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A Correlation of

© 2006

to the

Missouri Science Grade Level Expectations

Grades K-6

G/S-120

Introduction This document demonstrates how Scott Foresman Science meets the Missouri Science Grade Level Expectations. 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 __________________________________________________________10

Grade Two __________________________________________________________18

Grade Three _________________________________________________________27

Grade Four __________________________________________________________38

Grade Five __________________________________________________________51

Grade Six ___________________________________________________________64

Scott Foresman Science to the


Kindergarten

STANDARD 1: PROPERTIES AND PRINCIPLES OF MATTER AND ENERGY 1. Changes in properties and states of matter provide evidence of the atomic theory of matter A. Objects, and the materials they are made of, have properties that can be used to describe and classify them Scope and Sequence – Properties of Matter

a. Describe physical properties of objects (i.e., size, shape, color, and mass) by using the senses, simple tools (e.g., magnifiers, equal arm balances), and/or nonstandard measures (e.g., bigger/smaller; more/less) 88–89, 134–135, 136–137, 138–139, 140–141, 142–143, 144–145, 146–147, 148–149, 150–151, 152–153, 154–155, 178–179 b. Identify materials (i.e., cloth, paper, wood, rock, metal) that make up an object, and some of the physical properties of the materials (e.g., color, texture, shiny/dull, odor, sound, taste, flexibility) 82–83, 84–85, 86–87, 90–91, 132–133, 138–139, 144–145, 146–147, 148–149, 150–151, 152–153 c. Sort objects based on observable physical properties (e.g., size, material, color, shape, and mass) 82–83, 84–85, 86–87, 96–97, 138–139, 140–141, 142–143, 144–145, 146–147, 148–149, 178–179

2. Energy has a source, can be transferred, and transformed into various forms but is conserved between and within systems A. Forms of energy have a source, a means of transfer (work and heat) and a receiver

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Scott Foresman Science Missouri Science Grade Level Expectations Kindergarten

Scope and Sequence – Investigating Sound

a. Identify the sounds and their source of vibrations in our everyday life (e.g., alarms, car horns, animals, machines, musical instruments) 38–39, 132–133, 190–191, 195b, 238–239, 240–241, 248–249 b. Compare different sounds (i.e., loudness, pitch, rhythm) 38–39, 132–133, 190–191, 195b, 238–239, 240–241, 248–249

c. Recognize that the ear serves as a receiver of sound 38–39, 132–133, 190–191, 238–239, 240–241, 248–249

STANDARD 2: PROPERTIES AND PRINCIPLES OF FORCE AND MOTION 1. The motion of an object is described by its change in position relative to another object or point A. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference) Scope and Sequence – Changes in Position

a. Describe an object’s position relative to another object (e.g., above, below, in front of, behind) 78–79, 184–185, 186–187, 196–197

2. Forces affect motion A. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or noncontact (gravity, magnetism) that can be described in terms of direction and magnitude Scope and Sequence – Changes in Position

a. Identify ways (push, pull) to cause some objects to move by touching them 174–175, 176–177, 178–179, 182–183, 184–185, 186–187, 226–227 b. Recognize that magnets cause some objects to move without touching them 192–193, 194–195, 195a, 195d

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STANDARD 3: CHARACTERISTICS AND INTERACTIONS OF LIVING ORGANISMS 1. There is a fundamental unity underlying the diversity of all living organisms D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism Scope and Sequence – Plants and Animals

a. Observe and compare the structures and behaviors of different kinds of plants and animals 4–5, 6–7, 8–9, 14–15, 16–17, 18–19, 20–21, 22–23, 26–27, 28–29, 32–33, 34–35, 36–37, 38–39, 40–41, 42–43, 44–45, 46–47, 48–49, 52–53, 54–55, 56–57, 58–59, 60–61, 62–63, 74–75

3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes D. There is heritable variation within every species of organism Scope and Sequence – Parent – Offspring Relationships

a. Recognize that living things have offspring 26–27, 28–29, 34–35, 38–39, 41, 42–43, 44–45, 45a, 45c b. Recognize a parent – offspring relationship based on the organisms’ physical similarities and differences 26–27, 28–29, 34–35, 38–39, 41, 42–43, 44–45, 45a, 45c

STANDARD 4: CHANGES IN ECOSYSTEMS AND INTERACTIONS OF ORGANISMS WITH THEIR ENVIRONMENTS 1. Organisms are interdependent with one another and with their environment A. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem Scope and Sequence – Weather & Seasons

a. Describe how the seasons affect the behavior of plants and animals 40, 110–111, 112–113, 114–115, 116–117

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b. Describe how the seasons affect the everyday life of humans (e.g., clothing, activities) 100–101, 106–107, 110–111, 112–113, 114–115, 116–117, 130–131

STANDARD 5: PROCESSES AND INTERACTIONS OF THE EARTH’S SYSTEMS (GEOSPHERE, ATMOSPHERE AND HYDROSPHERE) 1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique structures C. The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles Scope and Sequence – Weather & Seasons

a. Recognize that air is felt as wind 94–95, 100–101, 108–109, 118–119, 200–201

2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo change by common processes F. Constantly changing properties of the atmosphere occur in patterns which are described as weather Scope and Sequence – Weather & Seasons

a. Observe and describe daily weather: precipitation (e.g., snow, rain, sleet, fog), wind (i.e., light breezes to strong wind), cloud cover and temperature 100–101, 102–103, 104–105, 108–109, 120–121 b. Observe and describe the general weather conditions that occur during each season 100–101, 101a–101b, 102–103, 106–107, 110–111, 112–113, 114–115, 116–117

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STANDARD 6: COMPOSITION AND STRUCTURE OF THE UNIVERSE AND THE MOTION OF THE OBJECTS WITHIN IT 1. The universe has observable properties and structure A. The Earth, sun, and moon are part of a larger system that includes other planets and smaller celestial bodies Scope and Sequence – Objects in the Sky

a. Observe and describe the presence of the sun, moon and stars in the sky 156–157, 158–159, 160–161, 162–163, 164–165, 166–167, 202–203, 204–205, 206–207, 208–209, 209b, 210–211, 212–213, 214–215, 216–217, 218–219, 220–221, 222–223, 224–225, 254–255 b. Recognize that there are more stars in the sky than anyone can easily count, but they are not scattered evenly and vary in brightness 200–201, 206–207, 210–211, 212–213, 218–219, 224–225

2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces A. The apparent position of the sun and other stars, as seen from Earth, changes in observable patterns Scope and Sequence – Objects in the Sky

a. Describe the sun as only being seen in the daytime 208–209, 210–211, 212–213, 216–217, 218–219, 224–225, 254–255 b. Recognize that the sun appears to move across the sky from morning to night 162–163, 166–167, 209a, 209b, 220–221, 225a

B. The positions of the Sun and other stars, as seen from Earth, appear to change in observable patterns Scope and Sequence – Objects in the Sky

a. Observe that the moon can be seen sometimes at night and sometimes during the daytime 216–217, 218–219, 224–225

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b. Recognize that the moon appears to change shape over the course of a month 162–163, 214–215, 222–223, 224–225, 225b

C. The regular and predictable motions of the Earth and moon relative to the sun explain natural phenomena on Earth such as the day, the month, the year, shadows, moon phases, eclipses, tides, and seasons Scope and Sequence – Weather & Seasons

a. Observe and describe the characteristics of the four seasons as they cycle through the year (summer, fall, winter, spring) 102–103, 108–109, 110–111, 112–113, 114–115, 116–117

STANDARD 7: SCIENTIFIC INQUIRY 1. Science understanding is developed through the use of science process skills and scientific knowledge in combination with scientific investigation, reasoning, and critical thinking A. Scientific inquiry includes the ability of students to formulate a testable question and explanation and to select appropriate investigative methods in order to obtain evidence relevant to the explanation Scope and Sequence: All Units

a. Pose questions about objects, materials, organisms and events in the environment 8–9, 12–13, 14–15, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 76–77, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 188–189, 194–195, 202–203, 212–213, 224–225, 230–231, 232–233, 244–245, 252–253 b. Conduct a simple investigation (fair test) to answer a question 8–9, 24–25, 30–31, 44–45, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 224–225, 230–231, 244–245, 252–253

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B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations Scope and Sequence: All Units

a. Make qualitative observations using the five senses 8–9, 12–13, 24–25, 30–31, 44–45, 58–59, 60–61, 72–73, 82–83, 104–105, 128–129, 132–133, 138–139, 154–155, 160–161, 172–173, 178–179, 188–189, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253 b. Observe using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers) 64–65, 82–83, 108–109, 120–121, 155a, 192–193, 194–195, 252–253 c. Measure length and mass using non-standard units 98–99, 128–129, 142–143, 155a, 252–253 d. Compare amounts/measurements 25b, 47a, 55, 66–67, 99a–99b, 120–121, 121b, 122–123, 135b, 155a, 196–197, 245b, 246–247, 252–253

C. Evidence is used to formulate explanations Scope and Sequence: All Units

a. Use observations to construct reasonable explanations 24–25, 30–31, 44–45, 60–61, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 180–181, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253 b. Use observations to describe relationships and make predictions to be tested 6–7, 14–15, 22–23, 24–25, 32–33, 34–35, 38–39, 72–73, 82–83, 84–85, 104–105, 128–129, 138–139, 154–155, 160–161, 162–163, 172–173, 178–179, 202–203, 212–213, 230–231, 244–245, 252–253

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D. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) Scope and Sequence: All Units

a. Compare explanations with prior knowledge 22–23, 34–35, 38–39, 42–43, 54–55, 58–59, 64–65, 72–73, 80–81, 86–87, 88–89, 94–95, 108–109, 118–119, 120–121, 144–145, 152–153, 158–159, 166–167, 168–169, 170–171, 182–183, 186–187, 188–189, 190–191, 202–203, 212–213, 224–225, 234–235, 238–239, 244–245, 252–253

E. The nature of science relies upon communication of results and justification of explanations Scope and Sequence: All Units

a. Communicate observations using words, pictures, and numbers 8–9, 10–11, 24–25, 30–31, 44–45, 64–65, 66–67, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 132–133, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 246–247, 252–253

STANDARD 8: IMPACT OF SCIENCE, TECHNOLOGY AND HUMAN ACTIVITY 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Scope and Sequence – Properties of Matter/Observing Water & Weather

a. Recognize that some objects occur in nature (natural objects); others have been designed and made by people 16–17, 18–19, 20–21, 22–23, 78–79, 80–81, 86–87, 88–89, 90–91, 92–93, 94–95, 96–97, 98–99, 132–133, 168–169, 170–171, 226–227, 228–229, 230–231, 232–233, 234–235, 236–237, 238–239, 240–241, 242–243, 244–245, 246–247, 248–249, 250–251

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B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – Properties of Matter/Plants and Animals

a. Describe how tools have helped scientists make better observations (i.e., magnifiers) 68–69, 124–125, 198–199, 252–253

3. Science is a Human Endeavor A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done Scope and Sequence: All Units

a. Identify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction stories of individuals solving everyday problems or learning through discovery) 68–69, 70–71, 198–199, 248–249, 250–251 b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (ASSESS LOCALLY) 24–25, 64–65, 72–73, 82–83, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 230–231, 252–253



Grade One

STANDARD 1: PROPERTIES AND PRINCIPLES OF MATTER AND ENERGY 1. Changes in properties and states of matter provide evidence of the atomic theory of matter A. Objects, and the materials they are made of, have properties that can be used to describe and classify them Scope and Sequence – Properties of Matter: Mass & Temperature

a. Given an equal-arm balance and various objects, illustrate arrangements in which the beam is balanced 372–373 b. Measure and compare the mass of objects (more/less) 108–109, 210, 218–221, 232–233, 234–235, 239 c. Order objects according to mass 76–77, 90–91, 108–109, 154–155, 210, 234–235, 239

2. Energy has a source, can be transferred, and transformed into various forms but is conserved between and within systems A. Forms of energy have a source, a means of transfer (work and heat) and a receiver Scope and Sequence – Properties of Matter: Mass & Temperature

a. Identify the source of energy that causes an increase in the temperature of an object (e.g., sun, stove, flame, light bulb) 274–275, 276, 278–279, 282–283, 312, 320–321 b. Compare the temperature of how hot or cold an object is using a simple thermometer 38–39, 184, 276, 283, 312

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Scott Foresman Science Missouri Science Grade Level Expectations Grade One

c. Describe the change in temperature of an object as warmer or cooler 274–275, 276, 282–283, 312

C. Electromagnetic energy from the sun (solar radiation) is a major source of energy on Earth Scope and Sequence – Characteristics of Plants and Animals

a. Identify light from the sun as a basic need of most plants 2–3, 4, 10–11, 34–35, 50–51, 114–115, 118, 120–121, 312, 320–321

STANDARD 2: PROPERTIES AND PRINCIPLES OF FORCE AND MOTION 1. The motion of an object is described by its change in position relative to another object or point A. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference) Scope and Sequence – Investigating Motion

a. Compare the position of an object relative to another object (e.g., left of or right of) 252, 254–255, 321, 340, 341, 348–351 b. Describe an object’s motion as straight, circular, vibrational (back and forth), zigzag, stopping, starting, or falling 244, 245, 246–247, 249, 250–251, 252–255, 260–261, 322, 338–339 c. Compare the speeds (faster vs. slower) of two moving objects 250–251, 268–269

2. Forces affect motion A. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or noncontact (gravity, magnetism) that can be described in terms of direction and magnitude Scope and Sequence – Investigating Motion

a. Identify the force (i.e., push or pull) required to do work (move an object) 242–243, 244, 245, 246–249, 250–251, 256–259, 338–339, 356–359

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D. The interaction of mass and forces can be explained by Newton’s Laws of Motion that are used to predict changes in motion Scope and Sequence – Investigating Motion

a. Describe ways to change the motion of an object (i.e., how to cause an object to go slower, go faster, go farther, change direction, or stop) 242–243, 244, 245, 246–249, 250–251, 252–255, 338–339, 356–359, 376

STANDARD 3: CHARACTERISTICS AND INTERACTIONS OF LIVING ORGANISMS 1. There is a fundamental unity underlying the diversity of all living organisms A. Organisms have basic needs for survival Scope and Sequence – Characteristics of Plants and Animals

a. Identify the basic needs of most animals (i.e., air, water, food, and shelter) 2–3, 6, 7, 12–13, 26–27, 29, 30–33, 34–35, 36–37, 46–47, 50–51, 56–57, 58–61, 65, 68–71, 114, 116, 117, 122–125, 126–129, 132–133, 136, 140–141, 144, 160, 162–163, 188, 190, 294–297 b. Identify the basic needs of most plants (i.e., air, water, light) 2–3, 4, 6, 7, 10–11, 26–27, 36–37, 50–51, 114, 118–121, 122, 125, 126, 129, 160, 188 c. Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water) 2–3, 4, 144, 156–157

D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism Scope and Sequence – Characteristics of Plants and Animals

a. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, and roots) 10–11, 50–51, 68–71, 72, 82–83, 98–99, 100–103, 104–105, 174–175, 364–365 b. Identify and compare the physical structures of a variety of animals (e.g. sensory organs – eyes, beaks, appendages, body covering) (Do NOT assess terms: sensory organs, appendages) 12–13, 46–47, 50–51, 53, 54–57, 58–61, 62–67, 76–77, 82–83, 94–97, 122–125, 126–129, 132–133, 174–175

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c. Identify the relationships between the physical structures of plants and the function of those structures (e.g., absorption of water, support, absorbing light energy, reproduction) 2–3, 4, 5, 10–11, 26–27, 38–39, 50–51, 54–57, 68–71, 72–73, 98–99, 100–103, 120–121, 122 d. Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction) 9, 12–13, 26–27, 28, 30–33, 38–39, 46–47, 53, 54–57, 58–61, 62–67, 76–77, 94, 122–125, 126–129, 132–133, 140–141, 174–175

E. Biological classifications are based on how organisms are related Scope and Sequence – Characteristics of Plants and Animals

a. Distinguish between plants and animals based on observable structures and behaviors 2–3, 5, 8–9, 12–13, 26–27, 114–115

STANDARD 4: CHANGES IN ECOSYSTEMS AND INTERACTIONS OF ORGANISMS WITH THEIR ENVIRONMENTS 1. Organisms are interdependent with one another and their environment A. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem

Scope and Sequence – Characteristics of Plants and Animals

a. Identify ways man depends on plants and animals for food, clothing, and shelter 118–121, 165, 294–295, 342–345, 346–347, 348–351, 352–355, 364–365

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STANDARD 5: PROCESSES AND INTERACTIONS OF THE EARTH’S SYSTEMS (GEOSPHERE, ATMOSPHERE AND HYDROSPHERE) 2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo change by common processes F. Constantly changing properties of the atmosphere occur in patterns which are described as weather Scope and Sequence – Observing Water & Weather

a. Observe, measure and record weather data throughout the year (i.e., cloud cover, temperature, precipitation, wind speed) by using thermometers, rain gauges and wind socks 39, 180, 181, 184–185, 186, 194–195, 196–197 b. Compare temperatures in different locations (e.g., inside, outside, in the sun, in the shade) 184, 274–275, 276, 278–279 c. Compare weather data observed at different times throughout the year (e.g., hot vs. cold, cloudy vs. clear, types of precipitation, windy vs. calm) 178–179, 180, 181, 182–185, 186–187, 188–191, 192–193, 194–195, 196–197 d. Recognize patterns indicating relationships between observed weather data and weather phenomena (e.g., temperature and types of precipitation, clouds and amounts of precipitation) 178–179, 184–185, 186–187, 188–191, 192–193, 194–195, 196–197

3. Human activity is dependent upon and affects Earth’s resources and systems A. Earth’s materials are limited natural resources that are affected by human activity Scope and Sequence – Observing Water & Weather

a. Observe and describe ways that water, both as a solid and liquid, is used in every day activities at different times of the year (e.g., bathe, drink, make ice cubes, build snowmen, cook, swim) 4, 150–153, 163, 183, 226–227

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a. Pose questions about objects, materials, organisms, and events in the environment 2–3, 4, 5, 6–9, 14–17, 18–19, 20–21, 24, 28, 40–41, 52, 74–75, 84, 86–91, 92–93, 106–107, 116, 117, 140–141, 144, 154–157, 158–159, 168–169, 180, 194–195, 204–205, 208, 232–233, 266–267, 276, 308–309, 312, 314–315, 316, 362–363, 372–373 b. Plan and conduct a simple investigation (fair test) to answer a question 4, 5, 9, 18–19, 28, 40–41, 52, 74–75, 106–107, 140–141, 144, 232–233, 298–299, 312, 362–363, 376


a. Make qualitative observations using the five senses 4, 5, 6–9, 14–17, 18–19, 40–41, 74–75, 82–83, 84, 94–95, 106–107, 144, 180, 210–211, 212, 213, 214–217, 232–233, 266–267, 308–309 b. Observe using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers) 18–19, 52, 84, 136, 168–169, 185, 194–195, 204–205, 208, 215, 257, 259, 260–261, 276, 283, 284–289, 308–309, 316, 372–373 c. Measure length, mass, and temperature using standard and non-standard units 52, 108–109, 184, 194–195, 204–205, 208, 276, 283 d. Compare amounts/measurements 20–21, 108–109, 170–171, 196–197, 234–235, 288–289, 300–301, 349, 362–363

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a. Use observations to construct reasonable explanations 2–3, 4, 5, 9, 18–19, 20–21, 52, 86–91, 180, 204–205, 232–233, 276, 277, 362–363 b. Use observations to describe relationships and make predictions to be tested 2–3, 4, 5, 9, 18–19, 20–21, 52, 85, 86–91, 92–93, 180, 181, 204–205, 216–217, 232–233, 276, 362–363


a. Compare explanations with prior knowledge 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 140–141, 148, 168–169, 180, 194–195, 204–205, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 316, 328–329, 340, 362–363, 372–373


a. Communicate simple procedures and results of investigations and explanations through: —oral presentations —drawings and maps —data tables —graphs (bar, pictographs) —writings 4, 18–19, 24, 40–41, 42–43, 52, 53, 74–75, 76–77, 84, 95, 97, 106–107, 123, 125, 130–131, 168–169, 170–171, 194–195, 196–197, 212, 215–216, 227, 229, 232–233, 238–239, 266–267, 276, 298–299, 300–301, 316, 328–329, 330–331, 340, 341, 349, 362–363, 364–365

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STANDARD 8: IMPACT OF SCIENCE, TECHNOLOGY AND HUMAN ACTIVITY 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Scope and Sequence–Properties of Matter/Observing Water & Weather

a. Recognize that some objects occur in nature (natural objects); others have been designed and made by people 146–147, 148, 150, 153, 154–155, 164–165, 210–211, 214–217, 342–345, 346–347, 348–349, 352–355, 360–361

B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – Properties of Matter/Characteristics of Plants and Animals

a. Describe how tools have helped scientists make better observations (e.g., magnifiers, balances, thermometers) 18–19, 52, 80, 112, 136, 200, 304, 314–315, 324–325, 326–327, 334–335, 336, 368


a. Identify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction stories of individuals solving everyday problems or learning through discovery) 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 148, 168–169, 178–179, 194–195, 204–205, 212, 232–233, 244, 266–267, 276, 298–299, 308–309, 316, 328–329, 330–331, 340, 348–351, 362–363, 372–373 b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (ASSESS LOCALLY) 140–141, 232–233



Grade Two

STANDARD 1: PROPERTIES AND PRINCIPLES OF MATTER AND ENERGY 1. Changes in properties and states of matter provide evidence of the atomic theory of matter A. Objects, and the materials they are made of, have properties that can be used to describe and classify them Scope and Sequence – Properties of Rocks and Soil

a. Describe and compare the physical properties of objects by using simple tools (i.e., thermometer, magnifier, centimeter ruler, balance, magnet) 92–93, 140, 242–247, 420–421 b. Classify objects as “one kind of material” or a mixture 140, 146–149, 228–229, 234–235, 236, 237, 250–251

B. Properties of mixtures depend upon the concentrations, properties and interactions of particles

Scope and Sequence – Properties of Rocks and Soil

a. Observe and describe how mixtures are made by combining solids 140, 148–149, 250–251 b. Describe ways to separate the components of a mixture by their physical properties (i.e., sorting, magnets or screening) 250–251 This objective can also be developed from: 320–321

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Scott Foresman Science Missouri Science Grade Level Expectations Grade Two

2. Energy has a source, can be transferred, and transformed into various forms but is conserved between and within systems A. Forms of energy have a source, a means of transfer (work and heat) and a receiver Scope and Sequence – Forms of Energy: Sound

a. Recognize that sound travels through different mediums (i.e., air, water, solids) 329E, 330–331, 334–337, 338–339, 340–341, 342–343, 344–345, 346–347, 348–349, 360 b. Describe different ways to change the pitch of a sound (i.e., changes in size such as length or thickness and in tightness/tension of the source) 286–287, 331, 329E, 332, 333, 334–337, 338–339, 342–343, 344–345, 346–347, 406 c. Describe how the ear serves as a receiver of sound (i.e., sound vibrates eardrum) 330–331, 334–337 This objective can also be developed from: 332, 338–339, 340–341, 342–343, 344–345, 346–347, 348–349

STANDARD 2: PROPERTIES AND PRINCIPLES OF FORCE AND MOTION 2. Forces affect motion A. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or noncontact (gravity, magnetism) that can be described in terms of direction and magnitude Scope and Sequence – Forces and Motion

a. Recognize that magnets attract and repel each other and certain materials 298–299, 318–321, 322–323 b. Describe magnetism as a force that can push or pull other objects without touching them 298–299, 318–321, 322–323

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c. Measure (using nonstandard units) and compare the force (i.e., push or pull) required to overcome friction and move an object over different surfaces (i.e. rough, smooth) 298–299, 300, 308–309, 311–313, 324–325

B. Every object exerts a gravitational force on every other object Scope and Sequence – Forces and Motion

a. Describe Earth’s gravity as a force that pulls objects on or near the Earth toward the Earth without touching the object 298, 306–307, 363, 380–381, 382–383

D. The interaction of mass and forces can be explained by Newton’s Laws of Motion that are used to predict changes in motion Scope and Sequence– Forces and Motion

a. Describe the direction and amount of force (i.e., direction of push or pull, stronger/weaker push or pull) needed to change an object’s motion (i.e., faster/slower, change in direction) 300, 302–305, 308–309, 310–311, 314–315 b. Describe and compare the distances traveled by heavier/lighter objects after applying the same amount of force (i.e., push or pull) in the same direction 300, 304–305, 308–309, 310–311 c. Describe and compare the distances traveled by objects with the same mass after applying different amounts of force (i.e., push or pull) in the same direction 310–311 This objective also can be developed from these pages: 300, 304–305, 308–309

F. Simple machines (levers, inclined planes, wheel and axle, and pulleys) can be used to affect the force applied to an object and/or direction of movement as work is done

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Scope and Sequence – Forces and Motion

a. Compare and describe the amount of force (i.e., more, less, or same push or pull) needed to raise an object to a given height with or without using inclined planes (ramps) of different slopes This objective can be developed from these pages: 304–305, 307, 310–311, 315, 324–325 b. Compare and describe the amount of force (i.e., more, less, or same push or pull) needed to raise an object to a given height with or without using levers 314–315 This objective also can be developed from these pages: 304–305, 307, 310–311 c. Apply the use of an inclined plane (ramp) and/or lever to different real life situations in which objects are being raised 314–317, 324–325

STANDARD 3: CHARACTERISTICS AND INTERACTIONS OF LIVING ORGANISMS 1. There is a fundamental unity underlying the diversity of all living organisms B. Organisms progress through life cycles that are unique to different types of organisms Scope and Sequence – Life Cycles of Animals

a. Recognize that animals progress through life cycles of birth, growth and development, reproduction, and death 98–99, 102–107, 108–109, 110–111, 118–119, 122–123, 124–125, 128, 180–181 b. Record observations on the life cycle of different animals (e.g., butterfly, frog, chicken) 105–107, 108–109, 110–111, 122–123, 124–125

c. Sequence the stages in the life cycle of animals (i.e., butterfly, frog, chicken) 98–99, 104–107, 108–109, 110–111, 118–119, 122–123, 124–125

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3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes D. There is heritable variation within every species of organism Scope and Sequence – Life Cycles of Animals

a. Identify and relate the similarities and differences between animal parents and their offspring 97, 98–99, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 118–121, 122–123 b. Observe similarities and differences among multiple offspring of an animal parent 106, 109, 112, 120–121

STANDARD 5: PROCESSES AND INTERACTIONS OF THE EARTH’S SYSTEMS (GEOSPHERE, ATMOSPHERE AND HYDROSPHERE) 1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique structures A. The Earth’s crust is composed of various materials including soil, minerals, and rocks with characteristic properties Scope and Sequence – Earth Materials: Rocks and Soils

a. Observe and describe the physical properties (e.g., odor, color, appearance, relative grain size, texture and absorption of water) and different types of soil components (i.e., sand, clay and humus) of soils 6–9, 24, 140, 141, 148–149, 152–153, 160–161, 228–229 b. Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils) 138–139, 142, 146–147, 203, 205, 208–209, 210–211, 214–215, 216–217, 220–221, 228–229

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2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo change by common processes A. The Earth’s materials and surface features are changed through a variety of external processes Scope and Sequence – Earth Materials: Rocks and Soils

a. Observe and recognize examples of slow changes in the Earth’s surface and surface materials (e.g., rock, soil layers) due to processes such as decay (rotting), freezing, thawing, breaking, or wearing away by running water or wind 146–147, 148–149, 152–153, 176–177

3. Human activity is dependent upon and affects Earth’s resources and systems A. Earth’s materials are limited natural resources that are affected by human activity Scope and Sequence – Earth Materials: Rocks and Soils

a. Observe and describe ways that humans use Earth materials like soil and rocks in daily life 6–7, 142, 145, 146–149, 150–151, 152–153, 408


a. Pose questions about objects, materials, organisms and events in the environment 2–3, 6–9, 10–11, 12–15, 16–19, 34–35, 38–41, 56–57, 66–67, 70–73, 74–77, 78–81, 84–89, 114–115, 116–117, 136, 160–161, 174–177, 178–179, 184–185, 186–187, 188–193, 232, 236, 238–241, 256–257, 278–281, 282–285, 346–347, 356–357, 360, 367–369, 370–373, 410–411, 424

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b. Plan and conduct a simple investigation (fair test) to answer a question 4, 26–27, 36, 56–57, 68, 132–133, 136, 218–219, 228–229, 232, 322–323, 346–347, 356–357, 360, 364, 384–385, 420–421, 424


a. Make qualitative observations using the five senses 4, 26–27, 36, 56–57, 68, 69, 90–91, 140, 160–161, 173, 234–235, 236, 237, 242–247, 290–291, 322–323, 332, 346–347, 356–357, 364, 365, 384–385 b. Observe using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers) 140, 172, 194–195, 236, 256–257, 258–259, 268, 292–293, 300, 322–323, 396, 420–421 c. Measure length, mass, and temperature using standard and non-standard units 47, 172, 194–195, 217, 220–221, 242–243, 256–257, 258–259, 268, 300, 396, 420–421 d. Compare amounts/measurements 100, 194-195, 220-221, 232, 256-257, 258-259, 268, 292-293, 311, 324-325, 386-387, 420–421


a. Use observations to construct reasonable explanations 4, 24–25, 26–27, 36, 44–45, 56–57, 68, 69, 90–91, 120–121, 140, 160–161, 172, 173, 194–195, 236, 237, 256–257, 268, 290–291, 300, 322–323, 332, 346–347, 356–357, 364, 365, 384–385, 396, 420–421 b. Use observations to describe relationships and make predictions to be tested 4, 26–27, 56–57, 67, 90–91, 100, 101,132–133, 136, 140, 160–161, 194–195, 228–229, 232, 236, 237, 256–257, 300, 346–347, 360, 424

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a. Compare explanations with prior knowledge 26–27, 68, 69, 90–91, 100, 109, 122–123, 172, 173, 236, 237, 268, 269, 274, 278–281, 289, 290–291, 370–373, 374–375

E. The nature of science relies upon communication of results and justification of explanations

a. Communicate simple procedures and results of investigations and explanations through: – oral presentations – drawings and maps – data tables – graphs (bar, pictographs) – writings 26–27, 28–29, 37, 43, 49, 51, 53, 55, 56–57, 58–59, 63, 64, 75, 77, 79, 81, 85, 87, 89, 90–91, 92–93, 96, 100, 113, 132–133, 136, 140, 141, 160–161, 172, 173, 182, 186, 188, 190, 192, 194–195, 196–197, 204, 205, 215, 218–219, 228–229, 236, 237, 249, 251, 253, 255, 256–257, 258–259, 268, 279, 281, 283, 285, 290–291, 292–293, 296, 300, 301, 322–323, 332, 337, 341, 344, 346–347, 356–357, 364, 365, 384–385, 396, 397, 410–411, 412–413, 420–421

STANDARD 8: IMPACT OF SCIENCE, TECHNOLOGY AND HUMAN ACTIVITY 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Scope and Sequence – Forms of Energy: Sound

a. Design and construct a musical instrument using materials (e.g., cardboard, wood, plastic, metal) and/or existing objects (e.g. toy wheels, gears, boxes, sticks) that can be used to perform a task (ASSESS LOCALLY) 346–347 This objective can also be developed from: 132–133, 172, 410–411

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B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – Forms of Energy: Sound/Properties of Rocks & Soils

a. Describe how tools have helped scientists make better observations, measurements, or equipment for investigations (e.g., magnifiers, balances, stethoscopes, thermometers) 63, 166–167, 200, 206, 245, 262–263, 390–391, 392, 398–401, 402–403, 404–405, 406–407, 416


a. Identify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction stories of individuals solving everyday problems or learning through discovery) xxii–xxv, 64 b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (ASSESS LOCALLY) 26–27, 56–57, 90–91, 100, 136, 160–161, 194–195, 228–229, 232, 290–291, 292–293, 322–323, 346–347, 360, 364, 384–385, 396, 424



Grade Three

STANDARD 1: PROPERTIES AND PRINCIPLES OF MATTER AND ENERGY 1. Changes in properties and states of matter provide evidence of the atomic theory of matter D. Physical changes in states of matter due to thermal changes in materials can be explained by moving particles too small to be seen (The kinetic theory of matter) Scope and Sequence – Investigating States of Matter

a. Compare the observable physical properties of solids, liquids, or gases (air) (i.e., visible vs. invisible, changes in shape, and changes in the amount of space occupied) 274, 276, 277, 278–283, 284–289, 290–291, 292–293, 304–305 b. Identify everyday objects/substances as solid, liquid or gas (e.g., air, water) 8, 156–157, 176, 280–281, 298–299, 304–305, 368–369, 398–399 c. Recognize that water evaporates (liquid water changes into a gas as it moves into the air) 146, 157–159, 304–305, 309, 369 d. Measure and compare the temperature of water when it exists as a solid to its temperature when it exists as a liquid (cold vs. warmer) EM1, 156–157, 304–305, 368–369 e. Investigate and recognize that water can change from a liquid to a solid (freeze) and back again to a liquid (melt) as the result of temperature changes 154–155, 156–159, 162–163, 304–305, 311, 368 f. Describe the changes in the physical properties of water (i.e., shape, volume) when frozen or melted 145D, 156–157, 162–163, 304–305, 368–369

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Scott Foresman Science Missouri Science Grade Level Expectations Grade Three

g. Predict and investigate the effect of heat energy (i.e., change in temperature, melting, evaporation) on objects and materials 8–9, 181, 370–373, 449D, 461, 466–467, 494

2. Energy has a source, can be transferred, and transformed into various forms but is conserved between and within systems A. Forms of energy have a source, a means of transfer (work and heat) and a receiver Scope and Sequence – Investigating States of Matter

a. Identify sources of thermal energy (e.g., sun, stove, fire, body) that can cause solids to change to liquids and liquids to change to gas 157–158, 162–163, 304–305, 309, 355, 368–369

Scope and Sequence – Earth/Sun/and Moon

b. Identify sources of light energy (e.g., sun, bulbs, flames) 356, 362–363, 370–371, 422–423, 455, 461 c. Recognize that light can be transferred from the source to the receiver (eye) through space 433–434, 455 d. Identify the three things (light source, object, and surface) necessary to produce a shadow 370–373, 420, 426–427

C. Electromagnetic energy from the sun (solar radiation) is a major source of energy on Earth Scope and Sequence – Earth, Sun, and Moon/Food Chains

a. Recognize that the sun is the primary source of light and food energy on Earth 7–9, 106, 359–360, 370, 422–423, 424–427, 455, 461

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STANDARD 3: CHARACTERISTICS AND INTERACTIONS OF LIVING ORGANISMS 1. There is a fundamental unity underlying the diversity of all living organisms A. Organisms have basic needs for survival Scope and Sequence – Plants

a. Describe the basic needs of most plants (i.e., air, water, light, nutrients and temperature) 5, 6–9, 10–13, 26–27, 32, 144, 150–151

B. Organisms progress through life cycles that are unique to different types of organisms Scope and Sequence – Life Cycles of Plants

a. Recognize that plants progress through life cycles of seed germination, growth and development, reproduction, and death 2–3, 14–17, 20–21, 26–27 b. Observe and describe the life cycle of a flowering plant 2–3, 14–15, 20–21, 26–27 c. Sequence and describe the stages in the life cycle of a flowering plant 2–3, 14–15, 20–21, 26–27

D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism Scope and Sequence – Plants

a. Identify the major organs (roots, stems, flowers and leaves) and their functions in vascular plants (e.g., absorption, transport, reproduction) (Do NOT assess the term vascular) 4, 7–9, 10–13, 73, 76–77, 82–83

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2. Living organisms carry out life processes in order to survive C. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means Scope and Sequence – Plants

a. Illustrate and trace the path water and nutrients take as they move through the transport system of a plant 8–9, 10–13

3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes D. There is heritable variation within every species of organism Scope and Sequence – Life Cycles of Plants

a. Identify and relate the similarities and differences between plants and their offspring (i.e., plants) 20–21, 24, 28–29, 144

STANDARD 4: CHANGES IN ECOSYSTEMS AND INTERACTIONS OF ORGANISMS WITH THEIR ENVIRONMENTS 2. Matter and energy flow through an ecosystem A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use Scope and Sequence – Food Chains

a. Identify sunlight as the primary source of energy plants use to produce their own food 6–9, 106, 359–360, 461 b. Classify populations of organisms as producers or consumers by the role they serve in the ecosystem 67, 98–99, 106–108 c. Sequence the flow of energy through a food chain beginning with the sun 9, 106–109, 359, 460–461

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d. Predict the possible effects of removing an organism from a food chain 102–105, 109, 110–113

STANDARD 5: PROCESSES AND INTERACTIONS OF THE EARTH’S SYSTEMS (GEOSPHERE, ATMOSPHERE AND HYDROSPHERE) 1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique structures C. The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles Scope and Sequence – Investigating States of Matter

a. Recognize that liquid water can change into a gas (vapor) in the air 146–147, 154, 157–159, 304–305, 369 b. Recognizes that clouds and fog are made of tiny droplets of water 159, 162–163, 164–165, 175 c. Recognizes that air is a substance that surrounds us, takes up space, and moves around us as wind 115, 121, 170–171, 172, 175–176, 179, 180–183, 398

2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo change by common processes E. Changes in the form of water as it moves through Earth’s systems are described as the water cycle Scope and Sequence – Investigating States of Matter

a. Describe clouds and precipitation as forms of water 146–147, 154, 157–159, 304–305, 369

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STANDARD 6: COMPOSITION AND STRUCTURE OF THE UNIVERSE AND THE MOTION OF THE OBJECTS WITHIN IT 1. The universe has observable properties and structure A. The Earth, sun, and moon are part of a larger system that includes other planets and smaller celestial bodies Scope and Sequence – Earth, Sun, and Moon

a. Describe our sun as a star because it provides light energy to the solar system 422–423, 450–451, 455 b. Recognize that the moon is a reflector of light 432–435

2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces A. The positions of the Sun and other stars, as seen from Earth, appear to change in observable patterns Scope and Sequence – Earth, Sun, and Moon

a. Illustrate and describe how the sun appears to move slowly across the sky from east to west during the day 418, 420, 422–427, 430–431, 442–443, 512

B. The appearance of the moon that can be seen from Earth and its position relative to Earth changes in observable patterns Scope and Sequence – Earth, Sun, and Moon

a. Illustrate and describe how the moon appears to move slowly across the sky from east to west during the day and/or night 433–434 b. Observe the change in the moon’s appearance relative to time of day and month over several months and note the pattern in this change 432–433, 434–435

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C. The regular and predictable motions of the Earth and moon relative to the sun explain natural phenomena on Earth such as the day, the month, the year, shadows, moon phases, eclipses, tides, and seasons Scope and Sequence – Earth, Sun, and Moon

a. Recognize that there is a day/night cycle every 24 hours 421, 424–425, 442–443 b. Describe the changes in length and position (direction) of shadows from morning to midday to afternoon 420, 426–427 c. Describe how the sun’s position in the sky changes the length and position of shadows 420, 426–427


a. Pose questions about objects, materials, organisms, and events in the environment 4, 26–27, 36, 58–59, 68, 90–91, 100, 114–119, 128–129, 140–143, 148, 162–163, 172, 184–185, 191, 210–211, 220, 221, 234–235, 258–259, 268–271, 276, 290–291, 314–315, 324, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 466–467, 498–499, 508–511 b. Plan and conduct a fair test to answer a question 26–27, 58–59, 90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 234–235, 258–259, 268–271, 276, 290–291, 314–315, 344–345, 356, 378–379, 402–403, 412–415, 440–441, 466–467, 476, 498–499, 508–511

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a. Make qualitative observations using the five senses 4, 68, 90–91, 96, 210–211, 268–271 b. Observe using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders) xxviii–xxxi, 4, 26–27, 36, 58–59, 68, 90–91, 100, 140–143, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 380–381, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499, 508–511 c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume using liters 169E, 176, 186–187, 258–259, 284–285, 288–289, 290–291, 292–293, 324, 344–345, 380–381, 412–415, 440–441, 452, 466–467, 498–499, 508–511 d. Compare amounts/measurements 210–211, 268–271, 290–291, 292–293, 452, 508–511 e. Judge whether measurements and computation of quantities are reasonable 172, 191, 210–211, 212–213, 290–291, 292–293, 344–345, 346–347, 378–379, 498–499, 508–511


a. Use quantitative and qualitative data to construct reasonable explanations 26–27, 58–59, 68, 90–91, 100, 128–129, 140–143, 162–163, 172, 184–185, 191, 210–211, 220, 234–235, 258–259, 268–271, 290–291, 314–315, 324, 344–345, 378–379, 402–403, 412–415, 440–441, 466–467, 498–499, 508–511 b. Use data to describe relationships and make predictions to be tested 26–27, 68, 90–91, 92–93, 128–129, 140–143, 162–163, 172, 184–185, 191, 210–211, 234–235, 236–237, 258–259, 268–271, 276, 344–345, 378–379, 402–403, 412–415, 420, 440–441, 466–467, 476, 508–511

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a. Make predictions supported by scientific knowledge/explanations 162–163, 276, 314–315 b. Evaluate the reasonableness of an explanation 26–27, 90–91, 128–129, 140–143, 162–163, 172, 184–185, 196, 210–211, 234–235, 258–259, 268–271, 290–291, 314–315, 324, 344–345, 378–379, 440–441, 466–467, 508–511 c. Analyze whether evidence supports proposed explanations 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 191, 196, 210–211, 220, 234–235, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 356, 378–379, 420, 440–441, 466–467, 476, 498–499, 508–511


a. Communicate simple procedures and results of investigations and explanations through: • oral presentations • drawings and maps • data tables • graphs (bar, single line, pictographs) • writings 4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 172, 184–185, 196, 210–211, 220, 233, 234–235, 244, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 328, 344–345, 356, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 476, 498–499, 508–511 b. Interpret data presented in writings, tables, graphs (bar, single line, pictographs), and drawings 5, 28–29, 37, 60–61, 69, 92–93, 101, 130–131, 149, 164–165, 173, 177, 179, 186–187, 197, 212–213, 221, 236–237, 245, 257, 260–261, 277, 292–293, 301, 316–317, 325, 380–381, 389, 404–405, 421, 442–443, 453, 468–469, 477, 500–501

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STANDARD 8: IMPACT OF SCIENCE, TECHNOLOGY AND HUMAN ACTIVITY 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Scope and Sequence – Forms of Energy: Light

a. Recognize that some objects (i.e., Sun) occur in nature (natural objects); others (e.g., bulbs, candles, lanterns) have been designed and made by people to solve human problems and enhance the quality of life (manmade objects) 54–55, 58–59, 140–143, 164–165, 172, 198–201, 202–205, 340–343, 356, 357, 362–363, 374–375, 446–447, 450–451, 456–457, 458–465, 478–483, 484–489, 490–493, 495–497

B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – Investigating States of Matter/Earth, Sun, and Moon/Plants

a. Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers) 126, 168, 190–191, 192, 236–237, 240, 284, 289, 408, 436–437, 446–447, 448, 463, 474–475, 479, 484–485, 495, 504

2. A historical perspective of scientific explanations helps to improve understanding of the nature of science and how science knowledge and technology evolve over time A. People from various cultures, races, and of different gender have contributed to scientific discoveries and the invention of technological innovations

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Scope and Sequence – All Units

a. Research biographical information about various scientists and inventors from different gender, ethnic and cultural backgrounds and describe how their work contributed to science and technology (ASSESS LOCALLY) 64, 96, 134–135, 216, 240, 283, 352, 408, 448, 477, 496–497

3. Science is a Human Endeavor A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done Scope and Sequence – All Units

a. Identify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction stories of people working alone or in groups solving everyday problems or learning through discovery) 32, 64, 96, 134–135, 168, 192, 216, 240, 296, 320, 350–351, 352, 384, 408, 448, 472, 477

b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (ASSESS LOCALLY) 26–27, 58–59, 90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 234–235, 258–259, 268–271, 276, 290–291, 314–315, 344–345, 356, 378–379, 402–403, 412–415, 440–441, 466–467, 476, 498–499, 508–511



Grade Four

STANDARD 1: PROPERTIES AND PRINCIPLES OF MATTER AND ENERGY 1. Changes in properties and states of matter provide evidence of the atomic theory of matter A. Objects, and the materials they are made of, have properties that can be used to describe and classify them Scope and Sequence – Mixtures and Solutions

a. Describe and compare the masses of objects to the nearest gram by using balances 322–323, 333, 484–487 b. Describe and compare the volumes (the amount of space an object takes up) of objects using a graduated cylinder 308–311, 325, 338–339, 360–361 c. Recognize that no two objects can occupy the same space at the same time (e.g., water level rises when an object or substance such as a rock is placed in a quantity of water) 316, 318–319, 321, 325 d. Classify types of materials (e.g., water, salt, sugar, iron filings, salt water) into substances (materials that have specific physical properties) or mixtures of substances by using their characteristic properties 234–235, 236, 239–241, 249, 250–251, 316, 319, 328–331, 338–339

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Scott Foresman Science Missouri Science Grade Level Expectations Grade Four

B. Properties of mixtures depend upon the concentrations, properties and interactions of particles Scope and Sequence–Mixtures and Solutions/Changes on the Earth’s Surface

a. Identify water as a solvent that dissolves materials (Do NOT assess the term solvent) 260, 314–315, 329–331

b. Observe and describe how mixtures are made by combining solids or liquids, or a combination of these 239, 242–243, 249, 289–290, 316, 328–331, 338–339 c. Distinguish between the components in a mixture (e.g., trail mix, conglomerate rock, salad) 236, 242–243, 250–251, 260, 289–290, 316, 328–331 d. Describe ways to separate the components of a mixture by their properties (i.e., sorting, filtration, magnets, or screening) 250–251, 316, 328–331

I. Mass is conserved during any physical or chemical change Scope and Sequence – Mixtures and Solutions

a. Recognize that the total mass of a material remains constant whether it is together, in parts, or in a different state. 322–323, 328–329, 332–333, 334–335, 336

2. Energy has a source, can be transferred, and transformed into various forms but is conserved between and within systems A. Forms of energy have a source, a means of transfer (work and heat) and a receiver Scope and Sequence – Forms of Energy: Electrical Circuits

a. Construct and diagram a complete electric circuit by using a source (e.g., battery), a means of transfer (e.g., wires), and a receiver (e.g., resistance bulbs, motors, fans) 378–381, 386, 388–389, 394–395

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b. Observe and describe the evidence of energy transfer in a closed series circuit (e.g., lit bulb, moving motor or fan) 370–371, 378–381, 386–389, 394–395

c. Classify materials as conductors or insulators of electricity when placed within a circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water) 378–379, 393, 394–395

F. Energy can change from one form to another within systems but the total amount remains the same Scope and Sequence – Forms of Energy: Electrical Circuits

a. Identify the evidence of energy transformations (temperature change, light, sound, motion, and magnetic effects) that occur in electrical circuits 370–371, 378–381, 386–389, 394–395

STANDARD 2: PROPERTIES AND PRINCIPLES OF FORCE AND MOTION 1. The motion of an object is described by its change in position relative to another object or point A. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference) Scope and Sequence – Laws of Motion

a. Classify different types of motion (straight line, curved, back and forth) 436, 439, 441, 455 b. Describe an object’s motion in terms of distance and time 440–441, 452–453, 484–487 c. Measure and record in words, tables, and graphs the motion of an object 439, 441, 450–451, 484–487, 538–539

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2. Forces affect motion A. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or noncontact forces (gravity, magnetism) that can be described in terms of direction and magnitude Scope and Sequence – Laws of Motion

a. Identify the forces acting on the motion of objects traveling in a straight line 436, 442–445, 484–487 b. Recognize friction as a force that slows down or stops a moving object that is touching another object or surface 450–451, 468 c. Compare the forces (measured by a spring scale in Newtons) required to overcome friction when an object moves over different surfaces (i.e., rough/smooth) 445, 450–451

B. Every object exerts a gravitational force on every other object Scope and Sequence – Laws of Motion

a. Determine the gravitational pull of the Earth on an object (weight) using a spring scale 322–323, 434–435, 446–447

D. The interaction of mass and forces can be explained by Newton’s Laws of Motion that are used to predict changes in motion Scope and Sequence – Laws of Motion

a. Recognize that balanced forces do not affect an object’s motion 442–444, 464, 538–539 b. Describe how unbalanced forces acting on an object changes its speed (faster/slower), direction of motion or both 442–445, 464, 484–487

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c. Explain how increasing or decreasing the amount of force on an object affects the motion of that object 442–445, 450–451, 464, 484–487 d. Explain how the mass of an object (e.g., cars, marbles, rocks, boulders) affects the force required to move it 442–445, 450–451, 464, 484–487 e. Predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object 442–445, 450–451, 484–487

Scope and Sequence–Forms of Energy: Electrical Circuits

f. Predict the effects of an electrostatic force (static electricity) on the motion of objects (attract or repel) 370–371, 372, 373, 374–377, 396–397

STANDARD 4: CHANGES IN ECOSYSTEMS AND INTERACTIONS OF ORGANISMS WITH THEIR ENVIRONMENTS 1. Organisms are interdependent with one another and with their environment A. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem Scope and Sequence – Interactions Among Organisms and Their Environment

a. Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism) 16, 20–25, 26–32, 52, 56–57, 60, 74–75, 82, 86–89, 92–93, 111, 115–117 b. Recognize that different environments (i.e., pond, forest, prairie) support the life of different types of plants and animals 48, 76, 78–83, 85, 90–91, 114–116, 118–119, 128–129

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D. The diversity of species within an ecosystem is affected by changes in the environment which can be caused by other organisms or outside processes Scope and Sequence – Interactions Among Organisms and Their Environment

a. Identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding wild animals, trash disposal, hunting, conservation of species, paving, restoring greenspace) 89, 104, 106–107, 120–121, 124–127, 554

2. Matter and energy flow through an ecosystem A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use

Scope and Sequence – Interactions Among Organisms and Their Environment

a. Classify populations of organisms as producers, consumers, decomposers by the role they serve in the ecosystem 74–75, 84–89, 96–97

b. Differentiate between the three types of consumers (herbivore, carnivore, omnivore) 26–27, 74–75, 84–89 c. Categorize organisms as predator or prey in a given ecosystem 28–29, 32, 84–89

3. Genetic variation sorted by the natural selection process explains evidence of biological evolution A. Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record Scope and Sequence – Changes on the Earth’s Surface

a. Compare and contrast common fossils (i.e., trilobites, ferns, crinoids, gastropods, bivalves, fish, mastodons) found in Missouri to organisms that are present on Earth today 121, 244–245, 254

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C. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem Scope and Sequence – Interactions Among Organisms and Their Environment

a. Identify specialized structures and describe how they help plants survive in their environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves) 14–16, 42–43, 48–49, 50–53, 54–57, 60–65, 81, 87 b. Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages) 18–25, 26–29, 81, 84, 144–147, 148–151, 152–155, 156–159, 405, 423 c. Recognize internal cues (e.g., hunger) and external cues (e.g. changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation) 20–21, 24–25, 29, 30–33, 56–57,106–107, 114–115 d. Predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors 24–25, 26–33, 50–53, 80–83, 90–91, 114–116

STANDARD 5: PROCESSES AND INTERACTIONS OF THE EARTH’S SYSTEMS (GEOSPHERE, ATMOSPHERE AND HYDROSPHERE) 1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique structures A. The Earth’s crust is composed of various materials including soil, minerals, and rocks with characteristic properties Scope and Sequence – Changes on the Earth’s Surface

a. Identify the components of soil (e.g., plant roots and debris, bacteria, fungi, worms, types of rock) and its properties (e.g., odor, color, resistance to erosion, texture, fertility relative grain size, absorption rate) 52–53, 243, 283, 288–291

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b. Compare the physical properties (i.e., size, shape, color, texture, layering, presence of fossils) of rocks (mixtures of different Earth materials, each with observable physical properties) 234–235, 236, 239, 250–251, 260, 288–289

2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo change by common processes A. The Earth’s materials and surface features are changed through a variety of external processes Scope and Sequence – Changes on the Earth’s Surface

a. Observe and describe the breakdown of plant and animal material into soil through decomposition processes (i.e., decay, rotting, composting, digestion) 94–95, 96–97, 243, 283, 288–290, 298–299 b. Identify the major landforms on Earth (i.e., mountains, plains, oceans, river valleys, coastlines, and canyons) 246, 263, 266–267, 270 c. Describe how weathering agents (e.g., water, temperature, wind, and plants) cause surface changes that create and/or change earth’s surface materials and/or landforms 243–244, 248–249, 259, 260, 264–265, 308–311 d. Describe how erosional processes (i.e., action of gravity, waves, wind, rivers, and glaciers) cause surface changes that create and/or change earth’s surface materials and/or landforms 118–119, 243, 262–265, 266–269, 288, 308–311

3. Human activity is dependent upon and affects Earth’s resources and systems A. Earth’s materials are limited natural resources that are affected by human activity Scope and Sequence – Changes on the Earth’s Surface

a. Identify the ways humans affect the erosion and deposition of earth materials (e.g., clearing of land, planting vegetation, paving land, construction of new buildings) 126–127, 265, 268–269, 289

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b. Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity 124–129, 130–131, 132–133, 269, 282–283, 286–291, 293–297, 300–301, 308–311, 367, 553

STANDARD 7: SCIENTIFIC INQUIRY 1. Science understanding is developed through the use of science process skills and scientific knowledge in combination with scientific investigation, reasoning, and critical thinking A. Scientific inquiry includes the ability of students to formulate a testable question and explanation and to select appropriate investigative methods in order to obtain evidence relevant to the explanation Scope and Sequence – All Units

a. Formulate testable questions and explanations (hypotheses) 130–131, 162–163, 172–175, 176, 200–201, 274–275, 298–299, 308–311, 312, 338–339, 484–487, 488, 572–575, 576 b. Recognize the characteristics of a fair and unbiased test 130–131, 140, 172–175, 176, 260, 308–311, 312, 450–451, 484–487, 488, 572–575, 576 c. Conduct a fair test to answer a question 130–131, 172–175, 176, 260, 308–311, 312, 450–451, 484–487, 488, 572–575, 576

B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations Scope and Sequence – All Units

a. Make qualitative observations using the five senses 34–35, 66–67, 76, 96–97, 108, 162–163, 180, 250–251, 260, 274–275, 308–311, 316, 338–339, 348, 372, 404, 426–427, 474–475, 492, 506–507, 538–539, 548

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b. Observe using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale) 4, 200–201, 236, 250–251, 284, 308–311, 360–361, 394–395, 446–447, 450–451, 484–487, 506–507, 516, 572–575 c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, weight to the nearest Newton 164–165, 200–201, 284, 338–339, 360–361, 484–487, 516, 535, 572–575

d. Compare amounts/measurements 130–131, 140, 172–175, 260, 276–277, 360–361, 394–395, 484–487 e. Judge whether measurements and computation of quantities are reasonable 98–99, 226–227, 252–253, 450–451, 484–487

C. Evidence is used to formulate explanations Scope and Sequence – All Units

a. Use quantitative and qualitative data to construct reasonable explanations 34–35, 44, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 200–201, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 360–361, 372, 394–395, 426–427, 436, 450–451, 484–487, 492, 538–539, 560–561, 572–575 b. Use data to describe relationships and make predictions to be tested 34–35, 200–201, 226–227, 308–311, 360–361, 394–395, 450–451, 484–487, 572–575

D. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) Scope and Sequence – All Units

a. Make predictions supported by scientific knowledge/explanations 66–67, 172–175, 176, 200–201, 226–227, 308–311, 312, 360–361, 394–395, 450–451, 474–475, 484–487, 538–539, 560–561, 572–575 b. Evaluate the reasonableness of an explanation 44, 98–99, 108, 162–163, 172–175, 298–299, 308–311, 360–361, 372, 394–395, 450–451, 474–475, 484–487, 538–539, 572–575

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c. Analyze whether evidence supports proposed explanations 130–131, 140, 162–163, 172–175, 260, 284, 298–299, 308–311, 316, 394–395, 404, 450–451, 484–487, 538–539, 572–575

E. The nature of science relies upon communication of results and justification of explanations Scope and Sequence – All Units

a. Communicate the procedures and results of investigations and explanations through:

• oral presentations • drawings and maps • data tables • graphs (bar, single line, pictographs) • writings

4, 34–35, 50–53, 57, 66–67, 68–69, 76, 96–97, 108, 109, 130–131, 140, 162–163, 172–175, 176, 180, 184–185, 200–201, 213, 221, 226–227, 236, 250–251, 260, 274–275, 276–277, 284, 298–299, 308–311, 312, 316, 338–339, 348, 360–361, 372, 394–395, 404, 407, 426–427, 436, 450–451, 460, 474–475, 484–487, 488, 492, 525, 538–539, 560–561, 572–575 b. Interpret data in order to make and support conclusions 66–67, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, 284, 308–311, 312, 316, 338–339, 360–361, 394–395, 426–427, 436, 450–451, 484–487, 538–539, 560–561, 572–575

STANDARD 8: IMPACT OF SCIENCE, TECHNOLOGY AND HUMAN ACTIVITY 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Scope and Sequence – Forms of Energy: Electrical Circuits

a. Design and construct an electrical device using materials and/or existing objects that can be used to perform a task (ASSESS LOCALLY) 284, 394–395, 426–427, 516, 548, 560–561

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B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – Mixtures and Solutions/Forms of Energy: Electrical Circuits

a. Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers) 4, 194, 202–203, 206–207, 220–221, 389, 392, 411, 432, 495, 505, 527, 554, 558

C. Technological solutions to problems often have drawbacks as well as benefits Scope and Sequence – Forms of Energy: Electrical Circuits/Laws of Motion/Interactions Among Organisms and Their Environments

a. Identify how sometimes the effects of inventions or technological advances (e.g., different types of light bulbs, semiconductors/integrated circuits and electronics, satellite imagery, robotics, communication, transportation, generation of energy, renewable materials) can be helpful and sometimes they are harmful (ASSESS LOCALLY) 102–103, 104, 106–107, 124–127, 160–161, 220–221, 292–295, 366–367, 480, 546–547, 549, 550–553, 554–555, 556–559, 568

2. A historical perspective of scientific explanations helps to improve understanding of the nature of science and how science knowledge and technology evolve over time A. People from various cultures, races, and of different gender have contributed to scientific discoveries and the invention of technological innovations Scope and Sequence – All Units

a. Research biographical information about various scientists and inventors from different gender, ethnic and cultural backgrounds and describe how their work contributed to science and technology (ASSESS LOCALLY) 11–12, 40, 72, 104, 136, 159–160, 168, 194–195, 208, 232, 256, 280, 335, 344, 368, 375–376, 387, 389, 391–392, 400, 417, 424–425, 456, 459, 471, 480, 512, 530, 535–536, 544, 556, 562–563, 568

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3. Science is a Human Endeavor A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done Scope and Sequence – All Units

a. Identify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction stories of people working alone or in groups solving everyday problems or learning through discovery) 57, 102–103, 171, 377 b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (ASSESS LOCALLY) 4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516, 538–539, 548, 560–561, 572–575



Grade Five

STANDARD 1: PROPERTIES AND PRINCIPLES OF MATTER AND ENERGY 1. Changes in properties and states of matter provide evidence of the atomic theory of matter C. Properties of matter can be explained in terms of moving particles too small to be seen without tremendous magnification Scope and Sequence – Water Cycle & Weather

a. Recognize how changes in state (i.e., freezing/melting, condensation/evaporation) provide evidence that matter is made of particles too small to be seen 208–209, 210–211, 212, 237, 338–339, 342–343, 348–351, 354–357, 358–359, 368, 452, 456, 462–463, 504

D. Physical changes in states of matter due to thermal changes in materials can be explained by moving particles too small to be seen (The kinetic theory of matter) Scope and Sequence – Water Cycle & Weather

a. Classify matter as a solid, a liquid, or a gas as it exists at room temperature using physical properties (volume, shape, ability to flow) 208–211, 260, 332–335, 340, 342–347, 348–349, 350–351, 354–357, 362–363, 375, 462–463

b. Predict the effect of heat energy on the physical properties of water as it changes to and from a solid, liquid, or gas (i.e., freezing/melting, evaporation/condensation) 194–195, 208–211, 212–215, 354–357, 358–359, 364–365, 368, 370–371, 375, 452, 462–463, 504

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Scott Foresman Science Missouri Science Grade Level Expectations Grade Five

I. Mass is conserved during any physical or chemical change Scope and Sequence – Water Cycle & Weather

a. Recognize that the mass of water remains constant as it changes state (as evidenced in a closed container) 344–345, 379, 396–397, 434–435

2. Energy has a source, can be transferred, and transformed into various forms but is conserved between and within systems A. Forms of energy have a source, a means of transfer (work and heat) and a receiver Scope and Sequence – Solar System

a. Recognize that light can be transferred from the source to the receiver (eye) through space in straight lines 458–461 b. Recognize how an object (e.g., moon, mirror, objects in a room) can only be seen when light is reflected from that object to the receiver (eye) 458–461, 556–559

C. Electromagnetic energy from the sun (solar radiation) is a major source of energy on Earth Scope and Sequence – Water Cycle and Weather

a. Recognize the sun as the primary source of energy for temperature change on Earth 210, 230–233, 234–237, 244–245, 246–249, 306–307, 518–521, 545–547

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STANDARD 2: PROPERTIES AND PRINCIPLES OF FORCE AND MOTION 2. Forces affect motion A. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or noncontact forces (gravity, magnetism) that can be described in terms of direction and magnitude Scope and Sequence – Work and Simple Machines

a. Identify the forces acting on a load and use a spring scale to measure the weight (resistance force) of the load xxx, 344, 410–417, 418–425, 426–429

D. The interaction of mass and forces can be explained by Newton’s Laws of Motion that are used to predict changes in motion Scope and Sequence – Work and Simple Machines

a. Compare the effect of simple machines on the effort force (measured using a spring scale to the nearest Newton) needed to lift a load xxx, 344, 410–411, 416–417, 418–425, 426–429

b. Describe how friction affects the amount of force needed to do work over different surfaces or through different media 402–403, 404, 414–415, 416–417, 418–425, 426–427, 448–449

F. Simple machines (levers, inclined planes, wheels and axles, and pulleys) can be used to affect the force applied to an object and/or direction of movement as work is done Scope and Sequence – Work and Simple Machines

a. Explain how work can be done on an object (force applied and distance moved) (No formula calculations at this level) 402–403, 416–417, 418–419, 426–429 b. Recognize that simple machines change the amount of effort force and/or direction of force 410–417, 426–429 c. Identify the simple machines in common tools and household items 414–415, 426–431

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STANDARD 3: CHARACTERISTICS AND INTERACTIONS OF LIVING ORGANISMS 1. There is a fundamental unity underlying the diversity of all living organisms D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism Scope and Sequence – Plant and Animal Classification

a. Compare structures (e.g. wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that serve similar functions for animals belonging to different vertebrate classes 10–15, 17, 133

E. Biological classifications are based on how organisms are related Scope and Sequence – Plant and Animal Classification

a. Explain how similarities are the basis for classification 2–3, 4, 5, 7–9, 10–14, 16–17, 18–21, 22–25, 28–29, 32, 106 b. Distinguish between plants (which use sunlight to make their own food) and animals (which must consume energy-rich food) 8–9, 10–14, 18, 22–23, 24–25, 40–41, 90–91, 94–97, 98–101, 110–113, 122–123, 144–147, 150–151, 175

c. Classify animals as vertebrates or invertebrates 2–3, 10–15, 18–20 d. Classify vertebrate animals into classes (amphibians, birds, reptiles, mammals, and fish) based on their characteristics 8–9, 10–15 e. Identify plants or animals using simple dichotomous keys 4, 20–21

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2. Living organisms carry out life processes in order to survive C. Complex multicellular organisms have systems that interact to carry out life processes through physical and chemical means Scope and Sequence – Plant and Animal Classification

a. Recognize the major life processes carried out by the major systems of plants and animals (e.g., support, reproductive, digestive, transport/circulatory, excretory, response) (Do NOT assess naming of organs within each system or explanation of the processes carried out by those systems) 34–35, 46–49, 50–51, 58–59, 63, 70–73, 74–79, 80–81, 82–83, 86–87, 90–91, 94–97, 98–99, 102–105, 110–113, 114–115, 116–117, 120, 170–173, 210–211

STANDARD 5: PROCESSES AND INTERACTIONS OF THE EARTH’S SYSTEMS (GEOSPHERE, ATMOSPHERE AND HYDROSPHERE) 1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique structures B. The hydrosphere is composed of water (a material with unique properties) and other materials Scope and Sequence – Water Cycle and Weather

a. Classify major bodies of surface water (e.g., rivers, lakes, oceans, glaciers) as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or groundwater 136–139, 198–201, 202–205, 218–219, 276–279

b. Relate the type of water body to the process by which it was formed 200–201, 202–204, 222–223, 224

C. The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles Scope and Sequence – Water Cycle and Weather

a. Recognize the atmosphere is composed of a mixture of gases, water and minute particles 150–153, 208–211, 212–215, 216–217, 230–233, 234–237, 242–245

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2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo change by common processes E. Changes in the form of water as it moves through Earth’s systems are described as the water cycle Scope and Sequence – Water Cycle and Weather

a. Describe and trace the path of water as it cycles through the hydrosphere, geosphere and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, groundwater/surface run-off) 194–195, 199, 208–211, 212–215, 336 b. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle 169, 194–195, 208–211, 212–215, 216–217, 336

F. Constantly changing properties of the atmosphere occur in patterns which are described as weather Scope and Sequence – Water Cycle and Weather

a. Identify and use appropriate tools (i.e., thermometer, anemometer, wind vane, hygrometer, barometer, rain gauge, satellite images, weather maps) to collect weather data (i.e., temperature, wind speed and direction, relative humidity, air pressure, precipitation, cloud type and cover) xxviii–xxxi, 222–223, 226–227, 242–245, 250–251, 252–253, 256, 336 b. Recognize and summarize patterns represented by the weather data (e.g., temperature and time of day, cloud cover and temperature, wind direction and temperature) collected over a period of time 222–223, 242–243, 244–245, 246–249, 250–251, 252–253, 256, 336

3. Human activity is dependent upon and affects Earth’s resources and systems A. Earth’s materials are limited natural resources that are affected by human activity

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Scope and Sequence – Water Cycle and Weather

a. Explain how major bodies of water are important natural resources for human activity (e.g., food, recreation, habitat, irrigation, solvent, transportation) 136–139, 198–201, 202–207, 218–219, 310–311, 316–317, 360, 378

b. Describe how human needs and activities (e.g., irrigation, damming of rivers, waste treatment, sources of drinking water) have affected the quantity and quality of major bodies of fresh water 202–204, 206–207, 310–311, 316–317, 318–319 c. Propose solutions to problems related to water quality and availability that result from human activity 202, 206–207, 305, 316–317, 318–319, 328

STANDARD 6: COMPOSITION AND STRUCTURE OF THE UNIVERSE AND THE MOTION OF THE OBJECTS WITHIN IT 1. The universe has observable properties and structure A. The Earth, sun, and moon are part of a larger system that includes other planets and smaller celestial bodies Scope and Sequence – Solar System

a. Recognize that the Earth is one of several planets within a solar system that orbits the sun 529, 538–539, 540, 541, 542–547, 548–551, 564–565 b. Recognize that the moon orbits the Earth 415, 434–435, 556–561, 562–563, 568

c. Recognize that planets look like stars and appear to move across the sky among the stars 518–523, 524–529, 536, 548–551

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B. The Earth has a composition and location that is suitable to sustain life Scope and Sequence – Solar System

a. Describe physical features of the planet Earth that allow life to exist (e.g., air, water, temperature) and compare these to the physical features of the sun, the moon and other planets 198–201, 230–233, 316–317, 518–523, 545, 548–551, 556–557

2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces B. The appearance of the moon that can be seen from Earth and its position relative to Earth changes in observable patterns Scope and Sequence – Solar System

a. Sequence images of the lit portion of the moon seen from Earth as it cycles from day-to-day in about a month in order of occurrence (DO NOT assess cause of moon phases) 558–559, 562–563

C. The regular and predictable motions of the Earth and moon relative to the sun explain natural phenomena on Earth such as the day, the month, the year, shadows, moon phases, eclipses, tides, and seasons Scope and Sequence – Solar System

a. Recognize that the Earth rotates once every 24 hours 528, 538–539, 542–547, 548–549 b. Relate changes in the length and position of a shadow to the time of day and apparent position of the sun in the sky as determined by Earth’s rotation This objective can be developed from: 460–461, 542–547, 558–559, 562–563 c. Relate the apparent motion of the sun, moon, and stars in the sky to the rotation of the Earth 528–529, 538–539, 542–547, 548–549, 556–559

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a. Formulate testable questions and explanations (hypotheses) xxii–xxvii, 26–27, 80–81, 178–179, 188–191, 192, 216–217, 290–291, 332–335, 336, 362–363, 500–503, 504, 562–563, 604–607, 608 This objective can be developed from any of the Directed Inquiry, Guided Inquiry, Full Inquiry, and Science Fair Projects. Students can use the questions as examples that will help them formulate their own questions. b. Recognize the characteristics of a fair and unbiased test xxii–xxvii, 188–191, 290–291, 332–335, 500–503, 604–607 c. Conduct a fair test to answer a question xxii–xxvii, 188–191, 290–291, 332–335, 500–503, 604–607 d. Make suggestions for reasonable improvements or extensions of a fair test xxii–xxvii, 188–191, 192, 290–291, 332–335, 336, 500–503, 504, 604–607, 608


a. Make qualitative observations using the five senses xxii–xxvii, 4, 26–27, 36, 50–51, 60, 80–81, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 372, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503, 504, 530–531, 540, 562–563, 572, 592–593, 604–607

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b. Determine the appropriate tools and techniques to collect data xxviii–xxxi, 26–27, 36, 60, 114–115, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 344–347, 362–363, 368, 372, 394–395, 404, 432–433, 444, 466–467, 472, 476, 490–491, 500–503 c. Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scales) xxviii–xxxi, 26–27, 36, 50–51, 80–81, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 340, 345, 362–363, 372, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503, 504, 508, 540, 562–563, 572, 604–607, 608 d. Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, weight to the nearest Newton xxviii, xxx–xxxi, 80–81, 92, 116–117, 164, 178–179, 188–191, 196, 218–219, 228, 250–251, 252–253, 336, 340, 344–347, 362–363, 372, 379, 394–395, 404, 410–411, 432–433, 444, 466–467, 500–503, 551, 587 e. Compare amounts/measurements 80–81, 82–83, 164, 188–191, 196, 216–217, 250–251, 290–291, 340, 362–363, 364–365, 368, 372, 394–395, 404, 432–433, 564–565, 594–595 f. Judge whether measurements and computation of quantities are reasonable xxii–xxvii, 80–81, 124, 394–395, 444 This objective can also be developed from: 164, 178–179, 188–191, 196, 336, 340, 362–363, 372, 394–395, 432–433, 444, 466–467, 508, 562–563, 572, 608


a. Use quantitative and qualitative data to construct reasonable explanations xxii–xxvii, 26–27, 36, 50–51, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 372, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503

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b. Use data to describe relationships and make predictions to be tested xxii–xxvii, 92, 114–115, 178–179, 216–217, 228, 250–251, 322–323, 332–335, 362–363, 372, 394–395, 432–433, 444, 476, 500–503, 530–531, 572


a. Make predictions supported by scientific knowledge/explanations xxii–xxvii, 26–27, 36, 50–51, 80–81, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 196, 216–217, 250–251, 260, 290–291, 300, 322–323, 332–335, 362–363, 372, 394–395, 432–433, 444, 466–467, 476, 490–491, 500–503, 508, 530–531, 540, 562–563, 572, 592–593, 604–607

b. Evaluate the reasonableness of an explanation xxii–xxvii, 382–385, 394–395, 444 This objective can also be developed from: 80–81, 124, 154–155, 164, 178–179, 188–191, 250–251, 260, 336, 340, 362–363, 372, 394–395, 404, 432–433, 466–467, 500–503

c. Analyze whether evidence supports proposed explanations 92, 178–179, 290–291, 332–335, 372, 444, 476, 500–503


a. Communicate the procedures and results of investigations and explanations through:

• oral presentations • drawings and maps • data tables • graphs (bar, single line, pictographs) • writings

26–27, 36, 50–51, 75, 80–81, 92, 103, 109, 114–115, 120, 124, 154–155, 164, 175, 178–179, 188–191, 192, 196, 209, 216–217, 228, 231, 250–251, 260, 273, 277, 290–291, 300, 322–323, 324–325, 328, 332–335, 336, 340, 347, 362–363, 364–365, 372, 394–395, 432–433, 440, 444, 453, 464, 466–467, 476, 490–491, 500–503, 504, 508, 530–531, 540, 547, 562–563, 572, 592–593, 604–607, 608

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b. Interpret data in order to make and support conclusions 26–27, 36, 80–81, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 394–395, 432–433, 444, 466–467, 476, 490–491, 500–503, 508, 530–531, 540, 547, 562–563, 572, 592–593, 604–607

STANDARD 8: IMPACT OF SCIENCE, TECHNOLOGY AND HUMAN ACTIVITY 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Scope and Sequence – Forms of Energy: Work and Simple Machines

a. Design and construct a machine [tool] using materials and/or existing objects that can be used to perform a task (ASSESS LOCALLY) 250–251, 290–291, 404, 426–431, 508

B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – Simple Machines/Water Cycle and Weather/Solar System/Classification of Plants and Animals

a. Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers) 120, 156–157, 222–223, 242–245, 256, 264–265, 351, 440, 514–517, 586–587

C. Technological solutions to problems often have drawbacks as well as benefits Scope and Sequence – Simple Machines/Water Cycle and Weather/Solar System/Classification of Plants and Animals

a. Identify how sometimes the effects of inventions or technological advances (e.g., complex machinery, technologies used in space exploration, satellite imagery, weather observation and prediction, communication, transportation, robotics, tracking devices) can be helpful and sometimes they are harmful (ASSESS LOCALLY) 86–87, 174–177, 203–207, 222–223, 386–393, 438–439, 448–449, 472, 514–517, 570–571, 574–579, 580–583, 584–587, 588–591

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a. Research biographical information about various scientists and inventors from different gender, ethnic and cultural backgrounds and describe how their work contributed to science and technology (ASSESS LOCALLY) 296, 418–425, 440, 477, 514–515, 516, 536, 568, 570–571, 575

3. Science Is a Human Endeavor A. People, alone or in groups, are always making discoveries about nature and inventing new ways to solve problems and get work done Scope and Sequence – All Units

a. Identify a question that was asked or could be asked or a problem that needed to be solved when given a brief scenario (fiction or nonfiction stories of people working alone or in groups solving everyday problems or learning through discovery) xxii–xxv, 26–27, 32, 36, 56, 80–81, 86–87, 88, 92, 114–115, 120, 124, 154–155, 164, 178–179, 184, 188–191, 196, 216–217, 224, 228, 250–251, 256, 260, 290–291, 296, 300, 316, 322–323, 332–335, 340, 362–363, 368, 372, 394–395, 400, 404, 432–433, 440, 444, 466–467, 472, 476, 490–491, 500–503, 508, 530–531, 536, 540, 562–563, 568, 572, 592–593, 600, 604–607 b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (ASSESS LOCALLY) This objective can be developed from the Guided, Directed, and Full Inquiry labs and Science Fair Project pages. Here are some examples: 26–27, 36, 80–81, 114–115, 124, 154–155, 164, 178–179, 188–191, 192, 216–217, 228, 250–251, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 372, 394–395, 432–433, 476, 490–491, 500–503, 504, 604–607, 608



Grade Six

STANDARD 1: PROPERTIES AND PRINCIPLES OF MATTER AND ENERGY 1. Changes in properties and states of matter provide evidence of the atomic theory of matter A. Objects, and the materials they are made of, have properties that can be used to describe and classify them Scope and Sequence – Properties of and Changes in Matter

a. Recognize that matter is anything that has mass and volume 362–363, 367–370, 372–376, 394, 402 b. Describe and compare the volumes (the amount of space an object takes up) of objects or substances directly using a graduated cylinder and/or indirectly using displacement methods 204–207, 212, 356–359, 364, 365, 378–379, 524–527

c. Describe and compare the masses (amount of matter) of objects to the nearest gram using a balance 363, 364, 367–369, 371, 452, 524–527

d. Classify the types of matter in an object into pure substances or mixtures using their specific physical properties 242, 256–257, 260–261, 369–370, 374, 394, 400–403

B. Properties of mixtures depend upon the concentrations, properties and interactions of particles Scope and Sequence – Properties of and Changes in Matter

a. Describe the properties of each component in a mixture/solution and their distinguishing properties (e.g. salt water, oil and vinegar, pond water, Kool-Aid) 256–257, 260–261, 386, 402–405

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Scott Foresman Science Missouri Science Grade Level Expectations Grade Six

b. Describe appropriate ways to separate the components of different types of mixtures (sorting, evaporation, filtration, magnets, boiling, chromatography or screening) 314–315, 386, 402–403, 404–405

c. Predict how various solids (soluble/insoluble) behave (e.g. dissolve, settle, float) when mixed with water 274–275, 282–283, 314–315

C. Properties of matter can be explained in terms of moving particles too small to be seen without tremendous magnification Scope and Sequence – Properties of and Changes in Matter

a. Recognize evidence (e.g., diffusion of food coloring in water, light reflecting off of dust particles in the air, condensation of water vapor by increased pressure or decreased temperature) that supports the theory that matter is composed of small particles (atoms, molecules) that are in constant, random motion 208, 209, 210–211, 212, 236–237, 338–339, 342–343, 350–351, 356–359, 368–369, 504

D. Physical changes in the state of matter that result from thermal changes can be explained by moving particles (The kinetic theory of matter) Scope and Sequence – Earth’s Resources

a. Describe the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water (i.e., water expands and becomes less dense when frozen) 234–235, 332–335, 337, 374, 380–381, 408–409, 505, 524–527

G. Properties of objects and states of matter can change chemically and/or physically Scope and Sequence – Properties of and Changes in Matter

a. Recognize and classify changes in matter as chemical and/or physical 272–273, 307, 370–371, 376–377

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b. Identify chemical changes (i.e., rusting, oxidation, burning, decomposition by acids, decaying, baking) in common objects (i.e. rocks such as limestone, minerals, wood, steel wool, plants) as a result of interactions with sources of energy or other matter that form new substances (compounds) with different characteristic properties 272–273, 274–275, 307, 371, 376–377, 378–379, 516–517 c. Identify physical changes in common objects (e.g. rocks, minerals, wood, water, steel wool, plants) and describe the processes which caused the change (e.g. weathering, erosion, cutting, dissolving) 254–255, 272, 282–283, 307, 370–371, 376, 395

I. Mass is conserved during any physical or chemical change Scope and Sequence – Properties of and Changes in Matter

a. Demonstrate and provide evidence that mass is conserved during a physical change 362–363, 367, 368, 376, 481, 524–527

2. Energy has a source, can be transferred, and transformed into various forms but is conserved between and within systems A. Forms of energy have a source, a means of transfer (work and heat) and a receiver Scope and Sequence – Forms of Energy: Light

a. Identify sources of visible light (e.g., the sun and other stars, flint, bulb, flames, lightning) 499, 511, 516–517, 532, 533, 535–536, 542–543, 564–565 b. Describe evidence (i.e., cannot bend around walls) that visible light travels in a straight line using the appropriate tools (i.e., pinhole viewer, ray box and/or laser pointer) 512–513, 531, 532, 544–545 c. Compare the reflection of visible light by various surfaces (i.e. mirror, smooth and rough surfaces, shiny and dull surfaces, moon) 498–499, 512–513, 533, 536–537, 538–543

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d. Compare the refraction of visible light passing through different transparent and translucent materials (e.g. prisms, water, a lens) 498–499, 511–513, 542–543, 544–545

e. Predict how visible light behaves (reflects, refracts, absorbs, transmits) when it interacts with different surfaces (transparent, translucent, opaque) 499, 512–513, 533, 535–537, 544–545 f. Identify receivers of visible light energy (e.g., eye, photocell) 114–115, 122–125, 326, 511, 533, 535–537 g. Recognize that an object is “seen” only when the object emits or reflects light to the eye 511–513, 533, 535–537 h. Recognize that differences in wavelength within that range of visible light that can be seen by the human eye are perceived as differences in color 510–513

Scope and Sequence – Forms of Energy: Sound

i. Describe how sound energy is transferred by wave-like disturbances that spread away from the source through a medium 213, 223, 236–237, 501, 510–511 j. Predict how the properties of the medium (e.g., air, water, empty space, rock) affect the speed of different types of mechanical waves (i.e., earthquake, sound) 212, 213, 219, 223, 229, 236–237, 511

C. Electromagnetic energy from the sun (solar radiation) is a major source of energy on Earth Scope and Sequence – Forms of Energy: Light

a. Recognize that the energy from the Sun is transferred to Earth in a range of wavelengths including visible light, infrared radiation, and ultraviolet radiation 507, 511, 535, 544–545, 604–607

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Scope and Sequence – Characteristics of Living Organisms

b. Recognize that the sun is the source of almost all energy used to produce the food for living organisms 122–125, 146–147, 170–171, 174–175, 535

STANDARD 3: CHARACTERISTICS AND INTERACTIONS OF LIVING ORGANISMS 1. There is a fundamental unity underlying the diversity of all living organisms A. Organisms have basic needs for survival Scope and Sequence–Characteristics of Living Organisms

a. Describe the common life processes of living organisms (i.e. growth, reproduction, life span, response to stimuli, energy use, exchange of gases, use of water, and eliminate of waste) 12–13, 14, 31, 50–51, 53, 55–57, 62–65, 82–83, 85, 86–89, 90–93, 94–97, 98–101, 114–115, 121, 122–125, 126–127, 182–185

C. Cells are the fundamental units of structure and function of all living things Scope and Sequence – Characteristics of Living Organisms

a. Recognize that all organisms are composed of cells, the fundamental units of life, which carry on all life processes 26–27, 31–33, 34–37, 38–41, 56–57, 62–65, 84, 87–89, 90–93, 95, 100, 102–105, 119, 121, 122–123

E. Biological classifications are based on how organisms are related Scope and Sequence – Characteristics of Living Organisms

a. Recognize that most of the organisms on Earth are unicellular (e.g., bacteria, protists) and other organisms, including humans, are multi-cellular 12–13, 16–17, 31–33, 34–35, 56–57, 87–89, 222 b. Identify examples of unicellular (e.g., bacteria, some protists and fungi) and examples of multicellular organisms (e.g., some fungi, plants, animals) 12–13, 14–17, 31, 56–57, 87–89, 182, 222

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2. Living organisms carry out life processes in order to survive A. The cell contains a set of structures called organelles that interact to carry out life processes through physical and chemical means Scope and Sequence – Characteristics of Living Organisms

a. Compare and contrast the following plant and animal cell structures: cell membrane, nucleus, cell wall, chloroplast and cytoplasm 16, 35–36, 40, 64–65, 119–121, 122–123 b. Recognize the chloroplast as the cell structure where food is produced in plants and some unicellular organisms (e.g., algae, some protists) 12, 31, 35, 46–47, 122–123

B. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth Scope and Sequence – Characteristics of Living Organisms

a. Recognize that plants use energy from the sun to produce food and oxygen through the process of photosynthesis 12, 31, 35, 122–123, 146

STANDARD 4: CHANGES IN ECOSYSTEMS AND INTERACTIONS OF ORGANISMS WITH THEIR ENVIRONMENTS 1. Organisms are interdependent with one another and with their environment A. All populations living together within communities interact with one another and with their environment in order to survive and maintain a balanced ecosystem Scope and Sequence – Ecosystems and Populations

a. Identify the biotic factors (populations of organisms) and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition) that make up an ecosystem 138–139, 143–147, 148–153, 254–257

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B. Living organisms have the capacity to produce populations of infinite size but environments and resources are finite Scope and Sequence – Ecosystems and Populations

a. Identify populations within a community that are in competition with one another for resources 138–139, 144, 162, 176–178, 180–181 b. Recognize the factors that affect the number and types of organisms an ecosystem can support (e.g. food availability, abiotic factors such as quantity of light and water, temperature and temperature range, soil composition, disease, competitions from other organisms, predation) 138–139, 143–147, 148–153, 176–181, 254–257 c. Predict the effects of changes in the number and types of organisms in an ecosystem on the populations of other organisms within that ecosystem 143–145, 165, 186–191

D. The diversity of species within an ecosystem is affected by changes in the environment which can be caused by other organisms or outside processes Scope and Sequence – Ecosystems and Populations

a. Describe beneficial and harmful activities of organisms, including humans, (e.g., deforestation, overpopulation, water and air pollution, global warming, restoration of natural environments, river bank/coastal stabilization, recycling, channelization, reintroduction of species, depletion of resources) and explain how these activities affect organisms within an ecosystem 16, 70–73, 143, 151, 169, 182–185, 188–191, 204–207, 273, 342–343, 406 b. Predict the impact (beneficial or harmful) of a natural environmental change (e.g., forest fire, flood, volcanic eruption, avalanche) on the organisms in an ecosystem 10–13, 145, 186–187, 342–343 c. Describe possible solutions to potentially harmful environmental changes within an ecosystem 145, 146, 182, 183, 185, 186–191

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2. Matter and energy flow through an ecosystem A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use Scope and Sequence –Ecosystems and Populations

a. Diagram and describe the transfer of energy in an aquatic food web and a land food web with reference to producers, consumers, decomposers, scavengers, and predator/prey relationships 16, 162–163, 170–175, 222 b. Classify populations of unicellular and multicellular organisms as producers, consumers, decomposers by the role they serve in the ecosystem 13, 162–163, 170–175, 178–181, 182, 222

3. Genetic variation sorted by the natural selection process explains evidence of biological evolution A. Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record Scope and Sequence – Ecosystems and Populations

a. Identify fossils as evidence that some types of organisms (e.g., dinosaurs, trilobites, mammoths, giant tree ferns) that once lived in the past and have since become extinct have similarities with and differences from organisms today 169, 178, 220–221, 250–251, 252–253, 264

C. Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem Scope and Sequence – Ecosystems and Populations

a. Relate examples of adaptations (specialized structures or behaviors) within a species to its ability to survive in a specific environment (e.g., hollow bones/flight, hollow hair/insulation, dense root structure/compact soil, seeds/food and protection for plant embryo vs. spores, fins/movement in water) 2–3, 8, 17, 56, 128, 129, 130–131, 140, 141, 147, 153, 167–169, 177–181

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b. Predict how certain adaptations, such as behavior, body structure, or coloration, may offer a survival advantage to an organism in a particular environment 8, 15, 69, 72–73, 128, 129, 147, 153, 167–168, 169, 177–181, 509

STANDARD 5: PROCESSES AND INTERACTIONS OF THE EARTH’S SYSTEMS (GEOSPHERE, ATMOSPHERE AND HYDROSPHERE) 1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique structures A. The Earth’s crust is composed of various materials including soil, minerals, and rocks with characteristic properties Scope and Sequence – Earth’s Resources

a. Describe the components of soil and other factors that influence soil texture, fertility, and resistance to erosion (e.g., plant roots and debris, bacteria, fungi, worms, rodents) 146, 150, 254–257, 260–261, 296

B. The hydrosphere is composed of water (a material with unique properties), gases, and other materials Scope and Sequence – Earth’s Resources

a. Recognize the properties of water that make it an essential component of the Earth system (e.g., its ability to act as a solvent, its ability to remain as a liquid at most Earth temperatures) 36–37, 121, 266–267, 270–273, 274–277, 278–281, 307, 331

2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo change by common processes A. The Earth’s materials and surface features are changed through a variety of external processes Scope and Sequence – Internal Processes and External Events

a. Make inferences about the formation of sedimentary rocks from their physical properties (e.g., layering and the presence of fossils indicate sedimentation) 242–243, 245, 250, 251–253, 254–255

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b. Explain how the formation of sedimentary rocks depends on weathering and erosion 250–252, 254, 271–273, 274–277 c. Describe how weathering agents and erosional processes (i.e., force of water as it freezes or flows, expansion/contraction due to temperature, force of wind, force of plant roots, action of gravity, chemical decomposition) slowly cause surface changes that create and/or change landforms 215, 250–251, 256, 266–267, 271–273, 274–277, 280–281 d. Describe how the Earth’s surface and surface materials can change abruptly through the activity of floods, rock/mudslides or volcanoes 186–187, 210–211, 226, 228–229, 230–231, 280–281

B. There are internal processes and sources of energy within the geosphere that cause changes in Earth’s crustal plates Scope and Sequence – Internal Processes and External Events

a. Identify events (earthquakes and volcanic eruptions) and the landforms created by them on the Earth’s surface that occur at different plate boundaries. 210–211, 215, 219. 220–223, 224–227, 228–231, 234–235

D. Changes in the Earth over time can be inferred through rock and fossil evidence Scope and Sequence – Internal Processes and External Events

a. Explain the types of fossils and the processes by which they are formed (i.e., replacement, mold and cast, preservation, trace) 242–243, 250–251, 252–253, 264, 308–309 b. Use fossil evidence to make inferences about changes on Earth and in its environment (i.e., superposition of rock layers, similarities between fossils in different geographical locations, fossils of seashells indicate the area was once underwater) 220–221, 250–251, 252–253, 264, 308–309

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3. Human activity is dependent upon and affects Earth’s resources and systems A. Earth’s materials are limited natural resources that are affected by human activity Scope and Sequence – Earth’s Resources

a. Relate the comparative amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human activity 148–149, 274–275, 293, 294, 298–299 b. Describe the affect of human activities (e.g., landfills, use of fertilizers and herbicides, farming, septic systems) on the quality of water 185, 188–190, 204–207, 298–299, 300, 301, 307, 312–313, 314–315, 320

Scope and Sequence – Internal Processes and External Events

c. Analyze the ways humans affect the erosion and deposition of soil and rock materials (e.g., clearing of land, planting vegetation, paving land, construction of new buildings, building or removal of dams) 266–267, 273, 296, 301, 307, 312–313


a. Formulate testable questions and hypotheses 42–43, 130–131, 192–193, 204–207, 208, 314–315, 356–359, 360, 408–409, 442–443, 466–467, 514–515, 524–527, 528, 604–607, 608 b. Recognize the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment 28, 192–193, 204–207, 344–345, 356–359, 420, 514–515, 524–527, 604–607

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c. Design and conduct a valid experiment 130–131, 192–193, 204–207, 208, 356–359, 360, 524–527, 528, 604–607, 608 d. Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment 42–43, 74–75, 130–131, 204–207, 208, 234–235, 356–359, 360, 524–527, 528, 604–607, 608 e. Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; and some involve making models) 4, 18–19, 28, 42–43, 52, 84, 106–107, 116, 140, 141, 154–155, 164, 192–193, 204–207, 212, 234–235, 268, 282–283, 324, 344–345, 356–359, 420, 442–443, 500, 524–527, 532, 544–545, 570–571, 594–595, 604–607


a. Make qualitative observations using the five senses 4, 18–19, 28, 42–43, 117, 130–131, 164, 192–193, 212, 234–235, 242–243, 290–291, 314–315, 324, 344–345, 356–359, 378–379, 418–419, 450–451, 474–475, 476, 524–527, 532, 544–545, 554–555, 556, 594–595, 604–607 b. Determine the appropriate tools and techniques to collect data 130–131, 154–155, 192–193, 208, 244, 282–283, 356–359, 360, 364, 378–379, 408–409, 420, 425, 442–443, 466–467, 514–515, 524–527, 528, 544–545, 604–607, 608 c. Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, computers, spring scales, balances, magnets, metric rulers, graduated cylinders, stopwatches) 154–155, 156–157, 192–193, 194–195, 204–207, 212, 242, 258–259, 282–283, 292, 314–315, 356–359, 364, 378–379, 380–381, 388, 420, 442–443, 452, 466–467, 490–491, 500, 514–515, 524–527, 532, 544–545

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d. Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force (weight) to the nearest Newton, time to the nearest second 44–45, 204–207, 212, 258–259, 282–283, 314–315, 356–359, 364, 368, 378–379, 380–381, 408–409, 442–443, 466–467, 514–515 e. Compare amounts/measurements 44–45, 76–77, 130–131, 132–133, 154–155, 156–157, 192–193, 260–261, 282–283, 356–359, 410–411, 420, 442–443, 514–515, 524–527 f. Judge whether measurements and computation of quantities are reasonable 44–45, 108–109, 132–133, 154–155, 192–193, 282–283, 284–285, 356–359, 410–411, 420, 468–469, 516–517, 546–547


a. Use quantitative and qualitative data to construct reasonable explanations (conclusions) 42–43, 130–131, 154–155, 164, 192–193, 204–207, 208, 212, 234–235, 282–283, 292, 324, 344–345, 356–359, 360, 378–379, 408–409, 422–423, 425, 427, 428–429, 431, 432–433, 435, 442–443, 466–467, 514–515, 524–527, 528, 532, 544–545, 604–607, 608 b. Use data to describe relationships and make predictions to be tested 4, 108–109, 154–155, 156–157, 164, 194–195, 346–347, 420, 452, 532, 604–607 c. Recognize the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions) This objective can be developed from: 18–19, 116, 117, 194–195, 204–207, 346–347, 356–359, 442–443, 468–469, 514–515, 594–595, 604–607

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a. Make predictions supported by scientific knowledge/explanations 4, 130–131, 164, 165, 204–207, 208, 346–347, 356–359, 360, 364, 420, 452, 476, 524–527, 528, 532, 556, 604–607, 608 b. Analyze whether evidence (data) supports proposed explanations (hypotheses, laws, theories) 42–43, 116, 140, 154–155, 164, 204–207, 208, 356–359, 360, 408–409, 422–427, 428–431, 432–435, 442–443, 466–467, 524–527, 528, 532, 556, 604–607, 608

c. Evaluate the reasonableness of an explanation (conclusion) 42–43, 116, 140, 154–155, 164, 192–193, 204–207, 208, 356–359, 360, 408–409, 422–423, 425, 427, 428–429, 431, 432–433, 435, 442–443, 466–467, 524–527, 528, 532, 556, 604–607, 608


a. Communicate the procedures and results of investigations and explanations through: – oral presentations – drawings and maps – data tables – graphs (bar, single line, pictographs) – writings 4, 18–19, 28, 42–43, 52, 71, 74–75, 84, 106–107, 116, 130–131, 132–133, 136, 140, 154–155, 164, 192–193, 204–207, 208, 212, 234–235, 244, 258–259, 268, 282–283, 292, 314–315, 324, 344–345, 356–359, 360, 364, 378–379, 408–409, 420, 442–443, 452, 466–467, 476, 490–491, 500, 514–515, 524–527, 528, 532, 544–545, 556, 570–571, 580, 594–595, 604–607, 608

b. Interpret data in order to make and support conclusions 42–43, 76–77, 106–107, 130–131, 140, 154–155, 204–207, 208, 234–235, 269, 282–283, 344–345, 356–359, 360, 378–379, 408–409, 442–443, 466–467, 514–515, 524–527, 528, 532, 556, 604–607, 608

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STANDARD 8: IMPACT OF SCIENCE, TECHNOLOGY AND HUMAN ACTIVITY 1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge in ways that meet human needs A. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all Scope and Sequence – All Units

a. Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (e.g., the need for alternative fuels, human travel in space, AIDS) 73, 160, 198–199, 232, 304–305, 316–317, 340–341, 350–351, 591 b. Explain how technological improvements such as those developed for use in space exploration or by the military have led to the invention of new products that may improve our lives here on Earth (e.g., materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics) 61, 64, 73, 198–199, 227, 472, 550–551, 588

B. Advances in technology often result in improved data collection and an increase in scientific information Scope and Sequence – All Units

a. Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; Doppler radar and weather conditions; MRI and CAT-scans and brain activity) 12, 28, 32–33, 61, 64, 73, 198–199, 223, 227, 240, 414–415, 454–457, 458–465, 486–488, 550–551, 583–589

C. Technological solutions to problems often have drawbacks as well as benefits Scope and Sequence – All Units

a. Describe how technological solutions to problems can have both benefits and drawbacks (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) (ASSESS LOCALLY) 61, 65, 73, 112, 169, 183, 188, 198–199, 273, 297, 302–305, 309, 310–313, 511, 591, 593

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a. Describe how the contributions of scientists and inventors have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell) (ASSESS LOCALLY) 3, 11, 24, 32–33, 48, 69, 73, 80, 112, 200, 211, 220, 240, 264, 288, 352, 384, 393, 416, 428–429, 436, 448, 496, 520, 552, 576, 600

B. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity Scope and Sequence – All Units

a. Recognize the difficulty science innovators experienced as they attempted to break through the accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that are now considered to be common knowledge (e.g., Darwin, Copernicus, Newton) 392–393, 428–431, 448, 584 b. Recognize that explanations have changed over time as a result of new evidence 12, 32–33, 220–223, 391–393, 428–431, 481

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3. Science is a Human Endeavor B. Social, political, economic, ethical, and environmental factors strongly influence and are influenced by the direction of progress of science and technology Scope and Sequence – All Units

a. Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research) 392–393, 428–431, 448, 584

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