoms interact with each other?

Unit 3, Lesson 6EQ: What are electronics, and how have they changed?

Unit 2, Lesson 3EQ: How does sound technology work?

Unit 2, Lesson 1EQ: How do scientists show the results of investigations?


explanation

Unit 3, Lesson 1EQ: How are Earth’s days, years, and seasons realted to the way Earth moves in space?Unit 3, Lesson 2EQ: How do Earth, the moon, and the sun affect each other?

Unit 4, Lesson 1 EQ: How are chemical reactions modeled?

Unit 1, Lesson 5EQ: What happens when fluids exert pressure?Unit 2, Lesson 3EQ: How do simple machines work?

Unit 2, Lesson 1EQ: What is sound?Unit 3, Lesson 2EQ: How does light interact with matter?

Unit 3, Lesson 2EQ: How can we evaluate technology?Unit 3, Lesson 3EQ: What are technological systems?


Unit 1, Lesson 1EQ: What makes up the universe?Unit 1, Lesson 2EQ: What are some properties of stars?Unit 2, Lesson 5EQ: What is known about the gas giant planets?

Unit 3, Lesson 1EQ: How do you know what parts make up the atom?Unit 5, Lesson 3EQ: What is pH a measure of?

Unit 1, Lesson 1EQ: How are distance, time, and speed related?Unit 2, Lesson 3EQ: How do simple machines work?Unit 3, Lesson 1EQ: What makes something electrically charged?

Unit 1, Lesson 2EQ: How can we describe a wave?Unit 2, Lesson 1EQ: What is sound?Unit 3, Lesson 1EQ: What is the relationship between various EM waves?

Unit 2, Lesson 1EQ: How do scientists show the results of investigations?Unit 2, Lesson 2EQ: What are the tools and units used in science?


Unit 2, Lesson 1EQ: How have people modeled the solar system?Unit 4, Lesson 2EQ: How do we explore space?

Unit 3, Lesson 1EQ: How do you know what parts make up the atom?Unit 3, Lesson 3EQ: How do atoms interact with each other?

Unit 2, Lesson 3EQ: How do simple machines work?Unit 3, Lesson 6EQ: What are electronics, and how have they changed?

Unit 3, Lesson 5EQ: How can light be used?

Unit 2, Lesson 1EQ: How do scientists show the results of investigations?Unit 2, Lesson 3EQ: How do scientists use models and simulations?Unit 3, Lesson 1EQ: What is the engineering design process?


conservation

Unit 1, Lesson 1 EQ: What properties define matter?Unit 1, Lesson 5 EQ: How do particles in solids, liquids, and gases move?Unit 2, Lesson 1 EQ: What is energy?Unit 2, Lesson 2 EQ: How is temperature related to kinetic energy?

Unit 2, Lesson 1 EQ: How is work related to energy?Unit 2, Lesson 2 EQ: What are kinetic and potential energy?Unit 3, Lesson 1 EQ: What makes something electrically charged?

Unit 1, Lesson 1 EQ: What are waves?Unit 2, Lesson 2 EQ: How do sound waves travel and interact?Unit 3, Lesson 2 EQ: How does light interact with matter?


Unit 1, Lesson 1 EQ: What makes up the universe?Unit 1, Lesson 2 EQ: What are some properties of stars?

Unit 1, Lesson 2 EQ: What are physical and chemcial properties of matter?Unit 3, Lesson 1 EQ: How do we know what parts make up the atom?

Unit 1, Lesson 2 EQ: How can we describe a wave?Unit 2, Lesson 1 EQ: What is sound?Unit 3, Lesson 1 EQ: What is the relationship between various EM waves?


Unit 1, Lesson 3 EQ: How do stars change over time?


Inquiry-based Video Projects give your students a foundation for applying scientific reasoning and engineering design skills in a variety of STEM and environmentally related scenarios.

A digital experience for every textbook lesson teaches the same concepts, but delivers the material in a different way. This gives students multiple exposures to all standards.

ScienceFusion Grades 6–8 CROSSCUTTING CONCEPTS

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Dimension 3 ScienceFusion uses students’ natural curiosity—as well as their reasoning skills—to help them discover, interact with, and apply what they’ve learned. Organized around the Core Ideas of physical, life, and earth and space sciences as well as engineering and technology, ScienceFusion guides students toward a coherent and scientifically based view of the natural sciences and engineering.


GRADE 6–8

PHYSICAL SCIENCES

PS 1: Matter and its Interactions

Module H: Matter and Energy Unit 1: Matter Unit 3: Atoms and the Periodic Table Unit 4: Interactions of Matter Unit 5: Solutions, Acids, and Bases

PS 2: Motion and Stability: Forces and Interactions Module I: Motion, Forces, and Energy Unit 1: Motion and Forces Unit 2: Work, Energy, and Machines Unit 3: Electricity and Magnetism

PS 3: Energy Module H: Matter and Energy Unit 2: Energy Unit 3: Light

PS 4: Waves and their applications in technologies for information transfer

Module J: Sound and Light Unit 1: Introduction to Waves

Module I: Motion, Forces, and Energy Unit 3: Electricity and Magnetism

LIFE SCIENCES

LS 1: From Molecules to Organisms: Structures and Processes

Module A: Cells and Heredity Unit 1: Cells

Module B: The Diversity of Living Things Unit 2: Earth’s Organisms

Module C: The Human Body Unit 1: Human Body Systems Unit 2: Human Health

LS 2: Ecosystems: Interactions, Energy, and Dynamics Module D: Ecology and the Environment Unit 1: Interactions of Living Things Unit 2: Earth’s Biomes and Ecosystems Unit 3: Earth’s Resources Unit 4: Human Impact on the Environment

LS 3: Heredity: Inheritance and Variation of Traits Module A: Cells and Heredity Unit 2: Reproduction and Heredity

LS 4: Biological Evolution: Unity and Diversity Module B: The Diversity of Living Things Unit 1: Life Over Time Unit 2: Earth’s Organisms


GRADE 6–8

EARTH and SPACE SCIENCES

ESS 1: Earth’s Place in the Universe

Module G: Space Science Unit 1: The Universe Unit 2: The Solar System Unit 3: The Earth-Moon-Sun System Unit 4: Exploring Space

ESS 2: Earth’s Systems Module E: The Dynamic Earth Unit 1: Earth’s Surface Unit 2: Earth’s History Unit 3: Minerals and Rocks Unit 4: The Restless Earth

Module F: Earth’s Water and Atmosphere Unit 1: Earth’s Water Unit 2: Oceanography Unit 3: Earth’s Atmosphere Unit 4: Weather and Climate

ESS 3: Earth and Human Activity Module D: Ecology and the Environment Unit 3: Earth’s Resources Unit 4: Human Impact on the Environment

ENGINEERING, TECHNOLOGY, ANDTHE APPLICATIONS OF SCIENCE

ETS 1: Engineering Design

Module K: Introduction to Science and Technology Unit 1: The Nature of Science Unit 2: Measurement and Data Unit 3: Engineering, Technology, and Society

ETS 2: Links Among Engineering, Technology, Science,and Society


ScienceFusion Grades 6–8 CORE IDEAS

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