scott foresman science - pearson school · pdf filethis document demonstrates how scott...

A Correlation of

to the

Alabama Course of Study

Science Grades K-5

T/S-41B

Introduction This document demonstrates how Scott Foresman Science meets the Alabama Course of Study for Science. Page references are to the Teacher’s Edition with 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 ___________________________________________________________3

Grade Two ___________________________________________________________6

Grade Three __________________________________________________________9

Grade Four __________________________________________________________13

Grade Five __________________________________________________________17

Scott Foresman Science to the

Alabama Course of Study—Science

Kindergarten PHYSICAL SCIENCE Students will: 1. Classify objects as solids or liquids. 136–137, 144–145, 146–147, 148–149, 152–153, 202–203 2. Identify the sun as Earth’s source of light and heat. 156–157, 157a, 158–159, 160–161, 163, 164–165, 166–167, 168–169, 202–203, 204–205 Predicting the effect of the sun on living and nonliving things 20–21, 164–165 Identifying relationships between light and shadows 166–167 Predicting the occurrence of shadows 166–167 3. Relate a variety of sounds to their sources, including weather, animal, and transportation sounds. Examples: weather—thunder, animal—dog bark, transportation—truck horn 16, 101a, 118–119, 175b, 190–191 4. Identify properties of motion, including change of position and change of speed.

13, 174–175, 175a, 175b, 176–177, 178–179, 182–183, 184–185, 186–187, 188–189, 192–193, 194–195, 226–227, 227a–227b, 230–231, 232–233, 244–245 5. Predict whether an object will be attracted by a magnet. 192–193

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Scott Foresman Science Alabama Course of Study—Science Kindergarten

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LIFE SCIENCE 6. Compare size, shape, structure, and basic needs of living things. 22-23, 32-33, 38-39, 46-47, 47a-47b, 50-51, 52-53, 54-55, 56-57, 58-59, 60-61, 62-63 Identifying similarities of offspring and their parents 26–27, 30–31, 34–35, 38–39, 42–43 7. Classify objects using the five senses. 50–51, 52-53, 138–139, 178–179, 212–213 Grouping objects according to color, shape, size, sound, taste, smell, texture,

and temperature 134–135, 135a, 135b, 136–137, 138–139, 140–141, 142–143, 144–145 EARTH AND SPACE SCIENCE 8. Identify features of Earth as landmasses or bodies of water. 88–89, 92–93, 98–99 9. Identify seasons of the year. 110–111, 112–113, 114–115, 116–117 Describing seasonal changes in the weather 102–103, 104–105, 110–111, 112–113, 114–115, 116–117 10. Identify objects observed in the day sky with the unaided eye, including the sun, clouds, moon, and rainbows. 208–209, 209a, 209b, 210–211, 212–213, 214–215, 216–217, 218–219, 220–221, 224–225, 254–255



Grade One PHYSICAL SCIENCE Students will: 1. Select appropriate tools and technological resources needed to gather, analyze, and interpret data. Examples: platform balances, hand lenses, computers, maps, graphs, journals 9, 17, 18–19, 33, 40–41, 57, 74–75, 99, 102, 106–107, 111, 121, 125, 130–131, 155, 163, 167, 168–169, 194–195, 219, 223, 225, 229, 232–233, 249, 252, 253, 263, 266–267, 281, 285, 293, 297, 298–299, 315, 320, 323, 327, 328–329, 347, 351, 357, 362–363 2. Identify basic properties of objects. Examples: size, shape, color, texture 154–157, 168–169, 210–211, 212, 213, 214–217, 218–221, 222–223, 226–227, 234–235, 238–239 3. Describe effects of forces on objects, including change of speed, direction, and position. 242–243, 244, 245, 246–249, 250–251, 252–253, 254–255, 268–269, 310–311, 356–359, 372–373, 374–375 Life Science 4. Describe survival traits of living things, including color, shape, size, texture, and covering. 2–3, 4, 12–13, 24, 38–39, 40–41, 48, 50–51, 52, 53, 54–57, 58–61, 62–67, 68–71, 72–73, 74–75, 114–115, 118–121, 130–131, 140–141, 190 Classifying plants and animals according to physical traits Examples: animals—six legs on insects, plants—green leaves on evergreen trees 4, 5, 40–41, 42–43, 46–47, 50–51, 54–57, 58–61, 68–71, 72–73, 74–75, 76–77, 104–105, 136, 364–365

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Scott Foresman Science Alabama Course of Study—Science Grade One

Identifying developmental stages of plants and animals Examples: plants—seed developing into seedling, seedling developing into tree; animals—piglet developing into pig, kid developing into goat 82–83, 84, 85, 86–91, 92–93, 94–97, 98–99, 100–103, 104–105, 106–107, 108–109, 144, 344–345, 346–347 Describing a variety of habitats and natural homes of animals 18–19, 24, 26–27, 28, 29, 30–33, 34–35, 36–37, 38–39, 42–43, 46–47, 48, 54–57, 59, 62–67, 114–115, 122–125, 126–129, 130–131, 156–157, 312 5. Identify parts of the human body, including the head, neck, shoulders, arms, spine, and legs. Related content: 108–109 Recognizing the importance of a balanced diet for healthy bones 294–297, 300–301 Discussing the relationship of muscles and bones to locomotion See Grade 4. Discussing the relationship of bones to protection of vital organs Example: protection of brain by skull Related content: 109, 175 Identifying technology used by scientists to study the human body Examples: X–ray images, magnetic resonance imaging (MRI) 80 See also, Grade 4 6. Recognize evidence of animals that no longer exist. 174-175, 176 EARTH AND SPACE SCIENCE

7. Identify components of Earth’s surface, including soil, rocks, and water. 150–151, 152–153, 154–155, 156–157 8. Recognize daily changes in weather, including clouds, precipitation, and temperature. 182–183

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Scott Foresman Science Alabama Course of Study—Science Grade One

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Recognizing instruments used to observe weather Examples: thermometer, rain gauge, wind sock, weather vane 178–179, 180–181, 182–183, 185 Recording weather data using weather journals, charts, and maps 180–181 9. Identify ways to conserve Earth’s resources. Example: turning off lights and water when not in use 163, 166–167 10. Describe uses of recycled materials. Examples: manufacture of paper products from old newspapers, production of mulch from trees 166–167, 170–171 11. Compare the day sky to the night sky as observed with the unaided eye. 314–315, 316, 317, 318-321, 320–321, 322–323, 324–327, 328–329, 330–331



Grade Two

PHYSICAL SCIENCE Students will: 1. Identify states of matter as solids, liquids, and gases. 179, 233, 234–235, 236, 237, 238–241, 242–247, 253, 255, 256–257, 353 Describing objects according to physical properties, including hardness, color,

and flexibility 146, 147, 233, 234–235, 240–241, 242–243, 245, 247, 249 Describing changes between states of matter Examples: solid to liquid—melting, gas to liquid—condensing, liquid to gas—evaporating, liquid to solid—freezing 101, 152, 178–179, 186, 232, 250–251, 252–255, 256–257, 281 Measuring quantities of solids and liquids 258–259 2. Identify vibration as the source of sound. 286–287, 329, 330–331, 332, 334–337, 338-339, 340–341, 342–343, 346–347, 352 Identifying pitch and volume as properties of sound 286–287, 329, 330–331, 332, 333, 334–337, 338–339, 344–345, 346–347, 348–349, 352, 406 Distinguishing between pitch and volume of sound 336–337, 338–339, 346–347 3. Recognize that light travels in a straight line until it strikes an object. 27, 282–285, 292–293 Recognizing that light can be reflected 282–283

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Scott Foresman Science Alabama Course of Study—Science Grade Two

4. Describe observable effects of forces, including buoyancy, gravity, and magnetism. Examples: buoyancy—boat floating on water, gravity—apple falling from tree, magnetism—magnets adhering to metal

10, 297, 298–299, 302–307, 308–309, 310–313, 318–321, 322–323, 328, 363, 396 Identifying simple machines, including the inclined plane, lever, pulley, wedge,

screw, and wheel and axle 298–299, 312, 314–317, 324–325, 396, 397, 400 LIFE SCIENCE 5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers. 1, 2-3, 6–9, 10–11, 16–19, 20–21, 22–23, 24–25, 38–41, 114-115, 116-117 6. Identify characteristics of animals, including behavior, size, and body covering. 38–41, 42–43, 44–45, 46–47, 48–49, 50–51, 52–53, 54–55, 58–59, 60, 61,103–105, 106–107, 108–109, 110–111, 112–113 Comparing existing animals to extinct animals Examples: iguana to stegosaurus, elephant to wooly mammoth

202–203, 204, 206–207, 208–209, 210–211, 212–215, 216–217, 220–221, 224

Identifying migration and hibernation as survival strategies 42–43, 46–47, 50–51, 170–171, 180–181, 184–185, 186–187 EARTH AND SPACE SCIENCE 7. Identify geological features as mountains, valleys, plains, deserts, lakes, rivers, and oceans. 137, 138–139, 146, 152–153, 227 Identifying local landforms and bodies of water 2, 19, 20–21, 24–25, 50–51, 70–71, 128, 129, 138–139, 142–143, 144–145, 178–179, 254

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Scott Foresman Science Alabama Course of Study—Science Grade Two

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Identifying components of soil, including sand, clay, and silt 22, 24, 138–139, 140, 141, 146, 148–149, 160–161, 228–229 8. Identify evidence of erosion and weathering of rocks. 138–139, 146, 152–153, 227 9. Describe evaporation, condensation, and precipitation in the water cycle. 178–179 10. Identify the impact of weather on agriculture, recreation, the economy, and society. 172, 173, 174–177, 180–181, 182–183, 184–185, 186–187, 188–193, 200, 306 Recognizing the importance of science and technology to weather predictions 200, 407 11. Identify basic components of our solar system, including the sun, planets, and Earth’s moon. 270, 272–273, 361, 362–363, 364, 366–369, 370–371, 372–373, 374–375, 378–379, 380–381, 382–383, 386–387, 390–391, 392, 416



Grade Three PHYSICAL SCIENCE Students will: 1. Classify substances as soluble or insoluble. Examples: soluble—sugar in water, powdered drink in water; insoluble—sand in water, oil in water 298-299, 308-309 2. Identify physical and chemical changes of matter. Examples: physical—chopping wood, chemical—burning wood 298–299, 300, 301, 302–305, 308–309, 310–313, 370 3. Describe ways energy from the sun is used. Examples: plant growth, light, heat 2–3, 359-360, 370, 494 Identifying fossil fuels as a source of energy 360, 361, 493 4. Define force and motion. 321-325, 326–327, 332 Identifying forces that change an object’s position or motion Examples: lifting, pushing, pulling 324, 327, 328, 330–331, 332–335 Identifying sources of friction Examples: rubbing hands together, applying sandpaper to wood 323, 333, 335 Describing the force of gravity 322, 336–337, 350, 361, 460

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Scott Foresman Science Alabama Course of Study—Science Grade Three

5. Identify the relationship of simple machines to compound machines. Example: pencil sharpener composed of a wheel and axle, inclined plane, and wedge 340–343, 344–345, 350–351 LIFE SCIENCE 6. Identify structures and functions of the muscular and skeletal systems of the human body. Related content: 124-125 See also, Grade 4. 7. Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. 1, 2, 20, 21, 26–27, 28–29 Describing the role of plants in a food chain 2–3, 5, 18–21, 28–29, 108–109 Identifying plant and animal cells Related Content: 26-29 See also, Grade 4 Describing how plants occupy space and use light, nutrients, water, and air 5, 6–9, 32, 71, 72–73, 106, 150–151 Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering 2, 3, 4, 5, 14–17, 30, 82–83 Identifying helpful and harmful effects of plants Examples: helpful—provide food, control erosion;

harmful—cause allergic reactions, produce poisons 72–73, 75, 76–77, 82–85, 230 Identifying how bees pollinate flowers 2–3, 15 Identifying photosynthesis as the method used by plants to produce food Related content: 1, 8–9, 10–13 8. Identify how organisms are classified in the Animalia and Plantae kingdoms. 2–3, 14–17 Related Content: 18–21, 26–27, 28–29 See also, Grade 2 and Grade 4

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9. Describe how fossils provide evidence of prehistoric plant life. Example: plant fossils in coal or shale providing evidence of existence of prehistoric ferns 2–3, 22–25, 200 10. Determine habitat conditions that support plant growth and survival. Examples: deserts support cacti, wetlands support ferns and mosses 66–67, 72–73, 76–77, 78–79, 80–81, 82–85, 86–88, 92–93 EARTH AND SPACE SCIENCE 11. Describe the layers of Earth, including the inner and outer cores, mantle, and crust. 218, 222, 223, 224–225, 226–229 Classifying rocks and minerals by characteristics, including streak, color,

hardness, magnetism, luster, and texture 194–195, 198–199, 200–201, 202–203 12. Identify conditions that result in specific weather phenomena, including thunderstorms, tornadoes, and hurricanes. 170-171, 172, 173, 176, 177, 182–183 Identifying cloud types associated with specific weather patterns 174–175, 178, 190–191 Identifying positive and negative effects of weather phenomena Examples: positive—flooding deposits good soil when waters recede, negative—flooding kills crops 115, 179 Related Content: 116-117 Identifying technology used to record and predict weather, including

thermometers, barometers, rain gauges, anemometers, and satellites 172, 176–177, 179 Explaining symbols shown on a weather map 178, 179 Organizing weather data into tables or charts 186–187, 188, 189, 272

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13. Describe ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment. 120–121, 149, 250–253, 254–257, 260–261, 264, 272 Recognizing the impact of society on human health and environmental

conditions 250–251, 252, 253, 254–255 14. Describe the position of Earth, the moon, and the sun during the course of a day or month. 420, 421, 422–427, 428–431, 432–433, 442–443 Describing various forms of technology used in observing Earth and its moon 446–447, 463



Grade Four PHYSICAL SCIENCE Students will: 1. Describe how electrical circuits can be used to produce light, heat, sound, and magnetic fields. 370–371, 378–381, 386–389, 394–395, 416–417, 473, 488 Identifying ways to use and conserve electrical energy 282–283, 292–293, 296–297, 378–381, 388–389, 390–393, 394–395, 416–417, 557–559 Identifying characteristics of parallel and series circuits 370–371, 378–379, 380–381, 388–389, 394–395 Classifying materials as conductors, nonconductors, and insulators of

electricity and heat 346–347, 354–355, 366–367, 378–379 Identifying relationships among charge, current, and potential energy 292–293, 370–371, 372, 374–377, 378–381, 390–391, 448–449 Identifying components of a circuit 370–371, 378–381, 386–389, 394–395 2. Compare different pitches of sound produced by changing the size, tension, amount, or type of vibrating material. 412–413, 414-415 Describing the relationship between the structure of the ear and hearing 407, 409, 410–411, 412–413, 414–415

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Scott Foresman Science Alabama Course of Study—Science Grade Four

3. Recognize how light interacts with transparent, translucent, and opaque materials. Examples: transparent—most light passes through, translucent—some light passes through, opaque—no light passes through 358–359, 402–403, 417, 420–425, 426–427, 548 Predicting the reflection or absorption of light by various objects 420–421 4. Describe effects of friction on moving objects. 434–435, 444–445, 450–451, 468–469 Identifying momentum and inertia as properties of moving objects 434–435, 444–445, 450–451, 468–469 Identifying ways to increase or decrease friction 434–435, 444–445, 450–451, 468–469 LIFE SCIENCE 5. Describe the interdependence of plants and animals. 60–61, 74–75, 77, 82, 84–89, 90–95, 96–97, 104, 110–113, 115 Describing behaviors and body structures that help animals survive in particular habitats Examples: behaviors—migration, hibernation, mimicry; body structures—quills, fangs, stingers, webbed feet 18–25, 26–31, 81, 84, 114–115, 405 Describing life cycles of various animals to include incomplete and complete metamorphosis Examples: damsel fly, mealworms 20–21, 24–25, 174–175 Tracing the flow of energy through a food chain Example: producer, first–level consumer, second–level consumer, and third–level consumer 60, 74–75, 77, 84–89, 90–95, 96-97

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Identifying characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment 14–17, 18–25, 26–33, 42–43, 44, 45, 46–49, 50–53, 54–57, 58–65, 66–67, 68–69, 76, 77, 80– 83, 84–89, 90–93, 96–97, 108, 110–113, 114–115, 118–123, 124, 130–131, 141, 142–147, 148–151, 152–155, 156–161, 172–175, 176 6. Classify animals as vertebrates or invertebrates and as endotherms or ectotherms. 2–3, 10–13, 18–25, 34–35 Describing the organization of cells into tissues, organs, and organ systems

2–3, 4, 5, 6–9, 10–13, 14–17, 34–35, 42–43, 46–49, 50–53, 54–57, 142–147, 148–151, 152–155, 161

Describing the grouping of organisms into populations, communities, and ecosystems 78–83, 84–89, 90–95, 110–113, 114–117 Classifying common organisms into kingdoms, including Animalia, Plantae, Protista, Fungi, Archaebacteria, and Eubacteria 2–3, 10–13, 14–17, 18–19, 22–23, 34–35, 36–37, 46–49, 84–85, 90, 92–93, 96–97, 116, 121, 158–159 EARTH AND SPACE SCIENCE 7. Describe geological features of Earth, including bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps.

113, 117, 182–185, 199, 218, 243, 258–259, 262–263, 266–267, 270–271, 272–273, 280, 320

8. Identify technological advances and other benefits of space exploration. Examples: laser, pacemaker, dehydrated food, flame–retardant clothing, global positioning systems (GPS), satellite imagery, global weather information, diagnostic imagery

102–103, 206–207, 220–221, 256, 366–367, 425, 512, 546–547, 548, 554–555, 557, 560–561, 566–567, 568, 572–575 Listing highlights of space exploration, including satellites, manned moon missions, the unmanned Mars mission, and an inhabited space station 102–103, 206–207, 256, 366–367, 512, 514–515, 522, 525–527, 530, 533, 536, 548, 557, 566–567

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Identifying Alabama’s contribution to the space industry Unit D 1 See also, Grade 5: 412 9. Describe the appearance and movement of Earth and its moon. 490–491, 492–493, 494–499, 500–505 Identifying waxing and waning of the moon in the night sky 501 Identifying lunar and solar eclipses 502, 503 10. Describe the components of our solar system. 520–521, 522–527, 528–533, 534–537 Defining comets, asteroids, and meteors 524 See also, Grade 5.



Grade Five PHYSICAL SCIENCE Students will: 1. Identify evidence of chemical changes through color, gas formation, solid formation, and temperature change. Example: combining vinegar and baking soda to produce a gas 370–371, 372, 373, 374–377, 378–381, 394–395, 396–397 2. Define mass, volume, and density. 340, 341, 343–347, 362–363 Identifying the atom as the basic building block of matter 348–349 Relating temperature changes to particle motion Example: movement of colored dye in hot and cold water 354–355, 356–357 Relating density to the sinking or floating of an object in a liquid 346–347, 362–363 3. Use everyday indicators to identify common acids and bases. Examples: using grape juice to determine that vinegar is an acid, using juice from boiled red cabbage to determine that baking soda is a base 384-385 4. Describe forms of energy, including chemical, heat, light, and mechanical. 298–299, 300, 301, 302–305, 306–313, 324–325, 442–443, 444, 445, 446–453, 454–457, 458-461, 462–465 Identifying types of potential and kinetic energy Examples: potential—water behind a dam, battery; kinetic—water moving across turbine blades

298–299, 300, 301, 302–305, 306–313, 324–325, 442–443, 444, 445, 446–453, 454–457, 462–465, 472

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Scott Foresman Science Alabama Course of Study—Science Grade Five

Describing alternatives to the use of fossil fuels Examples: solar energy, geothermal energy, windmill, hydroelectric power, biomass 298–299, 301, 302–305, 306–313, 324–325 Identifying the transfer of energy by conduction, convection, and radiation Examples: conduction—hot plate heating a pan, convection—space heater heating air, radiation—sun heating Earth’s surface 301, 302–305, 306–313, 324–325, 442, 459, 464, 465, 521 5. Contrast ways in which light rays are bent by concave and convex lenses. 458–461, 466–467 Describing how a prism forms a visible spectrum 458–461, 466–467 Explaining why different objects have different colors 458–461, 466–467 Describing how mirrors reflect light Example: discussing differences in the reflection of light by convex and concave mirrors xxviii–xxix, 306–307, 458, 460, 466–467, 514–516 Describing the relationship between the structure of the eye and sight Related content: 458 See also, Grade 4 Identifying types of corrective lenses used to correct different sight problems Examples: convex—farsightedness, concave—nearsightedness 461, 514–515 Identifying the contribution of van Leeuwenhoek to the development of the

microscope See Grade 4: 7, 425 6. Compare effects of gravitational force on Earth, on the moon, and within space. 522, 560–561 Identifying contributions of Newton to the study of gravity 418–419, 420–421, 422–423, 424–425 Describing how a spring scale is used to measure weight Science Tools, xxx

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Explaining how air resistance affects falling objects 414–415 LIFE SCIENCE 7. Identify common parts of plant and animal cells, including the nucleus, cytoplasm, and cell membrane. 34–35, 37, 38–41, 42–45, 90–91, 92, 94–97, 98–101, 154–155 Comparing unicellular and multicellular organisms 25, 26, 37, 39 Comparing plant and animal cells 25–26, 37, 38-41, 94-97 8. Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system.

43–45, 46–49, 50–51, 56, 58–59, 60, 61, 62–69, 70–73, 74–79, 80–81, 82–83, 86–87 9. Describe the relationship of populations within a habitat to various communities and ecosystems.

122–123, 124, 125, 126–129, 130–135, 136–139, 140–143, 144–147, 148–153, 156–157, 160, 162–163, 164, 165, 166–169, 174–177, 178–179, 188–191

Describing the relationship between food chains and food webs 144–145 Describing symbiotic relationships 142–143 EARTH AND SPACE SCIENCE 10. Identify spheres of Earth, including the geosphere, atmosphere, and hydrosphere. 194–195, 196, 197, 198–201, 202–207, 208–211, 213, 216–217, 222–223, 224, 258–259, 260, 261, 262–265, 266–271, 272–275, 276–281, 282–285, 286–289, 290–291, 292–293, 296, 332–335

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Describing technology used to investigate Earth Examples: sonar, radar, seismograph, weather balloons, satellites 226–227, 242–243, 250–251 Describing the rock cycle 258–259, 270–271, 272–275, 286–289 11. Compare distances from the sun to planets in our solar system. 548 Related content: 550–551, 564–565 See Grade 4. Relating the size of Earth to the size of other planets in our solar system 532–533, 548–551 Identifying technology used to study the planets Examples: Hubble telescope, space probes, Mars Exploration Rover 514–517, 588–591, 592–593

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