oklahoma science priority academic student...

A Correlation of

c.2007

to the

Oklahoma Science Priority

Academic Student Skills Grades K-6

C/S-42

Introduction

This document demonstrates how Scott Foresman Science meets the Oklahoma Science Priority Academic Student Skills. 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 ___________________________________________________________4 Grade Two ___________________________________________________________8 Grade Three _________________________________________________________12 Grade Four __________________________________________________________16 Grade Five __________________________________________________________21 Grade Six ___________________________________________________________26

Scott Foresman Science to the

Oklahoma Science Priority Academic Student Skills

Kindergarten

SCIENCE Science knowledge is developed through experiences with real animals, plants and objects in the classroom and the environment. Science Processes and Inquiry Process Standard 1: The student will investigate and experiment with objects to discover information. 1. Observe, describe, sort and classify objects according to their common properties (e.g., animals, plants, shells, rocks, buttons). 136–137, 138–139, 144–145, 146–147, 148–149, 150–151 2. Participate in simple experiments to discover information (e.g., bottles of water or homemade telephone to learn about vibration and sound, simple scale to determine heavy and light). 8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253 3. Ask questions, make predictions, and communicate observations orally and/or in drawings. 8–9, 10–11, 24–25, 30–31, 32–33, 44–45, 50–51, 72–73, 84–85, 104–105, 120–121, 128–129, 136–137, 154–155, 162–163, 172–173, 194–195, 202–203, 214–215, 224–225, 244–245, 252–253 Physical Standard 1: The student will investigate and describe objects that can be sorted in terms of physical properties 1. Observe, describe, sort, and classify the sensory attributes of objects according to taste, smell, hearing, touch, and sight. 50–51, 138–139, 178–179, 212–213

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Scott Foresman Science Oklahoma Priority Academic Student Skills Kindergarten 2. Compare and describe the properties of some objects (e.g., magnetic-nonmagnetic, float-sink, heavy-light, rough-smooth, hard-soft, solid-liquid, wet-dry). 142–143, 144–145 3. Observe and describe how objects move (e.g., slide, turn, twirl, roll). 13, 174–175, 175a, 175b, 176–177, 178–179, 182–183, 184–185, 186–187, 188–189, 192–193, 194–195, 226–227, 227a, 227b, 230–231, 232–233, 244–245 Life Standard 2: The student will observe and investigate plants and animals. 1. Observe and describe what various plants and animals need for growth. 6–7, 16–17, 18–19, 20–21, 22–23, 24–25 2. Observe and describe the changes that plants and animals go through during their life (e.g., seed/plant, egg/chicken). 34–35, 42–43, 44–45 3. Observe and describe how animals move (e.g., walk, crawl, hop, fly). 36–37, 44–45 Earth/Space Standard 3: The student will investigate and observe the basic concepts of the Earth. 1. Explore and describe the properties of common earth materials (e.g., soil, rocks, water). 82–83, 86–87 2. Observe and describe daily weather (e.g., sunny, cloudy, rainy, snowy, windy, hot, warm, cold). 104–105, 108–109 3. Observe and describe characteristics of the four seasons (e.g., temperature, weather, appropriate clothing, changing leaves). 102–103, 110–111, 112–113, 114–115, 116–117 4. Describe simple conservation measures used to protect the environment (e.g., recycling, careful use of water). 96–97

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Scott Foresman Science Oklahoma Priority Academic Student Skills Kindergarten

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SOCIAL AND PERSONAL SKILLS Social skills include interacting with others, work habits and self-help skills. To develop these skills, children need daily opportunities to choose activities and materials. Standard 1: The student will participate in activities to develop the skills necessary for work and interacting with others. 1. Work independently and/or cooperatively to solve problems. 72–73, 128–129, 202–203, 252–253 2. Choose a variety of materials and activities from learning centers. 4E, 25a-25b, 26E, 45a-45b, 46E, 65a-65b, 78E, 99a-99b, 100E, 121a-121b, 134E, 155a-155b, 156E, 173a-173b, 174E, 195a-195b, 208E, 225a-225b, 226E, 245a-245b 3. Select and complete a task while working at a learning center. 4E, 25a-25b, 26E, 45a-45b, 46E, 65a-65b, 78E, 99a-99b, 100E, 121a-121b, 134E, 155a-155b, 156E, 173a-173b, 174E, 195a-195b, 208E, 225a-225b, 226E, 245a-245b 4. Stay involved in a self-selected activity for approximately 15 to 20 minutes. 4E, 25a-25b, 26E, 45a-45b, 46E, 65a-65b, 78E, 99a-99b, 100E, 121a-121b, 134E, 155a-155b, 156E, 173a-173b, 174E, 195a-195b, 208E, 225a-225b, 226E, 245a-245b Standard 2: The student will participate in activities to develop the skills necessary for caring for oneself 1. Recognize potential safety hazards and take action to protect self (e.g., bicycle, water, fire, vehicle, firearm, bus, playground, pedestrian). FM16, FM20-FM21, FM21a, 128 2. Attend to personal tasks (e.g., dressing self, washing hands). FM20, 95, 107 3. State his/her full name, age, birth date, address, telephone number, and name of parent or guardian. Opportunity to teach this objective: 30-31



Grade One SCIENCE Standards for Inquiry, Physical, Life, and Earth/Space Science The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Observe and measure objects, organisms and/or events using developmentally appropriate nonstandard units of measurement (e.g., hand, paper clip, book); and Systems International (SI) units (i.e., meters, centimeters, and degrees Celsius). 52, 194–195, 204–205, 276, 316, 372–373 2. Compare and contrast similar and/or different characteristics in a given set of simple objects, familiar organisms and/or observable events. 28, 74–75, 106–107, 133, 197, 216, 219, 221, 223, 228, 234–235, 266–267, 325, 328–329 Process Standard 2: Classify Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Classify a set of simple objects, familiar organisms, and/or observable events by observable properties. 21, 28, 76–77, 232–234, 264 2. Arrange simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest, tallest to shortest). 85, 89, 91, 99, 129, 130–131, 155, 234–235, 268–269, 334–335, 341, 367

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade One Process Standard 3: Experiment and Inquiry Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard. 1. Ask a question about objects, organisms, or events in the environment. 140–141, 144, 204–205, 208, 308–309, 312, 372–373, 376 2. Plan and conduct a simple investigation. 144, 208, 312, 376 3. Employ simple equipment and tools such as magnifiers, thermometers, and rulers to gather data. 18–19, 52, 84, 140–141, 168–169, 194–195, 204–205, 276, 372–373 4. Recognize potential hazards and practice safety procedures in all science activities. 18–19, 40–41, 52, 74–75, 84, 106–107, 140–141, 144, 168–169, 180, 194–195, 196–197, 204–205, 208, 212, 232, 233, 244, 266–267, 276, 298–299, 308–309, 312, 372–373, 376 Process Standard 4: Interpret and Communicate Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, and other visual representations. The student will accomplish these objectives to meet this process standard. 1. Interpret pictures, simple bar graphs, and/or tables. 29, 33, 34–35, 39, 63, 70–71, 73, 90–91, 93, 98–99, 100–101, 108–109, 125, 160, 165, 171, 184–185, 193, 194–195, 201, 232–233, 239, 266–267, 268–269, 283, 288–289, 298–299, 300–301, 327, 330–331, 334–335, 341, 364–365 2. Recognize and describe patterns, then make predictions based on patterns. 232–233, 244–245, 180, 205 3. Communicate the results of a simple investigation using drawings, tables, graphs, and/or written and oral language. 18–19, 20–21, 74–75, 76–77, 84, 106–107, 140–141, 168–169, 189, 194–195, 197, 204–205, 232–233, 276, 298–299, 308–309, 312, 328–329, 341, 362–363

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade One PHYSICAL SCIENCE Standard 1: Properties of Objects and Materials Characteristics of objects can be described using physical properties such as size, shape, color, or texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Objects have properties that can be observed, described, and measured. 212, 215–217, 218–221, 232–233, 234–235, 316, 319–321, 2. Using the five senses, objects can be grouped or ordered by physical properties. 218–221, 232–233 3. Water can be a liquid or a solid, and can be made to go back and forth from one form to the other. 218–221, 222–223, 226–229 LIFE SCIENCE Standard 2: Characteristics and Basic Needs of Organisms All living things have structures that enable them to function in unique and specific ways to obtain food, reproduce, and survive. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Plants and animals need to take in air, water, and food. In addition, plants need light. 10–11, 12–13, 18–19, 54–57, 58–61, 68–69, 116, 118–121, 122–125, 126–129 2. Scientists use the five senses and tools (e.g., magnifiers and rulers) to gather information, such as size and shape about living things. 4, 5, 18–19, 20–21, 29, 40–41, 53, 84–85, 106–107, 140–141 EARTH/SPACE SCIENCE Standard 3: Changes of Earth and Sky Observe natural changes of all kinds such as the movement of the sun and variable changes like the weather. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. The sun warms the land, air, and water. 204–205, 276, 279, 319–321

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade One

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2. Weather changes from day to day and over the seasons. Weather can be observed by measuring temperature and describing cloud formations. 180–181, 183–185, 186–187, 188–191, 192–193, 194–195



Grade Two

SCIENCE Standards for Inquiry, Physical, Life, and Earth/Space Science The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Observe and measure objects, organisms, and/or events using developmentally appropriate nonstandard units of measurement (e.g., hand, paper clip, book) and Systems International (SI) units (i.e., meters, centimeters, and degrees Celsius). 17, 47, 172, 194–195, 217, 220–221, 232, 236, 236, 256–257, 258–259, 243, 268, 332, 292–293, 300, 311, 420–421 2. Compare and contrast similar and/or different characteristics in a given set of simple objects, familiar organisms and/or observable events. 36, 45, 51, 61, 100, 140, 160–161, 184, 218–219, 236, 237, 245, 292–293 Process Standard 2: Classify Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Classify a set of simple objects, familiar organisms, and/or observable events by observable properties. 58–59, 92–93, 346–347, 349 2. Arrange simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest, tallest to shortest). 90–91, 109, 179, 301, 307, 312, 349, 386–387

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Scott Foresman Science Oklahoma Science Priority Academic Skills Grade Two Process Standard 3: Experiment and Inquiry Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard. 1. Ask a question about objects, organisms, or events in the environment. 136, 232, 360 2. Plan and conduct a simple investigation. 27, 57, 91, 123, 136, 161, 195, 219, 232, 257, 291, 323, 347, 360, 385, 424 3. Employ simple equipment and tools such as magnifiers, thermometers, and rulers to gather data. 47, 93, 140, 172, 194–195, 217, 220–221, 232, 243, 256–257, 268, 300, 311, 332, 420–421 4. Recognize potential hazards and practice safety procedures in all science activities. 4, 26–27, 56–57, 68, 100, 122–123, 132–133, 136, 140, 160–161, 172, 194–195, 204, 218–219, 232, 236, 237, 256–257, 268, 290–291, 300, 324–325, 332, 346–347, 364, 384–385 Process Standard 4: Interpret and Communicate Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, and other visual representations. The student will accomplish these objectives to meet this process standard. 1. Interpret pictures, simple bar graphs, and/or tables. 8–9, 26–27, 28–29, 74–45, 76–77, 78, 80–81, 92–93, 100, 106–107, 114–115, 124–125, 132–133, 148–149, 151, 162–163, 165, 178–179, 194–195, 196–197, 220–221, 276–277, 292–293, 315–317, 324–325, 338–339, 348–349, 374–375, 380–381, 382–383, 386–387 2. Recognize and describe patterns, then make predictions based on patterns. 10, 322

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Scott Foresman Science Oklahoma Science Priority Academic Skills Grade Two 3. Communicate the results of a simple investigation using drawings, tables, graphs, and/or written and oral language. 26–27, 56–57, 58–59, 100, 132–133, 136, 160–161, 194–195, 197, 199, 218–219, 220–221, 232, 256–257, 290–291, 292–293, 3222–323, 346–347, 384–385, 410–411, 412–413 PHYSICAL SCIENCE Standard 1: Properties and Interactions of Objects and Materials Characteristics of objects can be described using physical properties such as size, shape, color, texture, or magnetism. Interactions change the position and motion of objects. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Objects can be described in terms of the materials of which they are made. Physical properties of materials can be changed by tearing, sifting, sanding, or pounding. 248–249 2. Motion and interaction of objects can be observed in toys and playground activities. 303–307, 308–309, 310–313, 314–315, 396, 410–411 3. Magnets attract and repel each other and certain other materials. Magnetic force passes through materials such as paper, glass, and water. 318–321, 322–323 LIFE SCIENCE Standard 2: Life Cycles and Organisms Life cycles represent the stages an organism passes through from its own birth to the birth of the next generation. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Plants and animals have life cycles that include developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. 103–107, 108–109, 110–111, 114–115, 118–121 2. Generally, offspring resemble their parents. 112–113, 116–117, 118–121

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Scott Foresman Science Oklahoma Science Priority Academic Skills Grade Two

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EARTH/SPACE SCIENCE Standard 3: Properties and Changes of Earth and Sky Earth materials consist of rocks, soils, water, and air. The sun appears to move across sky in the same way every day. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Earth materials can be used as resources (e.g., building materials and for growing plants). 140, 143–145, 146–149, 150–151, 158–159 2. The size and shape of shadows change at different times of the day. 284–285, 292–293



Grade Three

SCIENCE Standards for Inquiry, Physical, Life, and Earth/Space Science The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Observe and measure objects, organisms, and/or events using developmentally appropriate Systems International (SI) units (i.e., meters, centimeters, grams, and degrees Celsius). 26–27, 148, 172, 184–185, 210–211, 234–235, 258–259, 290–291, 324, 378–379, 412–415, 452, 508–511 2. Compare and contrast similar and/or different characteristics in a given set of simple objects, familiar organisms, and/or observable events. 4, 5, 7, 9, 25, 31, 197, 199, 203, 215, 272, 389, 393, 397, 407, 453, 459, 465, 471 Process Standard 2: Classify Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Classify a set of simple objects, familiar organisms, and/or observable events by observable properties. 14–17, 41, 199, 244, 361, 487 2. Arrange simple objects, familiar organisms, and/or observable events in a serial order. 37, 45, 51, 63, 221, 225, 229, 239, 477, 491, 495, 502

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Three Process Standard 3: Experiment and Inquiry Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard. 1. Ask a question about objects, organisms, or events in the environment. 27, 59, 91, 129, 143, 163, 185, 211, 235, 259, 271, 291, 315, 345, 379, 403, 413 2. Plan and conduct a simple investigation. 143, 144, 163, 185, 271, 272, 413, 416, 511, 512 3. Employ simple equipment and tools such as magnifiers, thermometers, and rulers to gather data. 26–27, 90–91, 148, 172, 184–185, 210–211, 234–235, 258–259, 284–289, 290–291, 293, 324, 378–379, 412–415, 452, 508–511 4. Recognize potential hazards and practice safety procedures in all science activities. All activities recognize potential hazards and safety procedures. These are some of the many examples. 26–27, 58–59, 90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 234–235, 314–314, 344–345, 412–413, 440–441, 466–467, 508–511 Process Standard 4: Interpret and Communicate Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing idea, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. 1. Interpret tables, pictorial, and/or simple bar graphs. Many opportunities exist for interpreting tables and graphs. These are some of the many examples. 28–29, 60–61, 92–93, 130–131, 186–187, 208, 212–213, 339, 399, 404–405, 431, 442–443, 460, 500–501 2. Recognize and describe patterns, then make predictions based on patterns. 9, 47, 51, 53, 75, 85, 155, 331 420, 481

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Three 3. Communicate the results of a simple investigation using drawings, tables, graphs, and/or written and oral language. All activities provide the opportunity to communicate results. These are some of the many examples. 26–27, 58–59, 90–91, 128–129, 140–143, 162–163, 184–185, 210–211, 234–235, 314–314, 344–345, 412–413, 440–441, 466–467, 508–511 PHYSICAL SCIENCE Standard 1: Properties of Objects and Materials Describe characteristics of objects based on physical properties such as size, shape, color, or texture. Vibration of materials causes sound. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Objects can be described in terms of the materials of which they are made. Mixtures and solutions can be separated (i.e., sand and marbles; or salt and water). 306–309, 314–315, 316–317, 416 2. Sound is produced by vibrations (i.e., pitch and loudness). 388, 390–395 3. Compare how sound travels through air, water, and/or solids. 396–410, 402–403, 404–405 LIFE SCIENCE Standard 2: Characteristics and Basic Needs of Organisms and Environments All living things have structures that enable them to function in unique and specific ways to obtain food, reproduce, and survive. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Plants and animals have features (i.e., breathing structures, limbs, skin covering, seed dispersal, roots, stems, and leaves) that help them live in environments such as air, water, or land. 26–33, 44, 46–49, 50–53, 54–57, 58–65, 66–67 2. Each plant or animal has different structures that serve different functions in growth and survival (i.e., the way it moves, type of food it needs, and where it lives). 44, 46–49, 50–53, 54–57, 58–65, 66–67, 76

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Three

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3. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. 84–89, 90–95 EARTH/SPACE SCIENCE Standard 3: Properties of Earth Materials Earth materials consist of rocks, soils, water, and air. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Make observations of similarities and differences in rocks and minerals (i.e., size of particles, color pattern, and layering). 198–201, 202–205 2. Soils have properties of color and texture, capacity to retain water, and ability to support the growth on many kinds of plants and animals, including those in our food supply. 68, 206–209, 210–211, 212–213, 251, 272



Grade Four

SCIENCE Standards for Inquiry, Physical, Life, and Earth/Space Science The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure Observing is the first action taken by the learner to acquire new Information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Observe and measure objects, organisms, and/or events (e.g., mass, length, time, volume, temperature) using Systems International (SI) units (i.e., grams, milligrams, meters, millimeters, centimeters, kilometers, liters, milliliters, and degrees Celsius). 133, 165, 200–201, 284, 308–311, 360–361, 394–395, 426–427, 484–487, 492, 538–539, 548, 560–561, 572–575 2. Compare and/or contrast similar and/or different characteristics (e.g., color, shape, size, texture, sound, position, change) in a given set of objects organisms or events. 5, 9, 17, 25, 39, 133, 261, 265, 269, 279, 317, 321, 337, 343 Process Standard 2: Classify Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Classify a set of objects, organisms, and/or events using two or more observable properties (e.g., simple dichotomous keys). 34–35, 69, 250–251

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Four 2. Arrange objects, organisms, and/or events in serial order (e.g., least to greatest, fastest to slowest). 7–9, 69, 77, 87, 95, 99, 101, 187, 387, 437, 439, 443, 455, 543 Process Standard 3: Experiment Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Ask questions about the world and formulate an orderly plan to investigate a question. Most activities provide opportunities for students to meet this standard. These are some of the many examples. 4, 34–35, 66–67, 96–97, 130–131, 162–163, 172–175, 176, 250–251, 274–275, 308–311, 312, 484–487, 488, 572–575, 576 2. Evaluate the design of a scientific investigation. 162–163 3. Design and conduct a scientific investigation. Most activities, in addition to providing the opportunity to carry out a simple investigation, also provide an opportunity to plan an extension. These are some of the many examples. 4, 34–35, 66–67, 96–97, 130–131, 162–163, 172–175, 176, 250–251, 298–299, 308–311, 312, 338–339, 360–361, 484–487, 488, 538–539, 572–575, 576 4. Recognize potential hazards and practice safety procedures in all science investigations. All activities recognize potential hazards and safety procedures. These are some of the many examples. 66–67, 96–97, 172–175, 250–251, 274–275, 298–299, 308–311, 348, 372, 394–395, 484–488, 492, 572–575 Process Standard 4: Interpret and Communicate Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Four 1. Report data using tables, line, bar, trend, and/or simple circle graphs. Most activities have students record data in tables or graphs. These are some of the many examples. 34–35, 66–67, 96–97, 130–131, 162–163, 172–175, 176, 200–201, 226–227, 274–275, 308–311, 312, 338–339, 394–395, 484–487, 488, 572–575, 576 2. Interpret data tables, line, bar, trend and/or simple circle graphs. There are many opportunities for students to interpret tables and graphs. These are some of the many examples. 34–35, 36–37, 68–69, 98–99, 132–133, 172–175, 228–229, 276–277, 428–429, 476–477, 481, 508–509, 516 3. Make predictions based on patterns in experimental data. Most activities require students to make predictions. These are some of the many examples. 27, 66–67, 76, 108–109, 130–131, 226–227, 274–275, 308–311, 338–339, 450–451, 484–487, 538–539, 572–575 4. Communicate the results of investigations and/or give explanations based on data. Most activities have students communicate their results or give explanations. These are some of the many examples. 34–35, 36–37, 68–69, 76, 98–99, 132–133, 140, 162–163, 176, 226–227, 274–275, 308–311, 312, 338–339, 394–395, 426–427, 484–487, 488, 572–575, 576 Process Standard 5: Inquiry Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard. 1. Use different ways to investigate questions and evaluate the fairness of the test. Most activities require students to investigate in different ways. These are some of the many examples. 44, 66–67, 108–109, 162–163, 176, 274–275, 308–311, 312, 338–339, 484–487, 488, 572–575, 576 2. Use a variety of measurement tools and technology. Most activities require students to use a variety of tools and technology. These are some of the many examples. 4, 98–99, 200–201, 284, 308–311, 312, 360–361, 394–395, 426–427, 450–451, 484–487

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Four 3. Formulate a general statement to represent the data. Many activities require students to make general statements about data. These are some of the many examples. 4, 44, 66–67, 130–131, 140, 162–163, 226–227, 308–311, 312, 474–475, 484–487, 488, 538–539, 572–575, 576 4. Share results of an investigation in sufficient detail so that data may be combined with data from other students and analyzed further. 250–251, 360–361 PHYSICAL SCIENCE Standard 1: Position and Motion of Objects The position of a moving object can be described relative to a stationary object or the background. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. 436, 439–441, 442–445, 450–451 2. The motion of an object can be described by tracing and measuring its position over time. 436, 450–451 Standard 2: Electricity Electricity in circuits can produce light. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Some materials are conductors of electricity while others are insulators. 378–379 2. The flow of electricity is controlled by open and closed circuits. 378–381 LIFE SCIENCE Standard 3: Characteristics of Organisms Each type of organism has structures that enable it to function in unique and specific ways to obtain food, reproduce and survive. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

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1. Organisms can survive only in environments in which their needs can be met. 26–33, 76, 96–97, 114–117, 130–131 2. Living organisms can be classified using various characteristics (e.g., habitats, anatomy, behaviors). 10–13, 14–17, 18–25, 34–35, 176 3. Many observable characteristics of an organism, such as the color of flowers or the number of limbs on an animal, are inherited from the parents of the organisms. 32–33 ELEMENTARY EARTH/SPACE SCIENCE Standard 4: Properties of Earth Materials Earth materials consist of rocks, soils, water, and air. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. The processes of erosion, weathering, and sedimentation affect Earth materials. 260, 263–265, 266–269, 308–311, 312 2. Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time (e.g., simulating the formation of fossils). 245



Grade Five

SCIENCE Standards for Inquiry, Physical, Life, and Earth/Space Science The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Observe and measure objects, organisms, and/or events (e.g., mass, length, time, volume, temperature) using Systems International (SI) units (i.e., grams, milligrams, meters, millimeters, centimeters, kilometers, liters, milliliters, and degrees Celsius). Many activities provide opportunities for students to use SI units. These are some of the many examples. 80–81, 164, 178–179, 196, 228, 250–252, 290–291, 336, 340, 372, 394–395, 444, 562–563, 572 2. Compare and/or contrast similar and/or different characteristics (e.g., color, shape, size, texture, sound, position, change) in a given set of objects, organisms, or events. Many opportunities exist for students to compare and contrast. These are some of the many examples. 5, 11, 18, 25, 31, 109, 116–117, 139, 177, 243, 263, 277, 281, 345, 577, 579, 595

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Five Process Standard 2: Classify Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Classify a set of objects, organisms, and/or events using two or more observable properties (e.g., simple dichotomous keys). 4, 28–29, 192, 292–293 2. Arrange objects, organisms and/or events in serial order (e.g., least to greatest, fastest to slowest). 61, 69, 73, 85, 145, 197, 361, 573, 583, 590, 597 Process Standard 3: Experiment Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Ask questions about the world and formulate an orderly plan to investigate a question. Most investigations include opportunities for students to ask questions and plan how to investigate them. These are some of the many examples. 27, 51, 81, 115, 155, 179, 192, 217, 251, 323, 336, 363, 395, 433, 491, 504, 531, 593, 607 2. Evaluate the design of a scientific investigation. 188–191, 192, 332–335, 336, 500–503, 504, 604–607, 608 3. Design and conduct a scientific investigation. 191, 192, 335, 336, 503, 504, 607, 608 4. Recognize potential hazards and practice safety procedures in all science investigations. All investigations require students to be aware of safety practices. These are some of the many examples. 26–27, 50–51, 80–81, 114–115, 154–155, 216–217, 250–251, 372, 394–395, 434–435, 444, 476, 530–531, 562–563, 572

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Five Process Standard 4: Interpret and Communicate Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. 1. Report data using tables, line, bar, trend, and/or simple circle graphs. Most investigations require students to report data in tables or graphs. These are some of the many examples. 26–27, 50–51, 80–81, 82–83, 114–115, 116–117, 154–155, 156–157, 188–191, 250–251, 290–291, 336, 362–363, 364–365, 394–395, 397, 432–433, 562–563 2. Interpret data tables, line, bar, trend, and/or simple circle graphs. Many opportunities exist for students to interpret tables and graphs. These are some of the many examples. 52–53, 82–83, 116–117, 156–157, 180–181, 252–253, 264, 284, 364–365, 409, 411, 532–533, 549, 558, 564–565, 604–607 3. Make predictions based on patterns in experimental data. 178–179, 188–191, 192, 336, 362–363, 404, 476, 572 4. Communicate the results of investigations and/or give explanations based on data. Most activities require students to communicate their results and/or explain their data. These are some of the many examples. 26–27, 50–51, 80–81, 114–115, 154–155, 188–191, 192, 250–251, 290–291, 332–335, 336, 340, 490–491, 504, 508, 604–607, 608 Process Standard 5: Inquiry Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard. 1. Use different ways to investigate questions and evaluate the fairness of the test. 26–27, 50–51, 80–81, 114–115, 154–155, 188–191, 192, 250–251, 290–291, 336

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Five 2. Use a variety of measurement tools and technology. Most activities provide opportunities for students to measure and use technology. These are some of the many examples. 80–81, 164, 178–179, 196, 228, 250–252, 290–291, 336, 340, 372, 394–395, 444, 500–503, 562–563, 572, 604–607 3. Formulate a general statement to represent the data. 188–191, 332–335, 500–503, 604–607 4. Share results of an investigation in sufficient detail so that data may be combined with data from other students and analyzed further. 336, 500–503, 604–607 PHYSICAL SCIENCE Standard 1: Properties of Matter and Energy Describe characteristics of objects based on physical qualities such as size, shape, color, mass, temperature, and texture. Energy can produce changes in properties of objects such as changes in temperature. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Matter has physical properties that can be used for identification (e.g., color, texture, shape). 340, 343–347, 354–357 2. Physical properties of objects can be observed, described, and measured using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers. 26–27, 340 3. Energy can be transferred in many ways (e.g., energy from the Sun to air, water, and metal). 444, 447–453, 454–457, 458–461, 462–465 LIFE SCIENCE Standard 2: Organisms and Environments Organisms within a community are dependent on one another and the environment. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Organisms in a community, interacting populations in a common location, depend on each other for food, shelter, and reproduction. 127–129, 130–135, 136–139, 140–143, 144–147, 154–155, 156–157, 192

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Five

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2. Changes in environmental conditions due to human interactions or natural phenomena can affect the survival of individual organisms and/or entire species. 164, 167–169, 174–177, 178–179 EARTH/SPACE SCIENCE Standard 3: Structure of Earth and the Solar System Interaction between air, water, rocks/soil, and all living things. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers. 274–275, 276–277, 316 2. Weather exhibits daily and seasonal patterns (i.e., air temperature, cloud type, wind direction, wind speed, and precipitation). 231–233, 234–237, 238–241, 242–245, 246–249, 252–253, 336 3. Earth is the third planet from the Sun in a system that includes the moon, the Sun, and eight other planets. 540, 543–554, 548–551, 552–555, 556–561, 562–563, 564–565, 608



Grade Six

SCIENCE Standards for Inquiry, Physical, Life, and Earth/Space Science The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences. SCIENCE PROCESSES AND INQUIRY Process Standard 1: Observe and Measure Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard. 1. Identify qualitative and/or quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event. Many activities provide the opportunity to identify changes. These are some of the many examples. 106–107, 109, 116, 130–131, 140, 154–155, 157, 192–193, 195, 204–207, 237, 282–283, 314–315, 324, 408–409, 500, 514–515 2. Use appropriate tools (e.g., metric ruler, graduated cylinder, thermometer, balances, spring scales, stopwatches) to measure objects, organisms, and/or events. Many activities measurement opportunities. These are some of the many examples. 44–45, 106–107, 109, 154–155, 157, 195, 204–207, 212, 234–235, 237, 258–259, 268, 314–315, 347, 364, 378–379, 420, 514–515, 524–527 3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e. micro-, milli-, centi-, and kilo-) when measuring objects, organisms and/or events. Many activities provide the opportunity to use SI units. These are some of the many examples. 44–45, 154–155, 157, 204–207, 212, 234–235, 237, 258–259, 261, 268, 285, 314–315, 347, 364, 420, 514–515, 524–527

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Six Process Standard 2: Classify Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard. 1. Using observable properties, place an object, organism, and/or event into a classification system (e.g., dichotomous keys). 13, 18–19, 46, 135, 244, 258–259, 292, 397 2. Identify properties by which a set of objects, organisms, or events could be ordered. 44–45, 132–133, 237, 248–249, 258–259, 282–283, 365, 371, 375, 477, 483, 487 Process Standard 3: Experiment Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard. 1. Ask questions about the world and design investigations that lead to scientific inquiry. 43, 107, 131, 193, 204–207, 208, 315, 360, 379, 409, 443, 467, 489, 515, 524–527, 528, 545, 571, 595, 604–607, 608 2. Evaluate the design of a scientific investigation. 130–131, 208, 528, 608 3. Identify variables and/or controls in an experimental setup: independent (tested/experimental) variable and dependent (measured) variable. 130–131, 140, 154–155, 192–193, 204–207, 208, 528, 608 4. Identify a testable hypothesis for an experiment. Most investigations provide the opportunity to identify a hypothesis. These are some of the many examples. 204–207, 378–379, 408–409, 442–443, 466–467, 488–489, 514–515, 524–527, 544–545, 570–571, 594–595, 604–607 5. Design and conduct experiments. Most investigations provide the opportunity to design and conduct experiments. These are some of the many examples. 43, 107, 131, 193, 207, 237, 261, 283, 315, 345, 360, 379, 409, 443, 467, 489, 515, 524–527, 528, 545, 571, 595, 604–607, 608

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Six 6. Recognize potential hazards and practice safety procedures in all science activities. 42, 268, 282–283, 378–379, 490–491, 524–527, 604–607 Process Standard 4: Interpret and Communicate Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. 1. Report data in an appropriate method when given an experimental procedure or data. Most activities provide opportunities for students to record procedures or data. These are some of the many examples. 4, 21, 42–43, 52, 74–75, 76–77, 106–107, 130–131, 154–155, 157, 183, 192–193, 199, 204–207, 234–235, 237, 268, 282–283, 292, 305, 314–315, 344–345, 347, 360, 408–409, 524–527, 604–607 2. Interpret data tables, line, bar, trend, and/or circle graphs. Many opportunities are provided for students to interpret tables and graphs. These are some of the many examples. 9, 20–21, 42–43, 74–75, 76–77, 106–107, 132–133, 154–155, 156–157, 192–193, 204–207, 234–235, 236–237, 260–261, 282–283, 292, 298, 314–315, 316–317, 344–345, 346–347, 360, 524–527, 604–607 3. Evaluate data to develop reasonable explanation, and/or predictions. Many opportunities are provided for students to evaluate data. These are some of the many examples. 42–43, 74–75, 106–107, 116, 130–131, 140, 154–155, 157, 164, 177, 178, 192–193, 194–195, 197, 204–207, 234–235, 236–237, 268, 285, 292, 346–347, 360, 524–527, 604–607 4. Accept or reject hypotheses when given results of an investigation. 204–207, 528, 608 5. Communicate scientific procedures and explanations. Many activities provide opportunities for students to communicate procedures and explanations. These are some of the many examples. 4, 75, 106–107, 130–131, 154–155, 192–193, 207, 234–235, 237, 268, 292, 344–345, 360, 528, 608

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Six Process Standard 5: Inquiry Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard. 1. Use systematic observations, make accurate measurements, and identify and control variables. Most activities provide opportunities for students to make observations and control variables. These are some of the many examples. 4, 13, 52, 74–75, 116, 130–131, 140, 154–155, 157, 164, 192–193, 195, 204–207, 234–235, 237, 282–283, 347, 524–527, 604–607 2. Use technology to gather data and analyze results of investigations. 84, 233, 244, 309, 347 3. Review data, summarize data, and form logical conclusions. Most activities provide opportunities for students to evaluate data and form conclusions. These are some of the many examples. 4, 52, 74–75, 116, 130–131, 132–133, 140, 154–155, 157, 164, 192–193, 195, 204–207, 234–235, 237, 244, 258–259, 260–261, 268, 285, 292, 344–345, 346–347, 524–527, 604–607 4. Formulate and evaluate explanations proposed by examining and comparing evidence, pointing out statements that go beyond evidence, and suggesting alternative explanations. Most activities provide opportunities for students to formulate and evaluate explanations. These are some of the many examples. 75, 130–131, 192–193, 204–207, 234–235, 268, 314–315, 324, 345, 408–409, 442–443, 490–491, 494–495 PHYSICAL SCIENCE Standard 1: Physical Properties in Matter Physical characteristics of objects can be described using shape, size, and mass whereas the materials from which objects are made can be described using color and texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Six 1. Matter has physical properties that can be measured (i.e., mass, volume, temperature, color, and texture). Changes in physical properties of objects can be observed, described, and measured using tools such as simple microscopes, gram spring scales, metric rulers, metric balances, and Celsius thermometers. 244, 247–249, 256–257, 364, 372–373, 420, 442–443, 500, 524–527, 608 2. The mass of an object is not altered due to changes in shape. 367–368 Standard 2: Transfer of Energy Change from one form of energy to another (i.e., electrical energy to light energy). The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Energy exists in many forms such as, heat, light, electricity, mechanical motion, and sound. Energy can be transferred in various ways. 278–279, 476, 478–481, 482–489, 490–491, 500, 502–509, 510–513, 514–515 2. Electrical circuits provide a means of transferring electrical energy when heat, light, and sound are produced (e.g., open and closed circuits). 482–483, 490–491 3. Electric currents and magnets can exert a force on each other. 482–489 LIFE SCIENCE Standard 3: Structure and Function in Living Systems Living systems at all levels of organization demonstrate the complementary nature of structure and function. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Cells are the building blocks of all organisms (both plants and animals). 30–33, 34–37, 38–41, 42–43, 84 2. Living systems are organized by levels of complexity (i.e., cells, organisms, and ecosystems). 86–89, 143–145

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Scott Foresman Science Oklahoma Priority Academic Student Skills Grade Six

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Standard 4: Populations and Ecosystems Populations consist of individuals of a species that occur together at a given place and time. All populations living together and the physical factor with process standard, which they interact, compose an ecosystem. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Some source of energy is needed for all organisms to stay alive and grow. Energy transfer can be followed in food chains and webs. 5, 164, 166–169, 170–175, 176–181, 192–193, 204–205, 208 2. In all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Other relationships may be beneficial. 176–181 EARTH/SPACE SCIENCE Standard 5: Structures of the Earth and the Solar System The earth is mostly rock, three-fourths of its surface is covered by a relatively thin layer of water, and the entire planet is surrounded by a relatively thin blanket of air, and is able to support life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Earth has four main systems that interact: the atmosphere, the hydrosphere, the biosphere, and the geosphere. 214–219, 274–276, 326–331, 332–335, 336–343, 356–359, 360 2. Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. 274–276, 332–335, 356–359, 360 3. The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun). 122, 170, 173, 305

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