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HMH K–5 Science Solutions:Your Pathway to Next Generation Learning

A correlation of ScienceFusion, Science and Engineering Leveled Readers, and ScienceSaurus to the

Next Generation Science Standards Disciplinary Core Ideas.

Science & Engineering Leveled Readers

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Introduction ................................................ 3

Grade K Correlation ..................................... 9

Grade 1 Correlation .................................... 23





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Rocket

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Designing Amusement Park Ridesby Michael A. DiSpezio

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How Does

the Design

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Making Crayons


Since the NGSS writers used the NRC Framework Grade-Band Endpoints in constructing the grade-by-grade Performance Expectations, this correlation shows how ScienceFusion covers each DCI within the grade band identified in the NRC Framework by also including one grade level above or below.

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Leading the Way to Next Generation Science EducationThere’s a revolution in science education underway! Starting

in 2011, with the release of the Framework for K–12 Science

Education by the National Research Council, science educators

have begun the transition from old knowledge-based standards

to the Next Generation Science Standards (NGSS). Key to this

transition are solutions that address all three of the dimensions

of science learning as defined by the NRC: scientific and

engineering practices, cross-cutting concepts, and disciplinary

core ideas. Rather than simply asking what students know,

NGSS challenges students to demonstrate their progress in

three-dimensional science education by asking them to meet

performance expectations.

To ensure that your teachers have the educational resources

to engage students in three-dimensional learning, Houghton Mifflin Harcourt™ provides curricular materials that offer

students 360o of inquiry and help them meet rigorous

performance expectations. Read on to find out more about how

these HMH® solutions will help you seamlessly transition your

students in Grades K–5 to next generation science.

ScienceFusion was the first, all-new program built from the

ground up to address the Framework for K–12 Science Education.

Its alignment to the Framework makes ScienceFusion K–5

the best program to help elementary teachers transition from

existing science standards toward NGSS.

Using ScienceFusion to Meet Engineering Design StandardsOne of the most revolutionary changes brought by NGSS is the

inclusion of Engineering Design standards spanning Grades

K–2 and 3–5. ScienceFusion will help teachers address these

brand new performance expectations by providing multi-modal

resources ranging from structured lessons on the engineering

design process to open-ended engineering challenges.

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Write-In Worktext Offers Early Introduction of the Engineering Design Process.

Unit 2 of each grade introduces students

to the disciplinary core ideas of Defining and Delimiting Engineering Problems, Developing Possible Solutions, and Optimizing the Design Solution.

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Engaging Digital Lessons Set ScienceFusion Apart.

In addition to offering experience with the engineering design process in the Student Worktext, ScienceFusion’s digital

curriculm provides a complementary learning path to mastering these critical standards. In the ScienceFusion digital lessons,

students encounter the same science concepts, vocabulary, and inquiry that they see in the print Student Edition; however,

these are written with new examples or scenarios, making HMH ScienceFusion the only program with digital lessons that are

optimized for eLearning. The design, narrative, and assessments in the program’s digital lessons were created exclusively for

learning using a tablet (iPad® or Android™), a laptop, or an interactive whiteboard. Additionally, every digital lesson (including

audio) is available in English and Spanish, making the program accessible to a wider audience.

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Video-Based Projects and Virtual Labs Facilitate Performance Expectations.

ScienceFusion allows students to demonstrate their mastery

of performance expectations either by responding hands-on

to a video-based project challenge or online with a virtual lab.

Either way, students get to show that they can Define a Simple Design Problem (3–5-ETS1-1), Generate and Compare Multiple Possible Solutions (3–5-ETS1-2), and Plan and Carry Out Fair Tests (3–5-ETS1-3).

Video-based projects are available for Grades 3–5.

Every unit features one or more virtual labs.

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Inquiry Flipcharts Encourage Active Learning.

The print Inquiry Flipcharts engage students in the

scientific and engineering practices of Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Constructing Explanations and Designing Solutions. This is

the example from Grade 4, Unit 2.

Engaging Features Promote Real-World Connections.

Real-world stories, such as the online People in Science features,

expose students to the crosscutting concept of The Influence of Science, Engineering, and Technology on Society and the Natural World.

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4-PS3 Energy

Science and EngineeringPractices

Leveled Readers

ScienceSaurus (Blue Level)

Disciplinary Core Ideas

Leveled Readers


Leveled Readers


Crosscutting Concepts

Leveled Readers

Connections to Engineering, Technology, and Applications to Science

Leveled Readers


Connections to the Nature of Science

Leveled Readers


Science and Engineering Leveled Readers and ScienceSaurus Handbook

Science and Engineering Leveled Readers and ScienceSaurus® provide

interdisciplinary connections plus additional

coverage of disciplinary core ideas.

This helps teachers implement the NGSS

connections to the Common Core, such as

to non-fiction reading in ELA standards.

The front matter of each Science and Engineering Leveled Reader Teacher

Guide includes a correlation to NGSS for

these two resources.

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What Is the Engineering Process?

High-Quality Resources Help Science Teachers Meet the New NGSS Content Requirements.


Grade 4 Teacher Guide

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ScienceFusion ScienceSaurus, Level Yellow

Science and Engineering Leveled Readers

correlated to the

Next Generation Science Standards: Disciplinary Core Ideas Grade K

1 Houghton Mifflin Harcourt

Disciplinary Core Idea DCI Descriptor

Citations In the ScienceFusion digital curriculum, students encounter the same science concepts, vocabulary, and inquiry as they see in the Student Edition, but written with new examples or scenarios to provide an alternative digital experience for every write-in textbook lesson.

Life Science K-LS1: From Molecules to Organisms: Structures and Processes K-LS1.C: Organization of Matter and Energy Flow in Organisms K-LS1.C.1 All animals need food in order to live and

grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)

ScienceFusion Grade K SE/Digital Curriculum U2 L3: What Do Animals Need?, pp. 27–30 U3 L10: What Do Plants Need?, pp. 39–42

TE/Digital Curriculum U2 L3: What Do Animals Need?, pp. 66–73 U3 L10: What Do Plants Need?, pp. 98–105

Science and Engineering Leveled Readers, Grade K U9 OL/ES: What Can We Learn About Animals? U10 OL/ES: What Are Plants?

EN: Inside a Seed

ScienceSaurus, Yellow LevelLife Science, Plants Life Science, Animals

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correlated to the





Earth and Space Science K-ESS2: Earth’s Systems K-ESS2.D: Weather and Climate K-ESS2.D.1 Weather is the combination of sunlight,

wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)

ScienceFusion Grade K SE/Digital Curriculum U7 L20: What Is Weather?, pp. 81–86 U7 L21: How Can We Measure Weather?, pp. 87–90

TE/Digital Curriculum U7 L20: What Is Weather?, pp. 212–221 U7 L21: How Can We Measure Weather?, pp. 222–229

ScienceFusion Grade 1 SE/Digital Curriculum U7 L1: What Is Weather?, pp. 257–266 U7 L1: What Can We Observe About Weather?, pp. 267–269

TE/Digital Curriculum U7 L1: What Is Weather?, pp. 257A–266A U7 L1: What Can We Observe About Weather?, pp. 267A–270A

Science and Engineering Leveled Readers, Grade K U7 OL/ES: How Can We Describe Weather and Seasons?

EN: Sun, Storm, Sun Again

ScienceSaurus, Yellow LevelEarth Science, Weather and Seasons

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correlated to the





K-ESS2.E: Biogeology K-ESS2.E.1 Plants and animals can change their

environment. (KESS2-2) ScienceFusion Grade K SE/Digital Curriculum U2 L7: What Do Animals Need?, pp. 27–30

TE/Digital Curriculum U2 L7: What Do Animals Need?, pp. 66–73

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correlated to the





K-ESS3: Earth and Human Activity K-ESS3.A: Natural Resources K-ESS3.A.1 Living things need water, air, and resources

from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)

ScienceFusion Grade K SE/Digital Curriculum U2 L4: What Are Living Things?, pp. 13–16 U2 L7: What Do Animals Need?, pp. 27–30 U3 L10: What Do Plants Need?; pp. 39–42 U4 L13: Where Do Plants and Animals Live?, pp. 51–54 U6 L19: How Do We Use and Conserve Natural Resources?, pp.

75–80

TE/Digital Curriculum U2 L4: What Are Living Things?, pp. 40–47 U2 L7: What Do Animals Need?, pp. 66–73 U3 L10: What Do Plants Need?;, pp. 98–105 U4 L13: Where Do Plants and Animals Live?, pp. 130–137

U6 L19: How Do We Use and Conserve Natural Resources?, pp. 194–203

Science and Engineering Leveled Readers, Grade K U6 OL/ES: What Are Some Natural Resources?

EN: Saving Water

ScienceSaurus, Yellow Level Life Science, What Plants Need Life Science, What Animals Need Earth Science, Natural Resources Earth Science, Caring for Resources

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correlated to the





K-ESS3.B: Natural Hazards K-ESS3.B.1 Some kinds of severe weather are more

likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2)

ScienceFusion Grade 1 SE/Digital Curriculum U7 L1: What Is Weather?, pp. 257–266 U7: People in Science: June Bacon-Bercey, pp. 271–272

TE/Digital Curriculum U7 L1: What Is Weather?, pp. 257A–266A U7: People in Science: June Bacon-Bercey, pp. 271–272

ScienceSaurus, Yellow Level Earth Science, The Changing Earth Earth Science, Weather and Seasons

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correlated to the





K-ESS3.C: Human Impacts on Earth Systems K-ESS3.C.1 Things that people do to live comfortably

can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3),(secondary to K-ESS2-2)

ScienceFusion Grade K SE/Digital Curriculum U6 L19: How Do We Use and Conserve Natural Resources?, pp.

75–80

TE/Digital Curriculum U6 L19: How Do We Use and Conserve Natural Resources?, pp. 194–203

ScienceFusion Grade 1 SE/Digital Curriculum U6 L6: How Can We Save Resources?, pp. 237–248

TE/Digital Curriculum U6 L6: How Can We Save Resources?, pp. 237A–248A

Science and Engineering Leveled Readers, Grade K U6 OL/ES: What Are Some Natural Resources?

EN: Saving Water

ScienceSaurus, Yellow LevelEarth Science, Caring for Resources

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correlated to the





Physical Science K-PS2: Motion and Stability: Forces and Interactions K-PS2.A: Forces and Motion K-PS2.A.1 Pushes and pulls can have different strengths

and directions. (KPS2-1),(K-PS2-2) ScienceFusion Grade K SE/Digital Curriculum U10 L31: How Can We Change the Way Things Move?, pp. 135–

138

TE/Digital Curriculum U10 L31: How Can We Change the Way Things Move?, pp. 334–341

ScienceFusion Grade 1 SE/Digital Curriculum U6 L6: How Can We Change the Way Objects Move?, pp. 379–390

TE/Digital Curriculum U6 L6: How Can We Change the Way Objects Move?, pp. 379A–390A

ScienceSaurus, Yellow LevelPhysical Science, Pushes and Pulls

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correlated to the





K-PS2.A.2 Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1),(K-PS2- 2)

ScienceFusion Grade K SE/Digital Curriculum U10 L31: How Can We Change the Way Things Move?, pp. 135–

138




ScienceSaurus, Yellow LevelPhysical Science, Pushes and Pulls

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correlated to the





PS2.B: Types of Interactions K-PS2.B.1 When objects touch or collide, they push on

one another and can change motion. (K-PS2-1)


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ScienceSaurus, Yellow LevelPhysical Science, Pushes and Pulls Physical Science, Some Kinds of Forces

K-PS3: Energy K-PS3.B: Conservation of Energy and Energy TransferK-PS3.B.1 Sunlight warms Earth’s surface.(K-PS3-

1),(K-PS3-2) ScienceFusion Grade K SE/Digital Curriculum U9 L28: What Is Heat?, pp. 119–124

TE/Digital Curriculum U9 L28: What Is Heat?, pp. 298–307

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correlated to the





K-PS3.C: Relationship Between Energy and Forces K-PS3.C.1 A bigger push or pull makes things speed up

or slow down more quickly. (secondary to K-PS2-1)


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ScienceSaurus, Yellow LevelPhysical Science, Pushes and Pulls Physical Science, Measuring Motion

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correlated to the





Engineering, Technology, and the Application of Science

K-2-ETS1: Engineering Design K-2-ETS1.A: Defining and Delimiting an Engineering Problem K-2-ETS1.A.1 A situation that people want to change or

create can be approached as a problem to be solved through engineering. (K-2-ETS1-1,(secondary to KPS2-2)

ScienceFusion Grade 1 SE/Digital Curriculum U2 L1: How Do Engineers Work?, pp. 47–58 U2 L2: How Can We Solve a Problem?, pp. 59–60

TE/Digital Curriculum U2 L1: How Do Engineers Work?, pp. 47A–58A U2 L2: How Can We Solve a Problem?, pp. 59A–60A

Science and Engineering Leveled Readers, Grade K U2 OL/ES: How Can We Solve Problems?

EN: Make a Better Bird Feeder

ScienceSaurus, Yellow LevelDoing Science, Science Is Observing Doing Science, Doing an Investigation Doing Science, Using the Design Process

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correlated to the





K-2-ETS1.A.2 Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1) (secondary to K-ESS3-2)

ScienceFusion Grade K SE/Digital Curriculum U1 L2: How Do We Use Science Skills?, pp. 5–8

TE/Digital Curriculum U1 L2: How Do We Use Science Skills?, pp. 16–23

ScienceFusion Grade 1 SE/Digital Curriculum U1 L5: How Do Scientists Work?, pp. 29–38 U2 L1: How Do Engineers Work?, pp. 47–58

TE/Digital Curriculum U1 L5: How Do Scientists Work?, pp. 29A–38A U2 L1: How Do Engineers Work?, pp. 47A–58A

Science and Engineering Leveled Readers, Grade K U1 OL/ES: How Do You Do Science?

EN: How a Scientist Works U2 OL/ES: How Can We Solve Problems?



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correlated to the





K-2-ETS1.A.3 Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)



Science and Engineering Leveled Readers, Grade K U2 OL/ES: How Can We Solve Problems? EN: Make a Better Bird Feeder


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correlated to the





K-2-ETS1.B: Developing Possible Solutions K-2-ETS1.B.1 Designs can be conveyed through sketches,

drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-1) (secondary to K-ESS3-3) (secondary to 2-LS2-2)

ScienceFusion Grade 1 SE/Digital Curriculum U2 L1: How Do Engineers Work?, pp. 47–58

TE/Digital Curriculum U2 L1: How Do Engineers Work?, pp. 47A–58A

Science and Engineering Leveled Readers, Grade K U2 OL/ES: How Can We Solve Problems?



K-2-ETS1.C: Optimizing the Design Solution K-2-ETS1.C.1 Because there is always more than one

possible solution to a problem, it is useful to compare and test designs.(K-2-ETS1-1) (secondary to 2-ESS2-1)

ScienceFusion Grade 1 SE/Digital Curriculum U2 L1: How Do Engineers Work?, pp. 47–58

TE/Digital Curriculum U2 L1: How Do Engineers Work?, pp. 47A–58A

ScienceSaurus, Yellow LevelDoing Science, Using the Design Process

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correlated to the

Next Generation Science Standards: Disciplinary Core Ideas Grade 1




Life Science 1-LS1: From Molecules to Organisms: Structures and Processes 1-LS1.A: Structure and Function 1-LS1.A.1 All organisms have external parts. Different

animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

ScienceFusion Grade 1 SE/Digital Curriculum U3 L2: What Do Animals Need?, pp. 93–104 U3 L4: How Can We Group Animals?, pp. 119–121 U4 L1: What Do Plants Need?, pp. 131–140 U4 L2: Why Do Plants Grow?, pp. 141–142 U4 L3: What Are Some Parts of Plants?, pp. 143–152 U4 L4: How Are Plants Different?, pp. 155–164

TE/Digital Curriculum U3 L2: What Do Animals Need?, pp. 93A–104A U3 L4: How Can We Group Animals?, pp. 119A–122A U4 L1: What Do Plants Need?, pp. 131A–140A U4 L2: Why Do Plants Grow?, pp. 141A–142A U4 L3: What Are Some Parts of Plants?, pp. 143A–152A U4 L4: How Are Plants Different?, pp. 155A–164A

ScienceFusion Grade 2 SE/Digital Curriculum U3 L2: What Are Some Kinds of Animals?, pp. 91–102 U5 L1: How Do Plants and Animals Need One Another?,

pp. 181–192 U5 L2: How Are Living Things Adapted to Their

Environments?, pp. 193–204 TE/Digital Curriculum U3 L2: What Are Some Kinds of Animals?, pp. 91A–102A

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correlated to the




Citations In the ScienceFusion digital curriculum, students encounter the same science concepts, vocabulary, and inquiry as they see in the Student Edition, but written with new examples or scenarios to provide an alternative digital experience for every write-in textbook lesson. U5 L1: How Do Plants and Animals Need One Another?,

pp. 181A–192A U5 L2: How Are Living Things Adapted to Their

Environments?, pp. 193A–204A Science and Engineering Leveled Readers, Grade 1 U9 OL/ES: What Can We Learn About Animals?

EN: Amazing Animals U10 OL/ES: What Is a Plant?

EN: Weird and Wacky Plants

ScienceSaurus, Level YellowLife Science, Plants Life Science, Animals

1-LS1.B: Growth and Development of Organisms 1-LS1.B.1 Adult plants and animals can have young. In

many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)

ScienceFusion Grade 1 SE/Digital Curriculum U3 L1: What Are Living and Nonliving Things?, pp. 83–92

TE/Digital Curriculum U3 L1: What Are Living and Nonliving Things?, pp. 83A–92A

ScienceFusion Grade 2 SE/Digital Curriculum U4 L4: What Are Some Plant Life Cycles?, pp. 159–170

TE/Digital Curriculum U4 L4: What Are Some Plant Life Cycles?, pp. 159A–170A

Science and Engineering Leveled Readers, Grade 1 U9 OL/ES: What Can We Learn About Animals?

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correlated to the








1-LS1.D: Information Processing 1-LS1.D.1 Animals have body parts that capture and

convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)





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correlated to the





1-LS3: Heredity: Inheritance and Variation of Traits 1-LS3.A: Inheritance of Traits 1-LS3.A.1 Young animals are very much, but not

exactly like, their parents. Plants also are very much, but not exactly, like their parents. (1-LS3-1)

ScienceFusion Grade 2 SE/Digital Curriculum U3 L4: What Are Some Animal Life Cycles?, pp. 105–116 U4 L4: What Are Some Plant Life Cycles?, pp. 159–170

TE/Digital Curriculum U3 L4: What Are Some Animal Life Cycles?, pp. 105A–116A

U4 L4: What Are Some Plant Life Cycles?, pp. 159A–170A




ScienceSaurus, Level YellowLife Science, How Plants Grow Life Science, Animal Life Cycles

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correlated to the





1-LS3.B: Variation of Traits 1-LS3.B.1 Individuals of the same kind of plant or

animal are recognizable as similar but can also vary in many ways. (1-LS3-1)




Earth and Space Science

1-ESS1: Earth’s Place in the Universe 1-ESS1.A: The Universe and Its Stars 1-ESS1.A.1 Patterns of the motion of the sun, moon, and

stars in the sky can be observed, described, and predicted. (1-ESS1-1)

ScienceFusion Grade 1 SE/Digital Curriculum U8 L2: How Does the Sky Seem to Change?, pp. 305–314 U8 L3: How Does the Sun Seem to Move?, pp. 315–316

TE/Digital Curriculum U8 L2: How Does the Sky Seem to Change?, pp. 305A–314A

U8 L3: How Does the Sun Seem to Move?, pp. 315A–316A

Science and Engineering Leveled Readers, Grade 1 U7 OL/ES: How Does the Sky Seem to Change?

EN: A Closer Look at Telescopes

ScienceSaurus (Yellow Level) Earth Science, Observing the Sky Earth Science, Day and Night

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correlated to the





1-ESS1.B: Earth and the Solar System 1-ESS1.B.1 Seasonal patterns of sunrise and sunset can

be observed, described, and predicted. (1-ESS1-2)

ScienceFusion Grade 2 SE/Digital Curriculum U7 L3: What Are Some Weather Patterns?, pp. 277–286

TE/Digital Curriculum U7 L3: What Are Some Weather Patterns?, pp. 277A–286A

Science and Engineering Leveled Readers, Grade 1 U7 OL/ES: How Does the Sky Seem to Change?

EN: A Closer Look at Telescopes

ScienceSaurus (Yellow Level) Earth Science, Observing the Sky Earth Science, Day and Night Earth Science, Spring Earth Science, Summer Earth Science, Fall Earth Science, Winter

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correlated to the





Physical Science 1-PS4: Waves and Their Applications in Technologies for Information Transfer 1-PS4.A: Wave Properties 1-PS4.A.1 Sound can make matter vibrate, and

vibrating matter can make sound. (1-PS4-1) ScienceFusion Grade 1 SE/Digital Curriculum U10 L4: What Is Sound?, pp. 395–404 U10 L5: How Do We Make Sound?, pp. 405–406

TE/Digital Curriculum U10 L4: What Is Sound?, pp. 395A–404A U10 L5: How Do We Make Sound?, pp. 405A–406A

Science and Engineering Leveled Readers, Grade 1 U4 OL/ES: What Are Forces and Energy?

ScienceSaurus (Yellow Level) Physical Science, Sound

30



correlated to the





1-PS4.B: Electromagnetic Radiation 1-PS4.B.1 Objects can be seen if light available to

illuminate them or if they give off their own light. (1-PS4-2)

ScienceFusion Grade 1 SE/Digital Curriculum U8 STE/Digital CurriculumM Engineering and Technology:

See the Light, pp. 317–318

TE/Digital Curriculum U8 STE/Digital CurriculumM Engineering and Technology: See the Light, pp. 317–318B

Science and Engineering Leveled Readers, Grade 1 U4 OL/ES: What Are Forces and Energy?

ScienceSaurus (Yellow Level) Physical Science, Light

1-PS4.B.2 Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1-PS4-3)

ScienceFusion Grade 2 SE/Digital Curriculum U10 L1: What Is Energy?, pp. 383–394

TE/Digital Curriculum U10 L1: What Is Energy?, pp. 383A–394A

ScienceSaurus (Yellow Level) Physical Science, Light

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correlated to the





1-PS4.C: Information Technologies and Instrumentation 1-PS4.C.1 People also use a variety of devices to

communicate (send and receive information) over long distances. (1-PS4-4)

ScienceFusion Grade 1 SE/Digital Curriculum U10 L5: How Do We Make Sound?, pp. 405–406

TE/Digital Curriculum U10 L5: How Do We Make Sound?, pp. 405A–406A

Engineering, Technology, and the Application of Science K-2-ETS1: Engineering Design K-2-ETS1.A: Defining and Delimiting an Engineering Problem K-2-ETS1.A.1 A situation that people want to change or




Science and Engineering Leveled Readers, Grade 2 U2 OL/ES: How Do Engineers Solve Problems?

EN: Ben’s Engineering Project

ScienceSaurus (Yellow Level) Doing Science, Using the Design Process

32



correlated to the










ScienceSaurus (Yellow Level) Doing Science, Science is Observing Doing Science, Doing an Investigation Doing Science, Using Science Tools Doing Science, Using the Design Process

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correlated to the










ScienceSaurus (Yellow Level) Doing Science, Doing an Investigation Doing Science, Using the Design Process

34



correlated to the












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correlated to the












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ScienceFusion ScienceSaurus, Level Red


correlated to the





Life Science 2-LS2: Ecosystems: Interactions, Energy, and Dynamics 2-LS2.A: Interdependent Relationships in Ecosystems2-LS2.A.1 Plants depend on water and light to grow.

(2-LS2-1) ScienceFusion Grade 2 SE/Digital Curriculum U4 L1: What Are Plant Needs?, pp. 137–144

TE/Digital Curriculum U4 L1: What Are Plant Needs?, pp. 137A–144A

Science and Engineering Leveled Readers, Grade 2 U8 OL/ES: What Do Plants and Animals Need?

EN: My Science Fair Project Unit 9 OL/ES: How Do Living Things Survive in Their Environment?

EN: Meet the Amazing Monarch Butterfly

ScienceSaurus, Red LevelLife Science, What Do Plants Need? Earth Science, Living Things Need Water

2-LS2.A.2 Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)

ScienceFusion Grade 2 SE/Digital Curriculum U5 L1: How Do Plants and Animals Need One Another?,

pp. 181–192

TE/Digital Curriculum U5 L1: How Do Plants and Animals Need One Another?, pp. 181A–192A

Science and Engineering Leveled Readers, Grade 2 U8 OL/ES: What Do Plants and Animals Need?

37



correlated to the





EN: My Science Fair Project U9 OL/ES: How Do Living Things Survive in Their Environment?


ScienceSaurus, Red LevelLife Science, Living Things Need Each Other

2-LS4: Biological Evolution: Unity and Diversity 2-LS4.D: Biodiversity and Humans 2-LS4.D.1 There are many different kinds of living

things in any area, and they exist in different places on land and in water. (2-LS4-1)

ScienceFusion Grade 1 SE/Digital Curriculum U5 L1: Where Do Plants and Animals Live?, pp. 175–186

TE/Digital Curriculum U5 L1: Where Do Plants and Animals Live?, pp. 175A–186A

Science and Engineering Leveled Readers, Grade 2 U9 OL/ES: How Do Living Things Survive in Their Environment?


ScienceSaurus, Red Level Life Science, Ecosystems Life Science, Kinds of Ecosystems

38



correlated to the





Earth and Space Science 2-ESS1: Earth’s Place in the Universe 2-ESS1.C: The History of Planet Earth 2-ESS1.C.1 Some events happen very quickly; others

occur very slowly, over a time period much longer than one can observe. (2-ESS1-1)

ScienceFusion Grade 2 SE/Digital Curriculum U6 L1: What Changes Earth?, pp. 227–238

TE/Digital Curriculum U6 L1: What Changes Earth?, pp. 227A–238A

ScienceSaurus, Red Level Earth Science, Slow Changes to Earth’s Surface Earth Science, Fast Changes to Earth’s Surface

2-ESS2: Earth’s Systems 2-ESS2.A: Earth Materials and Systems 2-ESS2.A.1 Wind and water can change the shape of the

land. (2-ESS2-1) ScienceFusion Grade 2 SE/Digital Curriculum U6 L1: What Changes Earth?, pp. 227–238

TE/Digital Curriculum U6 L1: What Changes Earth?, pp. 227A–238A

ScienceSaurus, Red Level Earth Science, Slow Changes to Earth’s Surface

2-ESS2.B: Plate Tectonics and Large-Scale System Interactions 2-ESS2.B.1 Maps show where things are located. One

can map the shapes and kinds of land and water in any area. (2-ESS2-2)

ScienceSaurus, Red Level Almanac, Maps

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2-ESS2.C: The Role of Water in Earth’s Surface Processes 2-ESS2.C.1 Water is found in the ocean, rivers, lakes,

and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)

ScienceSaurus, Red Level Earth Science, Water on Earth Earth Science, Water Moves Around Earth

Physical Science 2-PS1: Matter and Its Interactions 2-PS1.A: Structure and Properties of Matter 2-PS1.A.1 Different kinds of matter exist and many of

them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)

ScienceFusion Grade 2 SE/Digital Curriculum U9 L1: What Is Matter?, pp. 349–360

TE/Digital Curriculum U9 L1: What Is Matter?, pp. 349A–360A

Science and Engineering Leveled Readers, Grade 2 U3 OL/ES: What Can We Learn About Matter? ScienceSaurus, Red Level Physical Science, Matter

2-PS1.A.2 Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3)

Science and Engineering Leveled Readers, Grade 2 U3 OL/ES: What Can We Learn About Matter?

ScienceSaurus, Red Level Physical Science, Matter, Physical Properties

2-PS1.A.3 A great variety of objects can be built up from a small set of pieces. (2-PS1-3)


ScienceSaurus, Red Level Physical Science, Matter, Observing Matter

40



correlated to the





2-PS1.B: Chemical Reactions 2-PS1.B.1 Heating or cooling a substance may cause

changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1- 4)

ScienceFusion Grade 2 SE/Digital Curriculum U9 L3: How Does Matter Change?, pp. 365–372

TE/Digital Curriculum U9 L3: How Does Matter Change?, pp. 365A–372A


ScienceSaurus, Red Level Physical Science, Matter

Engineering, Technology, and the Application of Science K-2-ETS1: Engineering Design K-2-ETS1.A: Defining and Delimiting an Engineering Problem K-2-ETS1.A.1 A situation that people want to change or


ScienceFusion Grade 2 SE/Digital Curriculum U2 L1: What Is the Design Process?, pp. 43–54

TE/Digital Curriculum U2 L1: What Is the Design Process?, pp. 43A–54A



ScienceSaurus, Red Level Doing Science, Designing Technology

41



correlated to the










ScienceSaurus, Red Level Doing Science, Doing an InvestigationDoing Science, Designing Technology







42



correlated to the







ScienceFusion Grade 2 SE/Digital Curriculum U1 L1: How Do We Use Inquiry Skills?, pp. 3–12 U2 L1: What Is the Design Process?, pp. 43–54

TE/Digital Curriculum U1 L1: How Do We Use Inquiry Skills?, pp. 3A–12A U2 L1: What Is the Design Process?, pp. 43A–54A











43

ScienceFusion ScienceSaurus, Red Level


correlated to the





Life Science 3-LS1: From Molecules to Organisms: Structures and Processes 3-LS1.B: Growth and Development of Organisms 3-LS1.B.1 Reproduction is essential to the continued

existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

ScienceFusion Grade 3 SE/Digital Curriculum U3 L1: What Are Some Plant Life Cycles?, pp. 91–100 U3 L2: What Are Some Animal Life Cycles?, pp. 101–112

TE/Digital Curriculum U3 L1: What Are Some Plant Life Cycles?, pp. 91A–100A U3 L2: What Are Some Animal Life Cycles?, pp. 101A–112A

ScienceFusion Grade 4 SE/Digital Curriculum U3 L4: How Do Animals Reproduce?, pp. 135–148

TE/Digital Curriculum U3 L4: How Do Animals Reproduce?, pp. 135A–148A

Science and Engineering Leveled Readers, Grade 3 U11 OL/ES: How Do Living Things Change and Grow? EN: Surprising Adaptations

ScienceSaurus, Red Level Life Science, Living Things Life Science, Plant Life Cycles Life Science, Animal Life Cycles

44



correlated to the





3-LS2: Ecosystems: Interactions, Energy, and Dynamics 3-LS2.C: Ecosystem Dynamics, Functioning, and Resilience 3-LS2.C.1 When the environment changes in ways that

affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)

ScienceFusion Grade 3 SE/Digital Curriculum U4 L5: How Do Environmental Changes Affect Living Things?, pp.

181–194

TE/Digital Curriculum U4 L5: How Do Environmental Changes Affect Living Things?, pp. 181A–194A

Science and Engineering Leveled Readers, Grade 3 U10 OL/ES: How Are Living Things Connected to their Ecosystem? EN: Rainforest Adventure

ScienceSaurus, Red Level Life Science, Nature Changes Habitats Life Science, People Change Habitats

3-LS2.D: Social Interactions and Group Behavior 3-LS2.D.1 Being part of a group helps animals obtain

food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K–2). (3-LS2-1)

Science and Engineering Leveled Readers, Grade 3 U10 EN: Rainforest Adventure

ScienceSaurus, Red Level Life Science, Behaviors Are Adaptations

45



correlated to the





3-LS3: Heredity: Inheritance and Variation of Traits 3-LS3.A: Inheritance of Traits 3-LS3.A.1 Many characteristics of organisms are

inherited from their parents. (3-LS3-1) ScienceFusion Grade 3 SE/Digital Curriculum U3 L2: What Are Some Animal Life Cycles?, pp. 101–112 U3 L6: What Are Behavioral Adaptations?, pp. 131–142

TE/Digital Curriculum U3 L2: What Are Some Animal Life Cycles?, pp. 101A–112A U3 L6: What Are Behavioral Adaptations?, pp. 131A–142A

ScienceSaurus, Red Level Life Science, Plants and Animals Look Like Their Parents

3-LS3.A.2 Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2)

ScienceFusion Grade 3 SE/Digital Curriculum U3 L6: What Are Behavioral Adaptations?, pp. 131–142

TE/Digital Curriculum U3 L6: What Are Behavioral Adaptations?, pp. 131A–142A


ScienceSaurus, Red Level Life Science, Plants and Animals Look Like Their Parents Life Science, Adaptations Help Organisms Survive Life Science, Behaviors Are Adaptations

46



correlated to the





3-LS3.B: Variation of Traits 3-LS3.B.1 Different organisms vary in how they look

and function because they have different inherited information. (3-LS3-1)


ScienceSaurus, Red Level Life Science, Plants and Animals Look Like Their Parents Life Science, Adaptations Help Organisms Survive Life Science, Body Parts Are Adaptations Life Science, Behaviors Are Adaptations

3-LS3.B.2 The environment also affects the traits that an organism develops. (3-LS3-2)


ScienceSaurus, Red Level Life Science, Adaptations Help Organisms Survive Life Science, Body Parts Are Adaptations Life Science, Behaviors Are Adaptations

47



correlated to the





3-LS4: Biological Evolution: Unity and Diversity 3-LS4.A: Evidence of Common Ancestry and Diversity 3-LS4.A.1 Some kinds of plants and animals that once

lived on Earth are no longer found anywhere. (Note: moved from K-2) (3-LS4-1)

ScienceFusion Grade 2 SE/Digital Curriculum U3 L5: What Are Fossils?, pp. 119–128

TE/Digital Curriculum U3 L5: What Are Fossils?, pp. 119A–128A

Science and Engineering Leveled Readers, Grade 3 U10 EN: Rainforest Adventure

ScienceSaurus, Red Level Life Science, Extinct Animals Earth Science, Fossils

3-LS4.A.2 Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3-LS4-1)

ScienceFusion Grade 2 SE/Digital Curriculum U3 L5: What Are Fossils?, pp. 119–128

TE/Digital Curriculum U3 L5: What Are Fossils?, pp. 119A–128A

ScienceSaurus, Red Level Life Science, Extinct Animals Earth Science, Fossils

3-LS4.B: Natural Selection 3-LS4.B.1 Sometimes the differences in characteristics

between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

ScienceSaurus, Red Level Life Science, Adaptations Help Organisms Survive

48



correlated to the





3-LS4.C: Adaptation 3-LS4.C.1 For any particular environment, some kinds

of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)

ScienceFusion Grade 3 SE/Digital Curriculum U3 L4: What Are Structural Adaptations?, pp. 115–126 U4 L1: What Are Ecosystems?, pp. 151–162

TE/Digital Curriculum U3 L4: What Are Structural Adaptations?, pp. 115A–126A U4 L1: What Are Ecosystems?, pp. 151A–162A

ScienceFusion Grade 4 SE/Digital Curriculum U3 L5: How Are Living Things Adapted to Their Environment?, pp.

151–164 U4 L1: What Are Populations, Habitats, and Niches?, pp. 173–188

TE/Digital Curriculum U3 L5: How Are Living Things Adapted to Their Environment?, pp. 151A–164A

U4 L1: What Are Populations, Habitats, and Niches?, pp. 173A–188A

Science and Engineering Leveled Readers, Grade 3 U10 OL/ES: How Are Living Things Connected to their Ecosystem? EN: Rainforest Adventure U11 OL/ES: How Do Living Things Change and Grow? EN: Surprising Adaptations

ScienceSaurus, Red Level Life Science, Adaptations Help Organisms Survive Life Science, Body Parts Are Adaptations Life Science, Behaviors Are Adaptations

49



correlated to the





3-LS4.D: Biodiversity and Humans 3-LS4.D.1 Populations live in a variety of habitats, and

change in those habitats affects the organisms living there. (3-LS4-4)

ScienceFusion Grade 3 SE/Digital Curriculum U4 L1: What Are Ecosystems?, pp. 151–162 U4 L5: How Do Environmental Changes Affect Living Things?, pp.

181–194

TE/Digital Curriculum U4 L1: What Are Ecosystems?, pp. 151A–162A U4 L5: How Do Environmental Changes Affect Living Things?, pp.

181A–194A

ScienceFusion Grade 4 SE/Digital Curriculum U4 L1: What Are Populations, Habitats, and Niches?, pp. 173–188 U4 L5: How Do People Impact Ecosystems?, pp. 221–232

TE/Digital Curriculum U4 L1: What Are Populations, Habitats, and Niches?, pp. 173A–188A

U4 L5: How Do People Impact Ecosystems?, pp. 221A–232A

Science and Engineering Leveled Readers, Grade 3 U10 OL/ES: How Are Living Things Connected to their Ecosystem? EN: Rainforest Adventure

ScienceSaurus, Red Level Life Science, Kinds of Ecosystems Life Science, Nature Changes Habitats Life Science, People Change Habitats

50



correlated to the





Earth and Space Science 3-ESS2: Earth’s Systems 3-ESS2.D: Weather and Climate 3-ESS2.D.1 Scientists record patterns of the weather

across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

ScienceFusion Grade 2 SE/Digital Curriculum U7 L3: What Are Some Weather Patterns?, pp. 277–286 U7 L6: How Can We Prepare for Severe Weather?, pp. 301–308

TE/Digital Curriculum U7 L3: What Are Some Weather Patterns?, pp. 277A–286A U7 L6: How Can We Prepare for Severe Weather?, pp. 301A–308A

ScienceFusion Grade 4 SE/Digital Curriculum U5 L3: How is Weather Predicted?, pp. 273–284 U5 L4: How Can We Observe Weather Patterns?, pp. 287–288

TE/Digital Curriculum U5 L3: How is Weather Predicted?, pp. 273A–284A U5 L4: How Can We Observe Weather Patterns?, pp. 287A–288A

Science and Engineering Leveled Readers, Grade 3 U8 OL/ES: How Can We Describe Weather? EN: Double Danger: Thunderstorms and Tornadoes

ScienceSaurus, Red Level Earth Science, Weather and Climate

51



correlated to the





3-ESS2.D.2 Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)


3-ESS3: Earth and Human Activity 3-ESS3.B: Natural Hazards 3-ESS3.B.1 A variety of natural hazards result from

natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (4-ESS3-2.)

ScienceFusion Grade 3 SE/Digital Curriculum U5 L4: How Does Earth’s Surface Change Quickly?, pp. 229–240 U7 L2: What Is Weather?, pp. 303–314

TE/Digital Curriculum U5 L4: How Does Earth’s Surface Change Quickly?, pp. 229A–240A

U7 L2: What Is Weather?, pp. 303A–314A

Science and Engineering Leveled Readers, Grade 3 U8 OL/ES: How Can We Describe Weather? EN: Double Danger: Thunderstorms and Tornadoes


52



correlated to the





Physical Science 3-PS2: Motion and Stability: Forces and Interactions 3-PS2.A: Forces and Motion 3-PS2.A.1 Each force acts on one particular object and

has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1)

ScienceFusion Grade 3 SE/Digital Curriculum U10 L1: What Are Simple Machines?, pp. 403–414 U10 L2: What Are Some Other Simple Machines?, pp. 417–428 U10 L3: How Do Simple Machines Affect Work?, pp. 429–430

TE/Digital Curriculum U10 L1: What Are Simple Machines?, pp. 403A–414A U10 L2: What Are Some Other Simple Machines?, pp. 417A–428A U10 L3: How Do Simple Machines Affect Work?, pp. 429A–430A

ScienceFusion Grade 4 SE/Digital Curriculum U11 L1: What Is Motion?, pp. 537–552

TE/Digital Curriculum U11 L1: What Is Motion?, pp. 537A–552A

Science and Engineering Leveled Readers, Grade 3 U5 OL/ES: How Do We Use Machines? EN: Building with Machines

ScienceSaurus, Red Level Physical Science, Motion and Forces

53



correlated to the





3-PS2.A.2 The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)

ScienceFusion Grade 4 SE/Digital Curriculum U11 L1: What Is Motion?, pp. 537–552

TE/Digital Curriculum U11 L1: What Is Motion?, pp. 537A–552A



3-PS2.B: Types of Interactions 3-PS2.B.1 Objects in contact exert forces on each

other.(3-PS2-1) ScienceFusion Grade 3 SE/Digital Curriculum U10 L1: What Are Simple Machines?, pp. 403–414 U10 L2: What Are Some Other Simple Machines?, pp. 417–428 U10 L3: How Do Simple Machines Affect Work?, pp. 429–430

TE/Digital Curriculum U10 L1: What Are Simple Machines?, pp. 403A–414A U10 L2: What Are Some Other Simple Machines?, pp. 417A–428A U10 L3: How Do Simple Machines Affect Work?, pp. 429A–430A



54



correlated to the





3-PS2.B.2 Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2- 3),(3-PS2-4)

ScienceFusion Grade 2 SE/Digital Curriculum U10 L2: What Are Magnets?, pp. 397–406

TE/Digital Curriculum U10 L2: What Are Magnets?, pp. 397A–406A

ScienceFusion Grade 4

SE/Digital Curriculum U10 L1: What Is Electricity?, pp. 483–496 U10 L2: How Do Electric Charges Interact?, pp. 497–498 U10 L5: How Do We Use Electricity?, pp. 517–528

TE/Digital Curriculum U10 L1: What Is Electricity?, pp. 483A–496A U10 L2: How Do Electric Charges Interact?, pp. 497A–498A U10 L5: How Do We Use Electricity?, pp. 517A–528A


55



correlated to the





Engineering, Technology, and the Application of Science 3-5-ETS1: Engineering Design 3-5-ETS1.A: Defining and Delimiting an Engineering Problem 3-5-ETS1.A.1 Possible solutions to a problem are limited

by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) (secondary to 4-PS3-4)

ScienceFusion Grade 3 SE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55–66

TE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55A–66A

ScienceFusion Grade 4 SE/Digital Curriculum U2 L1: What Is an Engineering Design Process?, pp. 63–76

TE/Digital Curriculum U2 L1: What Is an Engineering Design Process?, pp. 63A–76A

Science and Engineering Leveled Readers, Grade 3 U2 OL/ES: How Does the Design Process Help Us? EN: Designing Amusement Park Rides


56



correlated to the





3-5-ETS1.B: Developing Possible Solutions 3-5-ETS1.B.1 Research on a problem should be carried out

before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)







57



correlated to the





3-5-ETS1.B.2 At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.(3-5-ETS1-2)

ScienceFusion Grade 3 SE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55–66 U2 L2: How Can You Design a Tree House?, pp. 67–68 U2 L4: How Can We Improve a Design?, pp. 81–82

TE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55A–66A U2 L2: How Can You Design a Tree House?, pp. 67A–68A U2 L4: How Can We Improve a Design?, pp. 81A–82A





58



correlated to the





3-5-ETS1.B.3 Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ScienceFusion Grade 3 SE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55–66 U2 L2: How Can You Design a Tree House?, pp. 67–68 U2 L4: How Can We Improve a Design?, pp. 81–82 U10 STEM/Digital Curriculum: Reach for the Sky: Building with

Cranes, pp. 415–416

TE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55A–66A U2 L2: How Can You Design a Tree House?, pp. 67A–68A U2 L4: How Can We Improve a Design?, pp. 81A–82A U10 STEM/Digital Curriculum: Reach for the Sky: Building with






59



correlated to the





3-5-ETS1.C: Optimizing the Design Solution 3-5-ETS1.C.1 Different solutions need to be tested in order

to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3) (secondary to 4-PS4-3)

ScienceFusion Grade 3 SE/Digital Curriculum U5 STEM/Digital Curriculum: Sand and Surf: Erosion Technology,

pp. 225–226 U7 STEM/Digital Curriculum: Keeping Dry: Raincoat vs. Poncho,

pp. 317–318 U10 STEM/Digital Curriculum: Reach for the Sky: Building with


TE/Digital Curriculum U5 STEM/Digital Curriculum: Sand and Surf: Erosion Technology, pp. 225–226

U7 STEM/Digital Curriculum: Keeping Dry: Raincoat vs. Poncho, pp. 317–318

U10 STEM/Digital Curriculum: Reach for the Sky: Building with Cranes, pp. 415–416





60

ScienceFusion ScienceSaurus, Level Blue


correlated to the





Life Science 4-LS1: From Molecules to Organisms: Structures and Processes 4-LS1.A: Structure and Function 4-LS1.A.1 Plants and animals have both

internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

ScienceFusion Grade 4 SE/Digital Curriculum U3 L1: What Are Some Plant Structures?, pp. 103–114 U3 L2: How Do Plants Reproduce?, pp. 117–132

U3 L4: How Do Animals Reproduce?, pp. 135–148 U3 L5: How Are Living Things Adapted to Their Environment?, pp. 151–164

U3 L6: Why Do Bird Beaks Differ?, pp. 165–166

TE/Digital Curriculum U3 L1: What Are Some Plant Structures?, pp. 103A–114A U3 L2: How Do Plants Reproduce?, pp. 117A–132A U3 L4: How Do Animals Reproduce?, pp. 135A–148A

U3 L5: How Are Living Things Adapted to Their Environment?, pp. 151A–164A U3 L6: Why Do Bird Beaks Differ?, pp. 165A–166A

Science and Engineering Leveled Readers, Grade 4 U1 EN: Wild Science: Learning from the Cheetah U10 OL/ES: How Do Organisms Interact with Their Environment?

EN: Tiger Sharks in the Seagrass U11 OL/ES: How Do Plants and Animals Reproduce and Adapt?

EN: Exploring the Galapagos Islands

ScienceSaurus, Blue Level Life Science, Characteristics of Living Things Life Science, Animal and Plant Behavior Life Science, Cells, Tissues, Organs, and Systems

61



correlated to the





4-LS1.D: Information Processing 4-LS1.D.1 Different sense receptors are

specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)

ScienceFusion Grade 5 SE/Digital Curriculum U3 L3: How Do Cells Work Together?, pp. 125–138

TE/Digital Curriculum U3 L3: How Do Cells Work Together?, pp. 125A–138A

Science and Engineering Leveled Readers, Grade 4 U1 EN: Wild Science: Learning from the Cheetah U10 OL/ES: How Do Organisms Interact with Their Environment? EN: Tiger Sharks in the Seagrass U11 OL/ES: How Do Plants and Animals Reproduce and Adapt?

EN: Exploring the Galapagos Islands

ScienceSaurus, Blue Level Life Science, Characteristics of Living Things Life Science, Animal and Plant Behavior Life Science, Cells, Tissues, Organs, and Systems

Earth and Space Science 4-ESS1: Earth’s Place in the Universe 4-ESS1.C: The History of Planet Earth 4-ESS1.C.1 Local, regional, and global patterns

of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1)

ScienceFusion Grade 5 SE/Digital Curriculum U10 L1: What Are Fossils?, pp. 453–462 U10 L2: What Was Ancient Earth Like?, pp. 465–480

TE/Digital Curriculum U10 L1: What Are Fossils?, pp. 453A–462A U10 L2: What Was Ancient Earth Like?, pp. 465A–480A

Science and Engineering Leveled Readers, Grade 4 U7 OL/ES: Earth’s Changing Surface and Natural Resources

ScienceSaurus, Blue Level Earth Science, Earth’s Changing Surface

62



correlated to the





4-ESS2: Earth’s Systems 4-ESS2.A: Earth Materials and Systems 4-ESS2.A.1 Rainfall helps to shape the land and

affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)

ScienceFusion Grade 5 SE/Digital Curriculum U8 L1: How Do Weathering and Erosion Shape Earth’s

Surface?, pp. 365–382

TE/Digital Curriculum U8 L1: How Do Weathering and Erosion Shape Earth’s Surface?, pp. 365A–382A

Science and Engineering Leveled Readers, Grade 4 U7 OL/ES: Earth’s Changing Surface and Natural Resources U8 OL/ES: How Does the Water Cycle Affect Weather?

ScienceSaurus, Blue Level Earth Science, Earth’s Changing Surface

4-ESS2.B: Plate Tectonics and Large-Scale System Interactions 4-ESS2.B.1 The locations of mountain ranges,

deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)

ScienceFusion Grade 5 SE/Digital Curriculum U8 L3: How Do Movements of the Crust Change Earth?, pp.

387–402

TE/Digital Curriculum U8 L3: How Do Movements of the Crust Change Earth?, pp. 387A–402A


ScienceSaurus, Blue LevelEarth Science, Earth’s Changing Surface

63



correlated to the





4-ESS2.E: Biogeology 4-ESS2.E.1 Living things affect the physical

characteristics of their regions. (4-ESS2-1)

ScienceFusion Grade 4 SE/Digital Curriculum U4 L5: How Do People Impact Ecosystems?, pp. 221–232

U4 L6: How Do People Affect Their Environment?, pp. 233–234

TE/Digital Curriculum U4 L5: How Do People Impact Ecosystems?, pp. 221A–232A U4 L6: How Do People Affect Their Environment?, pp. 233A–234A


ScienceSaurus, Blue Level Natural Resources and the Environment, Natural Resources Natural Resources and the Environment, Pollution Natural Resources and the Environment, Conserving Resources

64



correlated to the





4-ESS3: Earth and Human Activity 4-ESS3.A: Natural Resources 4-ESS3.A.1 Energy and fuels that humans use

are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)

ScienceFusion Grade 4 SE/Digital Curriculum U4 L4: What Are Natural Resources?, pp. 207–220

U4 L5: How Do People Impact Ecosystems?, pp. 221–232

TE/Digital Curriculum U4 L4: What Are Natural Resources?, pp. 207A–220A U4 L5: How Do People Impact Ecosystems?, pp. 221A–232A


EN: Conserving Earth’s Resources


4-ESS3.B: Natural Hazards 4-ESS3.B.1 A variety of hazards result from

natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (4-ESS3-2)


EN: Conserving Earth’s Resources U8 OL/ES: How Does the Water Cycle Affect Weather?

EN: Hurricane!

ScienceSaurus, Blue Level Earth Science, Rapid Changes

65



correlated to the





Physical Science

4-PS3: Energy 4-PS3.A: Definitions of Energy 4-PS3.A.1 The faster a given object is moving,

the more energy it possesses. (4-PS3-1)

Science and Engineering Leveled Readers, Grade 4 U4 OL/ES: How Do We Use Forms of Energy? EN: What Happens Under the Hood? U6 OL/ES: What Makes Objects Move?

EN: Rocket Science

ScienceSaurus, Blue Level Physical Science, Forces and Motion Physical Science, Energy Physical Science, Heat

4-PS3.A.2 Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4-PS3-2),(4-PS3-3)

ScienceFusion Grade 5 SE/Digital Curriculum U14 L1: What Is Sound?, pp. 647–662 U14 L3: What Is Light?, pp. 667–676 U14 L4: What Are Some Properties of Light?, pp. 677–688

TE/Digital Curriculum U14 L1: What Is Sound?, pp. 647A–662A U14 L3: What Is Light?, pp. 667A–676A U14 L4: What Are Some Properties of Light?, pp. 677A–

688A

Science and Engineering Leveled Readers, Grade 4 U4 OL/ES: How Do We Use Forms of Energy?

EN: What Happens Under the Hood? U5 OL/ES: How Do We Generate and Use Energy?

EN: Energy on Demand: Making Electricity

66



correlated to the




Citations In the ScienceFusion digital curriculum, students encounter the same science concepts, vocabulary, and inquiry as they see in the Student Edition, but written with new examples or scenarios to provide an alternative digital experience for every write-in textbook lesson.U6 OL/ES: What Makes Objects Move?

EN: Rocket Science

ScienceSaurus, Blue Level Physical Science, Forces and Motion Physical Science, Energy Physical Science, Heat Physical Science, Electricity Physical Science, Light and Sound

4-PS3.B: Conservation of Energy and Energy Transfer4-PS3.B.1 Energy is present whenever there

are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3)



EN: Energy on Demand: Making Electricity U6 OL/ES: What Makes Objects Move?

EN: Rocket Science

ScienceSaurus, Blue LevelPhysical Science, Forces and Motion Physical Science, Energy Physical Science, Heat Physical Science, Electricity Physical Science, Light and Sound

67



correlated to the





4-PS3.B.2 Light also transfers energy from place to place. (4-PS3-2)

ScienceFusion Grade 5 SE/Digital Curriculum U14 L3: What Is Light?, pp. 667–676

TE/Digital Curriculum U14 L3: What Is Light?, pp. 667A–676A




ScienceSaurus, Blue Level Physical Science, Energy Physical Science, Electricity Physical Science, Light and Sound

68



correlated to the





4-PS3.B.3 Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)

ScienceFusion Grade 4 SE/Digital Curriculum U10 L1: What Is Electricity?, pp. 483–496

TE/Digital Curriculum U10 L1: What Is Electricity?, pp. 483A–496A

Science and Engineering Leveled Readers, Grade 4 U4 OL/ES: How Do We Use Forms of Energy? EN: What Happens Under the Hood?U5 OL/ES: How Do We Generate and Use Energy? EN: Energy on Demand: Making ElectricityU6 EN: Rocket Science

ScienceSaurus, Blue Level Physical Science, Energy Physical Science, Heat Physical Science, Electricity Physical Science, Light and Sound

69



correlated to the





4-PS3.C: Relationship Between Energy and Forces 4-PS3.C.1 When objects collide, the contact

forces transfer energy so as to change the objects’ motions. (4-PS3-3)

Science and Engineering Leveled Readers, Grade 4 U6 OL/ES: What Makes Objects Move?

EN: Rocket Science

ScienceSaurus, Blue Level Physical Science, Changing Motion

4-PS3.D: Energy in Chemical Processes and Everyday Life 4-PS3.D.1 The expression “produce energy”

typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3- 4)




ScienceSaurus, Blue LevelPhysical Science, Forces and Motion Physical Science, Energy Physical Science, Heat Physical Science, Electricity Physical Science, Light and Sound

70



correlated to the





4-PS4: Waves and Their Applications in Technologies for Information Transfer 4-PS4.A: Wave Properties 4-PS4.A.1 Waves, which are regular patterns

of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; it does not move in the direction of the wave except when the water meets the beach. (Note: This grade band endpoint was moved from K–2.) (4-PS4-1)

ScienceFusion Grade 5 SE/Digital Curriculum U11 L2: How Does Ocean Water Move?, pp. 505–516

TE/Digital Curriculum U11 L2: How Does Ocean Water Move?, pp. 505A–516A

ScienceSaurus, Blue Level Earth Science, Rapid Changes Earth Science, Oceans

4-PS4.A.2 Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). (4-PS4-1)

ScienceSaurus, Blue Level Earth Science, Rapid Changes Earth Science, Oceans

4-PS4.B: Electromagnetic Radiation4-PS4.B.1 An object can be seen when light

reflected from its surface enters the eyes. (4-PS4-2)

ScienceFusion Grade 5 SE/Digital Curriculum U14 L4: What Are Some Properties of Light?, pp. 677–688

TE/Digital Curriculum U14 L4: What Are Some Properties of Light?, pp. 677A–688A

ScienceSaurus, Blue Level Physical Science, Light and Sound

71



correlated to the





4-PS4.C: Information Technologies and Instrumentation 4-PS4.C.1 Digitized information transmitted

over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. (4-PS4-3)

ScienceSaurus, Blue Level Science, Technology, and Society, Technology is Always Changing

72



correlated to the





Engineering, Technology, and the Application of Science 3-5-ETS1: Engineering Design 3-5-ETS1.A: Defining and Delimiting an Engineering Problem 3-5-ETS1.A.1 Possible solutions to a problem are

limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.(3-5-ETS1-1) (secondary to 4-PS3-4)





Science and Engineering Leveled Readers, Grade 4 U2 OL/ES: What Is the Engineering Process?

ScienceSaurus, Blue Level Science, Technology, and Society, Science and Technology Science, Technology, and Society, Science and Society

73



correlated to the





3-5-ETS1.B: Developing Possible Solutions 3-5-ETS1.B.1 Research on a problem should be

carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)


U2 L2: How Can You Design a Solution to a Problem?, pp. 77–78

TE/Digital Curriculum U2 L1: What Is an Engineering Design Process?, pp. 63A–76A U2 L2: How Can You Design a Solution to a Problem?, pp. 77A–78A


TE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55A–66A ScienceFusion Grade 5 SE/Digital Curriculum U2 L1: What Is the Design Process?, pp. 63–78 U2 L2: How Can You Design a Solution to a Problem?, pp. 79–80 U2 L4: How Can You Use Engineering to Solve a Problem? pp.

95–96

TE/Digital Curriculum U2 L1: What Is the Design Process?, pp. 63A–78A U2 L2: How Can You Design a Solution to a Problem?, pp. 79A–

80A U2 L4: How Can You Use Engineering to Solve a Problem? pp.

95A–96A


ScienceSaurus, Blue Level Doing Science, Scientific Investigation Science, Technology, and Society, Designing Technology

74



correlated to the








ScienceFusion Grade 3 SE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55–66 U2 L1: How Can You Design a Tree House?, pp. 67–68 U2 L4: How Can We Improve a Design?, pp. 81–82

TE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55A–66A U2 L1: How Can You Design a Tree House?, pp. 67A–68A U2 L4: How Can We Improve a Design?, pp. 81A–82A

ScienceFusion Grade 5 SE/Digital Curriculum U2 L1: What Is the Design Process?, pp. 63–78 U2 L4: How Can You Use Engineering to Solve a Problem? pp.

95–96


U2 L4: How Can You Use Engineering to Solve a Problem? pp. 95A–96A


ScienceSaurus, Blue Level Doing Science, Scientific Investigation Science, Technology, and Society, Designing Technology Science, Technology, and Society, Science and Society

75



correlated to the








ScienceFusion Grade 3 SE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55–66 U2 L1: How Can You Design a Tree House?, pp. 67–68 U2 L4: How Can We Improve a Design?, pp. 81–82 U10 STEM/Digital Curriculum: Reach for the Sky: Building with


TE/Digital Curriculum U2 L1: How Do Engineers Use the Design Process?, pp. 55A–66A U2 L1: How Can You Design a Tree House?, pp. 67A–68A U2 L4: How Can We Improve a Design?, pp. 81A–82A U10 STEM/Digital Curriculum: Reach for the Sky: Building with

Cranes, pp. 415–416B



3-5-ETS1.C: Optimizing the Design Solution

76



correlated to the





3-5-ETS1.C.1 Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3) (secondary to 4-PS4-3)

ScienceFusion Grade 3SE/Digital Curriculum U5 STEM/Digital Curriculum: What Is an Engineering Design

Process?, pp. 225–226 U7 STEM/Digital Curriculum: Keeping Dry: Raincoat vs. Poncho,

pp. 317–318 U10 STEM/Digital Curriculum: Reach for the Sky: Building with


TE/Digital Curriculum U5 STEM/Digital Curriculum: What Is an Engineering Design Process?, pp. 225–226B

U7 STEM/Digital Curriculum: Keeping Dry: Raincoat vs. Poncho, pp. 317–318B

U10 STEM/Digital Curriculum: Reach for the Sky: Building with Cranes, pp. 415–416B

ScienceFusion Grade 5 SE/Digital Curriculum U2 L1: What Is the Design Process?, pp. 63–78 U2 L2: How Can You Design a Solution to a Problem?, pp. 79–80 U2 L4: How Can You Use Engineering to Solve a Problem? pp.

95–96

TE/Digital Curriculum U2 L1: What Is the Design Process?, pp. 63A–78A U2 L2: How Can You Design a Solution to a Problem?, pp. 79A–

80A U2 L4: How Can You Use Engineering to Solve a Problem? pp.

95A–96A


ScienceSaurus, Blue Level Doing Science, Scientific Investigation Science, Technology, and Society, Designing Technology, Investigation and Science, Technology, and Society, Designing Technology

77

ScienceFusion ScienceSaurus, Blue Level


correlated to the





Life Science 5-LS1: From Molecules to Organisms: Structures and Processes 5-LS1.C: Organization for Matter and Energy Flow in Organisms 5-LS1.C.1 Food provides animals with the materials

they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)

Science and Engineering Leveled Readers, Grade 5 U11 OL/ES: How Do Organisms and Their Environment Form an Ecosystem? EN: Predators of Shark River

ScienceSaurus, Blue Level Life Science, Getting and Using Energy Life Science, Ecosystems

5-LS1.C.2 Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

ScienceFusion Grade 5 SE/Digital Curriculum U4 L3: How Do Plants Grow and Reproduce? pp. 191–204

TE/Digital Curriculum U4 L3: How Do Plants Grow and Reproduce? pp. 191A–204A

ScienceFusion Grade 4 SE/Digital Curriculum U3 L1: What Are Some Plant Structures? pp. 103–114

TE/Digital Curriculum U3 L1: What Are Some Plant Structures? pp. 103A–114A

Science and Engineering Leveled Readers, Grade 5 U11 OL/ES: How Do Organisms and Their Environment Form an Ecosystem? EN: Predators of Shark River

78



correlated to the




Citations In the ScienceFusion digital curriculum, students encounter the same science concepts, vocabulary, and inquiry as they see in the Student Edition, but written with new examples or scenarios to provide an alternative digital experience for every write-in textbook lesson.ScienceSaurus, Blue Level Life Science, Getting and Using Energy Life Science, Growth and Development Life Science, Ecosystems

5-LS2: Ecosystems: Interactions, Energy, and Dynamics 5-LS2.A: Interdependent Relationships in Ecosystems5-LS2.A.1 The food of almost any kind of animal can

be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

ScienceFusion Grade 5 SE/Digital Curriculum U5 L1: What Is an Ecosystem? pp. 247–258 U5 L3: How Do Environmental Changes Affect Organisms?

pp. 263–280 U6 L1: What Are Roles of Organisms in Ecosystems? pp.

291–304 U6 L2: How Does Energy Moves Through Ecosystems? pp.

307–318 U6 L3: What Role Do Decomposers Play? pp. 321–322 TE/Digital Curriculum U5 L1: What Is an Ecosystem? pp. 247A–258A U5 L3: How Do Environmental Changes Affect Organisms?

pp. 263A–280A U6 L1: What Are Roles of Organisms in Ecosystems? pp.

291A–304A U6 L2: How Does Energy Moves Through Ecosystems? pp.

307A–318A U6 L3: What Role Do Decomposers Play? pp. 321A–322A Science and Engineering Leveled Readers, Grade 5 U11 OL/ES: How Do Organisms and Their Environment Form an Ecosystem?

79



correlated to the




Citations In the ScienceFusion digital curriculum, students encounter the same science concepts, vocabulary, and inquiry as they see in the Student Edition, but written with new examples or scenarios to provide an alternative digital experience for every write-in textbook lesson. EN: Predators of Shark River

ScienceSaurus, Blue Level Life Science, Cells, Tissues, Organs, and Systems Life Science, Ecosystems

5-LS2.B: Cycles of Matter and Energy Transfer in Ecosystems 5-LS2.B.1 Matter cycles between the air and soil and

among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

ScienceFusion Grade 5 SE/Digital Curriculum U5 L1: What Is an Ecosystem? pp. 247–258 U6 L1: What Are Roles of Organisms in Ecosystems? pp. 291–304 U6 L2: How Does Energy Moves Through Ecosystems? pp. 307–318 U6 L3: What Role Do Decomposers Play? pp. 321–322 TE/Digital Curriculum U5 L1: What Is an Ecosystem? pp. 247A–258A U6 L1: What Are Roles of Organisms in Ecosystems? pp. 291A–304A U6 L2: How Does Energy Moves Through Ecosystems? pp. 307A–318A U6 L3: What Role Do Decomposers Play? pp. 321A–322A Science and Engineering Leveled Readers, Grade 5 U11 OL/ES: How Do Organisms and Their Environment Form an Ecosystem? EN: Predators of Shark River

ScienceSaurus, Blue Level Life Science, Cells, Tissues, Organs, and Systems Life Science, Ecosystems

80



correlated to the





Earth and Space Science 5-ESS1: Earth’s Place in the Universe 5-ESS1.A: The Universe and Its Stars 5-ESS1.A.1 The sun is a star that appears larger and

brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)

ScienceFusion Grade 5 SE/Digital Curriculum U12 L3: What Are Stars and Galaxies?, pp. 561–570

TE/Digital Curriculum U12 L3: What Are Stars and Galaxies?, pp. 561A–570A

Science and Engineering Leveled Readers, Grade 5 U10 OL/ES: How Do the Sun, Earth, and Moon Move in Space?

ScienceSaurus, Blue Level Earth Science, The Solar System and Beyond, The Sun, Stars

ESS1.B: Earth and the Solar System 5-ESS1.B.1 The orbits of Earth around the sun and of the

moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

ScienceFusion Grade 4 SE/Digital Curriculum U6 L1: How Do the Sun, Earth, and Moon Interact?, pp. 297–312

TE/Digital Curriculum U6 L1: How Do the Sun, Earth, and Moon Interact?, pp. 297A–312A

Science and Engineering Leveled Readers, Grade 5 U10 OL/ES: How Do the Sun, Earth, and Moon Move in Space? EN: To the Moon

ScienceSaurus, Blue Level Earth Science, Earth and Its Moon

81



correlated to the




Citations In the ScienceFusion digital curriculum, students encounter the same science concepts, vocabulary, and inquiry as they see in the Student Edition, but written with new examples or scenarios to provide an alternative digital experience for every write-in textbook lesson.Earth Science, The Solar System and Beyond

5-ESS2: Earth’s Systems 5-ESS2.A: Earth Materials and Systems 5-ESS2.A.1 Earth’s major systems are the geosphere

(solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

ScienceFusion Grade 5 SE/Digital Curriculum U5 L3: How Do Environmental Changes Affect Organisms?

pp. 263–280 U5: STEM/Digital Curriculum How It Works: Life in a Box,

pp. 281–282 U7 L1: How Do People Use Resources? pp. 329–340 U7 L2: How Do People Conserve Resources? pp. 343–354 U8 L1: How Do Weathering and Erosion Shape Earth’s

Surface? pp. 365–382 U11 L2: How Does Ocean Water Move? pp. 505–516

U11 L4: What Are Some Ocean Ecosystems? pp. 519–530

TE/Digital Curriculum U5 L3: How Do Environmental Changes Affect Organisms? pp. 263A–280A

U5: STEM/Digital Curriculum How It Works: Life in a Box, pp. 281–282

U7 L1: How Do People Use Resources? pp. 329A–340A U7 L2: How Do People Conserve Resources? pp. 343A–354A U8 L1: How Do Weathering and Erosion Shape Earth’s

Surface? pp. 365A–382A U11 L2: How Does Ocean Water Move? pp. 505A–516A U11 L4: What Are Some Ocean Ecosystems? pp. 519A–530A

82



correlated to the




Citations In the ScienceFusion digital curriculum, students encounter the same science concepts, vocabulary, and inquiry as they see in the Student Edition, but written with new examples or scenarios to provide an alternative digital experience for every write-in textbook lesson.ScienceFusion Grade 4 SE/Digital Curriculum U5 L1: What Is the Water Cycle?, pp. 245–258 U5 L3: How Is Weather Predicted?, pp. 273–284

TE/Digital Curriculum U5 L1: What Is the Water Cycle?, pp. 245A–258A U5 L3: How Is Weather Predicted?, pp. 273A–284A

Science and Engineering Leveled Readers, Grade 5 U7 OL/ES: How Does Earth’s Surface Change?U9 OL/ES: How Are Climate and Weather Different?

ScienceSaurus, Blue Level Earth Science, Earth’s Structure Earth Science, Earth’s Changing Surface Earth Science, Water on Earth

5-ESS2.C: The Role of Water in Earth’s Surface Processes 5-ESS2.C.1 Nearly all of Earth’s available water is in the

ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)

ScienceFusion Grade 4 SE/Digital Curriculum U5 L1: What is the Water Cycle?, pp. 245–258

TE/Digital Curriculum U5 L1: What is the Water Cycle?, pp. 245A–258A

Science and Engineering Leveled Readers, Grade 5 U9 OL/ES: How Are Climate and Weather Different?

ScienceSaurus, Blue Level Earth Science, Earth’s Structure Earth Science, Water on Earth

83



correlated to the





5-ESS3: Earth and Human Activity 5-ESS3.C: Human Impacts on Earth Systems 5-ESS3.C.1 Human activities in agriculture, industry,

and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

ScienceFusion Grade 5 SE/Digital Curriculum U5 L3: How Do Environmental Changes Affect Organisms?

pp. 263–280 U6: People in Science: Environment Detectives, pp. 305–306 U7 L1: How Do People Use Resources? pp. 329–340 U7 L2: How Do People Conserve Resources? pp. 343–354 U7: Careers in Science: Alternative Energy Engineers, pp.

355–356 TE/Digital Curriculum U5 L3: How Do Environmental Changes Affect Organisms?

pp. 263A–280A U6: People in Science: Environment Detectives, pp. 305–306 U7 L1: How Do People Use Resources? pp. 329A–340A U7 L2: How Do People Conserve Resources? pp. 343A–354A U7: Careers in Science: Alternative Energy Engineers, pp.

355–356 Science and Engineering Leveled Readers, Grade 5 U8 OL/ES: How Can Conservation Save Earth’s Resources? EN: Alternative Energy Resources


84



correlated to the





Physical Science 5-PS1: Matter and Its Interactions 5-PS1.A: Structure and Properties of Matter 5-PS1.A.1 Matter of any type can be subdivided into

particles that are too small to see, but even then the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. (5-PS1-1)

ScienceFusion Grade 5 SE/Digital Curriculum U13 L1: What Are Solids, Liquids, and Gases? pp. 579–592

TE/Digital Curriculum U13 L1: What Are Solids, Liquids, and Gases? pp. 579A–592A

Science and Engineering Leveled Readers, Grade 5 U3 OL/ES: What Are the Physical Properties of Matter?

ScienceSaurus, Blue Level Physical Science, Matter Physical Science, Changes in Matter

85



correlated to the





5-PS1.A.2 The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

ScienceFusion Grade 5 SE/Digital Curriculum U13 L2: How Does Water Change? pp. 595–596 U13 L3: How Does Matter Change? pp. 597–612

TE/Digital Curriculum U13 L2: How Does Water Change? pp. 595A–596A U13 L3: How Does Matter Change? pp. 597A–612A

Science and Engineering Leveled Readers, Grade 5 U3 OL/ES: What Are the Physical Properties of Matter? EN: Clean Water


86



correlated to the





5-PS1.A.3 Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

ScienceFusion Grade 5 SE/Digital Curriculum U13 L1: What Are Solids, Liquids, and Gases? pp. 579–592

TE/Digital Curriculum U13 L1: What Are Solids, Liquids, and Gases? pp. 579A–592A

ScienceFusion Grade 4 SE/Digital Curriculum U7 L1: What Are Physical Properties of Matter?, pp. 351–366 U7 L2: How Are Physical Properties Observed?, pp. 367–368

TE/Digital Curriculum U7 L1: What Are Physical Properties of Matter?, pp. 351A–366A

U7 L2: How Are Physical Properties Observed?, pp. 367A–368A



87



correlated to the





5-PS1.B: Chemical Reactions 5-PS1.B.1 When two or more different substances are

mixed, a new substance with different properties may be formed. (5-PS1-4)

ScienceFusion Grade 5 SE/Digital Curriculum U13 L4: What Are Mixtures and Solutions? pp. 613–626 U13 L3: How Does Matter Change? pp. 597–612

TE/Digital Curriculum U13 L4: What Are Mixtures and Solutions? pp. 613A–626A U13 L3: How Does Matter Change? pp. 597A–612A

Science and Engineering Leveled Readers, Grade 5 U3 OL/ES: What Are the Physical Properties of Matter?

EN: Clean Water


5-PS1.B.2 No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5-PS1-2)

ScienceFusion Grade 5 SE/Digital Curriculum U13 L3: How Does Matter Change? pp. 597–612 TE/Digital Curriculum U13 L3: How Does Matter Change? pp. 597A–612A



88



correlated to the





5-PS2: Motion and Stability: Forces and Interactions 5-PS2.B: Types of Interactions 5-PS2.B.1 The gravitational force of Earth acting on an

object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

ScienceFusion Grade 5 SE/Digital Curriculum U15 L1: What Are Forces? pp. 699–716

TE/Digital Curriculum U15 L1: What Are Forces? pp. 699A–716A

Science and Engineering Leveled Readers, Grade 5 U4 OL/ES: How Do Forces Affect Motion? EN: International Space Station

ScienceSaurus, Blue Level Life Science, Plant Behavior Physical Science, Common Forces Earth Science, Gravity and Orbits

89



correlated to the





5-PS3: Energy 5-PS3.D: Energy in Chemical Processes and Everyday Life 5-PS3.D.1 The energy released [from] food was once

energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)

ScienceFusion Grade 5 SE/Digital Curriculum U6 L1: What Are Roles of Organisms in Ecosystems? pp.

291–304 U6 L2: How Does Energy Moves Through Ecosystems? pp.

307–318

TE/Digital Curriculum U6 L1: What Are Roles of Organisms in Ecosystems? pp. 291A–304A

U6 L2: How Does Energy Moves Through Ecosystems? pp. 307A–318A

Science and Engineering Leveled Readers, Grade 5 U11 OL/ES: How Do Organisms and Their Environment Form an Ecosystem?

ScienceSaurus, Blue Level Life Science, Getting and Using Energy Life Science, Ecosystems

90



correlated to the





Engineering, Technology, and the Application of Science 3-5-ETS1: Engineering Design 3-5-ETS1.A: Defining and Delimiting an Engineering Problem 3-5-ETS1.A.1 Possible solutions to a problem are limited

by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) (secondary to 4-PS3-4)

ScienceFusion Grade 5 SE/Digital Curriculum U2 L1: What Is the Design Process? pp. 63–78 U2 L2: How Can You Design a Solution to a Problem? pp.

79–80

TE/Digital Curriculum U2 L1: What Is the Design Process? pp. 63A–78A U2 L2: How Can You Design a Solution to a Problem? pp.

79A–80A

Science and Engineering Leveled Readers, Grade 5 U2 OL/ES: How Do Engineers Solve Problems? EN: Harnessing the Wind

ScienceSaurus, Blue Level Science and Technology, Science and Technology Science, Technology, and Society, Science and Technology

91



correlated to the





3-5-ETS1.B: Developing Possible Solutions 3-5-ETS1.B.1 Research on a problem should be carried out

before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)


79–80 U2 L4: How Can You Use Engineering to Solve a Problem?

pp. 95–96


79A–80A U2 L4: How Can You Use Engineering to Solve a Problem?

pp. 95A–96A



92



correlated to the






ScienceFusion Grade 5 SE/Digital Curriculum U2 L1: What Is the Design Process? pp. 63–78 U2 L4: How Can You Use Engineering to Solve a Problem?

pp. 95–96

TE/Digital Curriculum U2 L1: What Is the Design Process? pp. 63A–78A U2 L4: How Can You Use Engineering to Solve a Problem?

pp. 95A–96A


ScienceSaurus, Blue Level Doing Science, Scientific Investigation Science, Technology, and Society, Designing Technology Science, Technology, and Society, Science and Society

93



correlated to the








pp. 95–96



pp. 95A–96A



94



correlated to the





3-5-ETS1.C: Optimizing the Design Solution 3-5-ETS1.C.1 Different solutions need to be tested in order

to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3) (secondary to 4-PS4-3)



pp. 95–96



pp. 95A–96A




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