Elementary Curriculum Guidelines for Science (Sunshine ...assets.pearsonschool.com/correlations/TS45_G4.pdfElementary Curriculum Guidelines for Science (Sunshine State Standards) Grade

A Correlation of

to the

Palm Beach County

Elementary Curriculum Guidelines for Science (Sunshine State Standards)

Grade Four

T/S-45_G4

Introduction This document demonstrates how Scott Foresman Science meets the Palm Beach County Elementary Curriculum Guidelines for Science (Sunshine State Standards). Page references are to the Teacher’s Edition or to the ancillary. Scott Foresman Reading selections that support the Palm Beach County guidelines are also cited. 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.

Scott Foresman Science to the

Palm Beach County Elementary Curriculum Guidelines for Science (Sunshine State Standards) Grade Four

STRAND A: THE NATURE OF MATTER

GRADE 4: STANDARD 1. The student understands that all matter has observable, measurable properties.

REPORT CARD S1. Understands that all matter has observable, measurable properties.

BENCHMARK SC.A.1.2.1 The student determines that the properties of materials can be compared and measured. (AA: MC) [Link instruction with SC.A.1.2.4]

ESSENTIAL QUESTIONS

? What are mass and volume? Mass and volume are properties of matter. Mass is the amount of matter an object contains, and volume the

amount of space it takes up. Mass is measured in grams (g) and kilograms (kg), and volume is measured in cubic centimeters (cm3), cubic meters (m3), or milliliters (mL), Liters (L) and kiloliters (kL).

? What is density? Density is a property of matter. It compares the mass (amount of matter) per volume (amount of space) in an object. ? How are solids, liquids, and gases different? Solids have a definite volume and shape. Liquids have a definite volume but no definite shape,

so they take the shape of their container. Gases have no definite volume or shape. The motion of particles in matter determines its physical state or phase (if it’s a solid, liquid or gas) and temperature.

? How are density and buoyancy related? Buoyancy is the ability of matter to float or sink in a liquid (or gas). Objects denser than water sink. If a solid is denser than fresh water (1.0g/cm3), it will sink. If a solid’s mass can be spread out over more surface, lowering its mass per unit volume below water (0.99 g/cm3 or lower), it will float.

Scott Foresman Science Teacher Edition

Scott Foresman Science

Scott Foresman Resources GRADE LEVEL EXPECTATIONS AND CONCEPTUAL FRAMEWORK

Lessons Pages Assessments SF Science SF Reading GLE 1 - The student uses a variety of physical properties and measurements to compare and contrast matter. 1. Student identifies matter as anything in the universe

that has mass and volume. 2. Student classifies (groups) and sorts matter into

solids, liquids, and gases.

Chapter 11 Chapter 11 Lesson 2 Chapter 11 Review & Test Prep

313 322-327 342-343

Examview 313C, 313H, 342 FCAT Science Test Prep Ancillary 73, 74, 75, 77, 146

Activity Flip Chart 313E Leveled Readers 313A Quick Study Ancillary 72, 73

1


Teacher Edition Scott Foresman

Science Scott Foresman Resources GRADE LEVEL EXPECTATIONS

AND CONCEPTUAL FRAMEWORK Lessons Pages Assessments SF Science SF Reading

(continued) 3. Student measures mass and volume and calculates

density to compare and contrast different types of matter.

4. Student investigates the relationship between density (concentration of matter) and buoyancy (why objects sink or float.)

Assessment Book Chapter 11 Test, 69-72; Unit C Test, 93-96

Take It to the Net 313 Quick Activity Transparencies 322 FCAT Benchmark Mini-Lesson Ancillary 36

2

STRAND A: THE NATURE OF MATTER GRADE 4: STANDARD 1. The student understands that all matter has observable, measurable properties.


BENCHMARK SC.A.1.2.2 The student knows that common materials can be changed from one state to another by heating and cooling. (CS: MC)

ESSENTIAL QUESTIONS ? Why does heating and cooling change matter? Adding heat to any state of matter speeds up the motion of the particles that make up the

matter. Because the solid, liquid, and gas states of matter are determined by the motion of particles, adding heat will change the matter to its next state or phase. For example, adding enough heat to ice cubes will change the ice into water, continuing to add heat will change the water into water vapor (a gas). Reversing by cooling the vapor (taking away heat) will turn the water vapor back into water and more cooling will turn the water back into ice. Heating and cooling changes matter from one phase to another because it changes the motion of the particles that make up the matter.

? What does a thermometer really measure? Thermometers measure the ‘kinetic energy’ (energy of the motion) of the particles that make up matter. The design of a thermometer is actually based on the principle that matter expands when it gains heat and contracts when it loses heat. When a thermometer touches a material that is having its particles speeded up because they are gaining heat, conduction (the movement of heat through objects that are touching) speeds up the particles of the liquid in the thermometer. The liquid inside the thermometer expands and moves up the tube. Cooling slows the particles down and so the liquid contracts moving down the tube. This is why it is important to keep the thermometer in or on the material it is measuring for accuracy. If it is not touching the material, it is not measuring the particle motion of the material.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that heating or cooling matter will speed up or slow down the motion of the particles of matter causing a phase change. 1. Student reviews solid, liquid, and gas as the three

most common phases of matter. 2. Student demonstrates that heat is the energy from the

motion of particles of matter. 3. Student illustrates how temperature actually measures

the motion of the particles of matter as heat.


313 332-337 342-343

Examview 313C, 313H, 342, 345C, 345H, 364 FCAT Science Test Prep Ancillary 75, 76, 78, 79, 109, 147

Leveled Readers 313A, 345A Every Student Learns 337, 352 Quick Study Ancillary 76, 77, 78, 79

4.6 Children of Cay, 630a-647l

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(continued) 4. Student investigates the effects of heating and cooling

solid, liquid, and gas materials. 5. Student measures and records temperature changes in Celsius and Fahrenheit degrees.

Chapter 12 Lesson 1 Chapter 12 Review & Test Prep

350-353 365

Assessment Book Chapter 11 Test, 69-72; Chapter 12 Test, 73-76; Unit C Test, 93-96

Take It to the Net 313 Quick Activity Transparencies 350

4

STRAND A: THE NATURE OF MATTER GRADE 4: STANDARD 1. The student understands that all matter has observable, measurable properties.


BENCHMARK SC.A.1.2.4 The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. (AA: MC)

ESSENTIAL QUESTIONS

? What is a solution? A solution is a special kind of mixture in which one substance is evenly dissolved into another substance. (The parts getting dissolved are called the solute, and the part the solute is dissolved into is called the solvent.)

? What is solubility? Solubility is a ‘property of matter’ that determines if one substance can be dissolved in another, like sugar dissolving into water. Solubility is recorded as the amount in grams of a substance (solid, liquid or gas) that can be dissolved in a specific volume of water (which is considered the universal solvent).

? How are solutions different from mixtures? The parts of mixtures are unevenly mixed. For example, one scoop of Raisin Bran cereal may have more raisins than another scoop (so mixtures are heterogeneous). The parts of solutions are evenly mixed. For example, every sip of salt water tastes the same because the salt is evenly mixed throughout the water (so solutions are homogeneous). The phrase ‘even-solutions and mixed-up mixtures’ may help students remember this difference.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that a solution is a type of mixture in which one substance is dissolved into another substance evenly. 1. Student knows a solution forms only if one material

dissolves in another. 2. Student identifies solubility as a property of matter and

a measure of the amount of a material that will dissolve into another material.

3. Student investigates the solubility of different substances in water.

4. Student investigates how dissolving solids in water affects the density of the water.

5. Student compares and contrasts mixtures and solutions.


313 328-331 342-343

Examview 313C, 313H, 342 FCAT Science Test Prep Ancillary 74, 75, 78, 146 Assessment Book Chapter 11 Test, 69-72; Unit C Test, 93-96

Activity Flip Chart 313E Leveled Readers 313A Every Student Learns 330 Quick Study Ancillary 74, 75 Take It to the Net 313

5





(continued) Quick Activity Transparencies 328 FCAT Benchmark Mini-Lesson Ancillary 37

6

STRAND A: THE NATURE OF MATTER

GRADE 4: STANDARD 2. The student understands the basic principles of the atomic theory.

REPORT CARD S2. Understands the basic properties of atomic theory.

BENCHMARK SC.A.2.2.1 The student knows that materials may be made of parts too small to be seen without magnification. (CS: MC)

ESSENTIAL QUESTIONS

? How are the particles arranged in solids, liquids, and gases? A solid’s particles are close together in neat, even stacks that vibrate back and forth slowly in the same spot (beside the same neighbor). Liquid particles move quickly, slipping and sliding around each other and stay relatively close together (in the same neighborhood). Gas particles move very fast and spread out filling any container they are in and moving out (of the neighborhood) as soon as the container is opened.

? What changes the state or phase of matter? The motion of its particles changes the state or phase of matter. Students may think it is heating and cooling of temperature, but these are the effects of particles’ motion, not the cause. Because each different type of matter has its own unique boiling and melting point, the answer can only be particle motion.

? How do microscopes improve scientific observations? Microscopes enable scientists to observe objects and organisms hundreds of times their normal size.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows matter is made of particles too small to be seen.

Nature Of Matter 1. Student knows matter is made of smaller particles that

move and can describe their arrangement in solids, liquids, and gases.

2. Student knows that particle movement determines the state and temperature of matter.

Chapter 11 Chapter 11 Lesson 1 Chapter 11 Lesson 4 Chapter 11 Review & Test Prep

313 319-321 334-335 342-343

Examview 313C, 313H, 342 FCAT Science Test Prep Ancillary 73, 76 Assessment Book Chapter 11 Test, 69-72; Unit C Test, 93-96

Activity Flip Chart 313E Leveled Readers 313A Every Student Learns 320 Quick Study Ancillary 70, 71, 76, 77 Take It to the Net 313

7






GLE 2 – The student uses scientific tools (hand lens and microscope) to observe and study minute details of objects.

Life Science (Organic Matter) 1. Student compares observations of objects and

organisms using a hand lens and then a microscope.

2. Student calculates the ‘total magnification’ when using different microscope lenses.

Science Tools Chapter 1 Directed Inquiry Chapter 1 Directed Inquiry Chapter 1 Lesson 1

xxviii 1D 4 7

Assessment Book Chapter 1 Test, 1-4; Unit A Test, 21-24

Activity Flip Chart 1E Lab Zone Science 1D, 4 Leveled Readers 1A Quick Study Ancillary 2, 3 Take It to the Net 4 Quick Activity Transparencies 17

8

STRAND B: ENERGY

GRADE 4: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.

REPORT CARD S3. Understands the interaction of matter and energy.

BENCHMARK SC.B.1.2.1 The student knows how to trace the flow of energy in a system. (AA: MC, SR) [Also see SC.G1.2.1.]

ESSENTIAL QUESTIONS

? What is a food chain? A food chain is a diagram (or description) of the way energy moves through an ecosystem. ? What are the three levels of every food chain? The three levels of every food chain are producers, the green plants; consumers, organisms

that eat plants and/or other animals; decomposers, organisms that obtain food by breaking down the matter of other dead organisms. ? How is energy transferred along a food chain? Energy is transferred from plants that use sunlight energy to make food to animals eating the

plants or other animals that eat the plants. ? What form of energy is always at the beginning of every food chain? All food chains start with energy from sunlight. (If sunlight isn’t shown,

it is always implied.)




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows how energy flows through a habitat in the food chain. 1. Student knows an organism is any living thing. 2. Student knows a habitat is a place in an ecosystem

where an organism normally lives. 3. Student knows that a food chain transfers energy

through various stages in the feeding patterns of a series of animals.

4. Student identifies a producer as any organism that makes food by photosynthesis.

5. Student identifies a consumer as any organism that eats other organisms for food.

6. Student identifies a decomposer as any organism that eats or obtains nutrients by breaking down organic matter from dead organisms.

7. Student designs possible food chains for various habitats.

Chapter 3 Chapter 3 Lesson 1 Chapter 3 Lesson 2 Chapter 3 Lesson 3 Chapter 3 Review & Test Prep

73 79-83 84-89 90-95 100-101

Examview 73C, 73H, 100 FCAT Science Test Prep Ancillary 13, 14, 15, 16 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 21-24

Activity Flip Chart 73E Leveled Readers 73A Every Student Learns 80, 87, 93 Quick Study Ancillary 20, 21, 22, 23, 24, 25 Take It to the Net 73

9





(continued) Quick Activity Transparencies 78, 84, 90 FCAT Benchmark Mini-Lesson Ancillary 10, 11, 12

10

STRAND B: ENERGY



BENCHMARK SC.B.1.2.2 The student recognizes various forms of energy. (AA: MC. Also assessed as B.1.2.4) [Link instruction with SC.B.1.2.4]

ESSENTIAL QUESTIONS

? What is sound? Sound is a form of energy produced by vibration that travels as a mechanical wave through matter. The vibration pushes particles of matter next to it thereby compressing the matter and sending a wave of energy through the matter. Humans and other organisms hear sounds with their ears.

? What is loudness? A measure of the energy in a sound wave, loudness is how strong or weak a sound is. Loud sounds have more energy and soft sounds have less energy. Sometimes loudness is described as volume. Turning up the volume of a radio pushes more electricity through the speakers making stronger vibrations and louder sounds. (The loudness of a sound is determined by the amplitude of the sound wave. The higher the amplitude, the louder or more intense the sound.)

? What is pitch? Pitch is a measure of how high or low a sound’s tone is as determined by how fast the sound is vibrating every second ( frequency). The faster the vibrations per second, the higher the pitch; the slower the vibrations per second, the lower the pitch. (Frequency

measures the number of wavelengths of sound per second.)




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows the relationship between the attributes of all waves and the attributes of sound waves. 1. Student identifies sound as a form of energy heard by

the ear that travels through matter as mechanical waves caused by vibration.

2. Student knows loudness measures a sound’s energy; stronger vibrations make louder sounds and weaker vibrations make softer sounds.

3. Student knows pitch is how high or low a sound is; faster vibrations make higher pitches and slower vibrations make lower pitches.

4. Student investigates vibrations, loudness, pitch, and hearing sound.

Chapter 14 Lesson 1 Chapter 14 Lesson 2 Chapter 14 Review & Test Prep

408-411 412-415 430-431


Activity Flip Chart 401E Leveled Readers 401A Every Student Learns 414 Quick Study Ancillary 92, 93, 94, 95

4.1 Making Music, 94-95l 4.6 On The Beat, 628-629l

11





(continued) Quick Activity Transparencies 412 FCAT Benchmark Mini-Lesson Ancillary 47, 48

12

STRAND B: ENERGY



BENCHMARK SC.B.1.2.2 (continued) The student recognizes various forms of energy. (AA: MC. Also assessed as B.1.2.4) [Link instruction with SC.B.1.2.4]

ESSENTIAL QUESTIONS

? What is static electricity? Static electricity is the buildup of electrical charges on an object usually caused by friction (rubbing). Static charges stay on the object not moving. Even though they may have moved to get on the object, they stay on the object until discharged which can cause a little spark or a lightening bolt depending on the amount of charges that have built up. Static electricity is a form of energy and a property of charged matter which causes the forces of attraction and repulsion between objects.

? How do the particles of matter cause static electricity? Matter is made of particles that have charges. A particle can have a positive (+) charge, negative (-) charge, or no charge at all. If the matter has an equal number of positive and negative charges, it is neutral. Rubbing some matter can move negative charges (electrons) from one object to another. Eventually the charges that build up on an object move off the object in a sudden brief flow of electrons called a static electric discharge. Lightning is an example of a huge static electric discharge.

? What is an electric force? An electric force is the push (repelling) or pull (attracting) between objects with different charges. (Easily demonstrated with statically-charged balloons, styrofoam cups, or scotch tape.)

? What is an electric field? An electric field is the region where electric forces (repelling or attracting) occur around an object. A positive electric field will attract a negative field and repel a positive field. (Electricity and magnetism are closely related because both are caused by negative and positive charges in matter.)




Lessons Pages Assessments SF Science SF Reading GLE 2 – The student knows that static electricity is a form of electrical energy. 1. Student identifies static electricity as a build up of

electric charges on matter. 2. Student investigates statically charged objects that

attract or repel each other to see the effects of electric force.

3. Student identifies attracting and repelling electrical forces and determines what causes an electric (force) field.


369 375-377 398

Examview 369C, 369H, 398 FCAT Science Test Prep Ancillary 85 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 93-96

Activity Flip Chart 369E Lab Zone Science 369D, 372 Leveled Readers 369A

13





(continued) Every Student Learns 376 Quick Study Ancillary 82, 83 Take It to the Net 369 FCAT Benchmark Mini-Lesson Ancillary 41

14

STRAND B: ENERGY



BENCHMARK SC.B.1.2.2 (continued) The student recognizes various forms of energy. (AA: MC. Also assessed as B.1.2.4) [Link instruction with SC.B.1.2.4]

ESSENTIAL QUESTIONS

? What is electric current? Electric current is the continuous flow (motion) of electric charges. (This is unlike static charges which do not move except when discharged.)

? What are some ways to control current? Different types of materials (matter) allow charges to flow through them differently. Conductors are materials that allow current (moving charged particles) to pass through them easily. Insulators are materials that do not allow electrons to pass through easily.

? What is a circuit? A circuit is the path an electrical current flows through. Think of a circuit as a big loop. In order for the electrons to flow through the loop, the path must have no breaks in it; it must be closed. A ‘closed’ circuit has no breaks. An ‘open’ circuit has a break so the flow of electrons stops. There are different parts to a circuit: the energy source (battery or outlet), the load (appliance: light bulb, buzzer, etc.), the wire, and the switch which opens and closes the circuit.

? How are “series circuits” and “parallel circuits” different? A series circuit has only one path for the current to flow. Every appliance is connected in line or series so the current flows from one load to the next in a single path. The disadvantage is if one appliance malfunctions opening the circuit, the current stops and all the other appliances fail. A parallel circuit has more than one path for the current to flow. The current moves to each appliance or can bypass it moving on to the next.




Lessons Pages Assessments SF Science SF Reading GLE 3 – The student knows that electricity, a form of energy, is the continuous flow of electric charges through matter. 1. Student differentiates between static electric (still

charges) and current electric (moving charges) energy.

2. Student investigates ways to control current electricity (conductors, insulators, switches, resistors etc.)

3. Student experiments with different open and closed circuit models.


369 375-377 378-381 398-399



4.6 Out of the Blue, A Really Bright Idea, 666a-683l

15





(continued) 4. Student compares and contrasts series and parallel

circuits.

Every Student Learns 376, 380 Quick Study Ancillary 82, 83, 84, 85 Take It to the Net 369 Quick Activity Transparencies 378 FCAT Benchmark Mini-Lesson Ancillary 41, 42

16

STRAND B: ENERGY



BENCHMARK SC.B.1.2.3 The student knows most things that emit light also emit heat. (CS: MC)

ESSENTIAL QUESTIONS

? Why does thermal energy stop flowing between objects when they reach the same temperature? Thermal energy can only flow from hotter objects to cooler objects.

? What are some ways man uses solar energy? Solar ovens can cook food. Solar panels can heat water. Solar cells can produce electricity and charge batteries.

? How does burning fuel produce thermal energy? Most fuels contain carbon compounds. When fuels burn, energy stored in the chemical bonds of carbon compounds are released as heat (thermal energy). Carbon atoms in the fuel combine with oxygen in the air forming carbon dioxide. (Carbon dioxide, a ‘greenhouse gas,’ is responsible for global warming.)

? What is waste heat? Waste heat is thermal energy that is not used. Heat is a by-product of almost every way energy is produced and is frequently wasted when making and using energy.




Lessons Pages Assessments SF Science SF Reading GLE 1 -The student knows that solar energy (sunlight) also carries thermal energy (heat) that can be useful. 1. Student knows that energy given off by the sun carries

both light and heat. 2. Student investigates ways to produce and use heat

(thermal energy) from sunlight (solar energy.) 3. Student analyzes information about temperature using

thermometers. 4. Student knows when fuels burn, carbon and oxygen

combine to form carbon dioxide and release heat (thermal energy.)

5. Student recognizes that any time energy is produced or used, waste heat is produced that is not useful and may be harmful.

Chapter 12 Chapter 12 Lesson 1 Chapter 12 Lesson 2 Chapter 12 Guided Inquiry Chapter 12 Review & Test Prep

345 351-353 358-359 360-361 364-365


Activity Flip Chart 345E Leveled Readers 345A Every Student Learns 352, 358 Quick Study Ancillary 78, 79, 80, 81 Take It to the Net 345

17





(continued) Workbook 113 FCAT Benchmark Mini-Lesson Ancillary 39, 40

18

STRAND B: ENERGY



BENCHMARK SC.B.1.2.4 The student knows the many ways in which energy can be transformed from one type to another. (Assessed as SC.B.1.2.2.) [Link instruction with SC.B.1.2.2.]

ESSENTIAL QUESTIONS

? Can electricity produce a magnet? As moving electrical charges (current electricity) pass through a wire, a magnetic field (attractive force) is produced. Wrapping the wire into a coil will increase the strength of the magnetic field. An even stronger magnetic field can be produced by wrapping the coils of wire around an iron rod (magnetizing the rod, producing a powerful magnet called an electromagnet). [Students should experiment to see how these changes affect the strength of an electromagnet.]

? Why is an electromagnet a temporary magnet? When the current is removed, the wire and metal rod lose their magnetic properties. It has a magnetic field only when there is an electric current flowing through the wire. (Danish physicist Hans Christian Oersted was the first to discover that electric current produces a magnetic field around a wire.)

? Can magnets be used to produce electricity? British physicist Michael Faraday (1831) proved that moving a magnet past a wire can produce a current. The process of creating electric current from an electromagnet is called electromagnetic induction. Today all the electricity in homes and schools is produced by electromagnetic induction.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that moving electrical charges produce magnetic forces and moving magnets produce electric current. 1. Student knows that being magnetic means having the

property to attract iron and other metals (iron alloys) with a surrounding field of force.

2. Student recognizes an energy transfer is a change of energy from one form of energy to another (e.g. an electrical current produces a magnetic effect.)

3. Student constructs a simple electromagnet and experiments to make it stronger.

4. Student constructs a simple generator (uses a magnet to produce a current.)

Chapter 13 Directed Inquiry Chapter 13 Lesson 4 Chapter 13 Lesson 5 Chapter 13 Guided Inquiry

369D 386-389 390-393 394-395

Examview 369C, 369H, 398 FCAT Science Test Prep Ancillary 87, 88, 90, 110, 147 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 93-96

Lab Zone Science 369D, 394 Leveled Readers 369A Every Student Learns 388, 391 Quick Study Ancillary 88, 89 Take It to the Net 394

19




Lessons Pages Assessments SF Science SF Reading (continued) Chapter 13

Review & Test Prep

398-399

Quick Activity Transparencies 386, 390 FCAT Benchmark Mini-Lesson Ancillary 44, 45

20

STRAND B: ENERGY



BENCHMARK SC.B.1.2.5 The student knows that various forms of energy (e.g. thermal) can be measured in ways that make it possible to determine the amount of energy transformed. (CS: MC Assesses B.1.2.6.) [Link instruction with SC.B.1.2.6.]

ESSENTIAL QUESTIONS

? What is a magnet and how does it work? A magnet is any material that attracts iron. All magnets have certain properties in common. They have two oppositely charged poles, positive and negative (also called north and south), where their magnetic force is the strongest. The opposite poles of two magnets will attract (pull together) each other. The like poles will repel (push apart) each other. The attractive and repulsive force between the poles of magnets is called magnetic force.

? What is a magnetic field? A magnetic field is the region around a magnet that is affected by magnetic forces. The magnetic field is strongest at the poles of the magnet.

? What is a compass and how does it work? A compass is a tool used to determine the direction energy is flowing in a magnetic or electric field. The compass needle is lightweight, magnetic, and free turning, and is attracted by the opposite north and south seeking poles of the Earth’s magnetic field. The compass needle points north aligning itself along an imaginary line connecting the north and south poles of the Earth and can be used to determine the cardinal directions: north, south, east, and west.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student extends and refines the use of a variety of tools to measure the gain or loss of energy. 1. Student knows that magnets attract iron and that the

unlike (opposite) poles of magnets attract each other, but the like (same) poles repel each other.

2. Student knows that Earth acts like a magnet producing a gigantic magnetic field in space around itself.

3. Student knows a compass is a tool that can determine direction and also detect magnetic or electric fields of force.

4. Student constructs a simple compass and uses it to detect magnetic effects.


352-353 365


Activity Flip Chart 345E Leveled Readers 345A Every Student Learns 352 Quick Study Ancillary 78, 79 Quick Activity Transparencies 350

21

STRAND B: ENERGY



BENCHMARK SC.B.1.2.6 The student knows ways that heat can move from one object to another. (Assessed as B.1.2.5.) [Link instruction with SC.B.1.2.5.]

ESSENTIAL QUESTIONS

? What is heat? Heat is the movement of thermal energy between different matter that is at different temperatures. ? How does thermal energy naturally transfer? Heat always moves from hot matter to cold matter. ? What is conduction? Conduction is the movement of heat from hotter matter to colder matter it is touching. This transfer of thermal energy is

caused when particles in the hotter matter bump into and speed up the particles in the colder matter and continues until both pieces of matter are the same temperature.

? What is convection? Convection is the movement of heat energy in a fluid (liquid or gas) in which warmer fluids ‘rise’ and cooler fluids ‘sink’ creating a current (flow) from hot to cold.

? What is radiation? Radiation is the movement of tiny ‘bundles of light’ energy (called photons) that include both light and heat in waves from the sun to the Earth through empty space.




Lessons Pages Assessments SF Science SF Reading GLE 1 -The student knows ways thermal energy is transferred. 1. Student knows heat is the transfer of thermal energy

between matter that is different temperatures. 2. Student investigates conduction and describes the

energy transfer that takes place in the particles of matter.

3. Student investigates convection and describes the energy transfer and the flow of particles that take place.

4. Student investigates radiation and describes how the sun’s energy transfers light and heat to the Earth.


345 354-359 364-365

Examview 345C, 345H, 364 FCAT Science Test Prep Ancillary 80, 81, 82, 83, 84, 110 Assessment Book Chapter 12 Test, 73-76; Unit C Test, 93-96


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(continued) FCAT Benchmark Mini-Lesson Ancillary 40

23

STRAND C: FORCE AND MOTION

GRADE 4: STANDARD 1. The student understands that types of motion may be described, measured, and predicted.

REPORT CARD S4. Understands that motion may be described, measured, and predicted.

BENCHMARK SC.C.1.2.1 The student understands that the motion of an object can be described and measured. (CS: MC)

ESSENTIAL QUESTIONS

? What is relative motion? Relative motion is the movement of an object compared to a frame of reference (the other objects around it). ? What is velocity? Velocity is the measure of how fast an object is moving in a certain direction (speed with a vector). The most commonly used

directions (vectors) are north, south, east, west, left, right, up, and down. [Think: velocity = speed with a vector.] ? How are speed and velocity alike? Both speed and velocity are calculated by dividing the distance an object has moved by the time it took to

move there (s = d/t : v = d/t), but velocity always includes a vector. ? How are speed and velocity different? Speed does not include an object’s direction. Velocity always includes the direction an object is

moving.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that velocity describes change in distance over time. 1. Student identifies ‘motion’ as a change in an object’s

position, speed and direction relative to other objects around it.

2. Student describes velocity as the measure of how fast an object is moving in a certain direction.

3. Student observes, measures and records distance, direction, and time data of various objects.

4. Student calculates velocity of various objects using distance, time, and direction data.

5. Student compares and contrasts speed and velocity.


440-441 454-455

Examview 433C, 433H, 454 FCAT Science Test Prep Ancillary 97, 98, 112 Assessment Book Chapter 15 Test, 85-88; Unit C Test, 93-96


24





(continued) Quick Activity Transparencies 438, 440 FCAT Benchmark Mini-Lesson Ancillary 50

25




BENCHMARK SC.C.1.2.1 (CONTINUED) The student understands that the motion of an object can be described and measured. (CS: MC)

ESSENTIAL QUESTIONS

? What is force? Force is either a push or a pull applied to an object. ? What causes motion? Motion is caused when unbalanced forces are applied to an object. Forces act in pairs opposite in direction to each

other. If a pair of forces are balanced (equal in strength), the object is ‘at rest’ (not moving). However, when one force becomes stronger than the other (unbalancing the pair of forces), the object begins to move in the direction the stronger force is applied.

? What causes acceleration? Acceleration measures the change in speed or direction an object is moving. The more force applied, the faster an object will move. Adding force to one side of an object at rest will start the object in motion changing its velocity. Likewise adding more force to an object already in motion will speed up the object as long as the force is added in the direction the object is moving.

? What does a spring scale measure? A spring scale measures the amount of force pulling on it (in Newtons.) A Newton is the SI (system international ) unit of force. [One Newton equals the force needed to accelerate 1 kilogram of mass 1 meter per second every second (1 N = 1 kg/m/s2.).] Some spring scales are calibrated with gram and Newton scales. Use the Newton scale when measuring force and the gram scale when measuring mass.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows a force is a push or pull that produces acceleration of a body in the direction the force is applied. 1. Student knows a force is any push or pull applied to an

object. 2. Student observes and measures the effects of applying

additional force to resting objects. 3. Student plans and conducts an experiment comparing

acceleration down smooth and rough ramp surfaces. 4. Student measures force in Newtons using a spring

scale.

Chapter 15 Chapter 15 Lesson 2 Chapter 15 Lesson 3 Chapter 15 Guided Inquiry

433 442-445 446-447 450-451


Activity Flip Chart 433E Lab Zone Science 433D, 436 Leveled Readers 433A Every Student Learns 443, 449

4.1 The American Railroad, 68-69l 4.3 John Henry, 260a-281l

26





(continued) Chapter 15 Review & Test Prep

454-455 Quick Study Ancillary 102, 103, 104, 105 Take It to the Net 433 Quick Activity Transparencies 442 FCAT Benchmark Mini-Lesson Ancillary 51, 52

27




BENCHMARK SC.C.1.2.2 The student knows that (sound) waves travel at different speeds through different materials. (AA: MC Also assesses SC.B.1.2.4)

ESSENTIAL QUESTIONS

? Why does sound need matter? Sound is produced when matter vibrates and sound needs a medium, some form of matter, to travel through. This is because sound is a form of mechanical wave energy started by a disturbance causing a vibration that sets the particles of matter around it in motion in all directions. For the sound energy to continue to move outward (propagate), it needs to compress other particles of matter. Without matter to compress, there can be no waves and no sound.

? Why does sound change speed and pitch when it passes from one form of matter to another? All matter is made of particles, but not all the particles are the same distance apart. The particles in solids are closer together than liquids and gases are spread far apart. Changing from one form of matter to another a sound wave will have either more or less particles to compress which makes the wave change speed and the sound change pitch (frequency).




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student understands that waves of energy behave differently in different medium (matter.) 1. Student knows sound waves need matter (solids,

liquids, or gases) to travel through. 2. Student knows that sound waves travel at different

speeds through different matter. 3. Student recognizes that when sound changes speed, it

also changes pitch. 4. Student investigates the change in pitch associated

with a change in speed of sound through different medium (matter.)


401 418-419 420-425 430-431

Examview 401C, 401H, 430 FCAT Science Test Prep Ancillary 91, 92, 93, 94, 95, 96, 111, 149 Assessment Book Chapter 14 Test, 81-84; Unit C Test, 93-96

Activity Flip Chart 401E Leveled Readers 401A Every Student Learns 418, 421 Quick Study Ancillary 96, 97, 98, 99 Take It to the Net 401

28





(continued) Quick Activity Transparencies 420 FCAT Benchmark Mini-Lesson Ancillary 46, 49

29


GRADE 4: STANDARD 2 The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.

REPORT CARD S5. Understands the interaction of force and motion.

BENCHMARK SC.C.2.2.1 The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)

ESSENTIAL QUESTIONS

? What is gravity? Gravity is the force of attraction (pulling force) between objects that have mass. The strength of gravity between objects depends on two things: the mass of the objects and the distance between them.

? What is weight? Weight is the measure of the pulling force of gravity on an object. Weight can vary depending on mass (more massive objects have more pulling force) or distance (the further an object is from the center of gravity the less pulling force).

? What is friction? Friction is a force that opposes motion between the surfaces of two objects that are touching each other. Friction might prevent motion from starting or resist motion in progress. The amount of friction between two surfaces depends on two things: what the surfaces are made of and how hard they are pressing against each other.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student understands that gravity is the force of attraction between all objects that have mass. 1. Student demonstrates that Earth’s gravity is so

strong it causes objects near the Earth to fall towards Earth.

2. Student weighs objects to measure the force of gravity.


433 446-447 454-455



4.5 Meet the Universe’s Main Attraction…Gravity, 594-595l

30






GLE 2 – The student understands friction is a force that resists motion when two surfaces are touching each other. 1. Student demonstrates how friction opposes motion. 2. Student investigates friction between solid

surfaces sliding against each other.

Chapter 15 Chapter 15 Lesson 2 Chapter 15 Guided Inquiry Chapter 15 Review & Test Prep Chapter 16 Chapter 16 Lesson 2

433 445 450-451 454-455 457 468-469

Examview 433C, 433H, 454, 457C, 457H, 478 FCAT Science Test Prep Ancillary 99, 102 Assessment Book Chapter 15 Test, 85-88; Chapter 16 Test, 89-92; Unit C Test, 93-96

Lab Zone Science 433D, 450-451 Leveled Readers 433A, 457A Every Student Learns 449, 470 Quick Study Ancillary 102, 103 Take It to the Net 433, 457 FCAT Benchmark Mini-Lesson Ancillary 51

31




BENCHMARK SC.C.2.2.1 (continued)The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)

ESSENTIAL QUESTIONS

? What is a lever? A lever is a long rigid bar that rests on and pivots around a support called a fulcrum. Applying a force (called the effort) to one part of the lever causes the load (resulting force) at another place on the lever to move. Levers are classified (grouped) by the location of their fulcrum in relation to the effort force and load (resulting force).

? What is a pulley? A pulley is a wheel with a rope wrapped around it. When the rope is pulled, the wheel rotates around a fixed axle as the rope rides in a groove in the wheel. There are two types of pulleys: fixed and movable. In a fixed pulley system, the load moves. In a movable pulley system, the pulley moves with the load.

? What is a wheel and axle? A wheel and axle is a wheel connected to a shaft, called the axle, inserted through the middle of the wheel. The wheel (disk or knob) is fixed to the axle and so any force that is applied to the wheel transfers to the axle and vise versa. The difference in size between the wheel and its axle magnifies the force transferred to the axle.

? How do simple machines make work easier? All simple machines transfer force by either changing the direction of the force applied or the strength of the force needed to move an object or both. Most simple machines make work easier by allowing you to use less force to move an object. The catch is that the force must be applied over a greater distance. Other machines may move objects farther and faster but they require a larger force over a shorter distance.




Lessons Pages Assessments SF Science SF Reading GLE 3 – The student understands how simple machines are used to make work easier. 1. Student knows that simple machines transfer force by

changing the direction or strength of the force. 2. Student identifies the fulcrum as the pivot point of a

lever and investigates how different levers function. 3. Student knows ‘work’ is done when a force moves a

mass (object) through a distance.

Chapter 16 Chapter 16 Lesson 1 Chapter 16 Guided Inquiry

457 463-467 474-475

Examview 457C, 457H, 478 FCAT Science Test Prep Ancillary 103, 104, 107, 108


32





(continued) 4. Student identifies different types of pulley systems and

investigates how they work. 5. Student identifies a wheel and axle as a type of simple

machine with a round disk that revolves around a central axis.

Chapter 16 Review & Test Prep

478-479 Assessment Book Chapter 16 Test, 89-92; Unit C Test, 93-96

Every Student Learns 466 Quick Study Ancillary 106, 107 Take It to the Net 457 Quick Activity Transparencies 462 FCAT Benchmark Mini-Lesson Ancillary 53

33




BENCHMARK SC.C.2.2.1 (continued) The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)

ESSENTIAL QUESTIONS

? How does an inclined plane make work easier? It takes less force to move an object up a ramp (inclined plane) than it does to lift the object straight up. The tradeoff is that the object must be moved a greater distance, the entire length of the ramp, to achieve the same height.

? How is a screw really another form of the inclined plane? A screw is an inclined plane wrapped around a cylinder. The spiral ridges around the shaft of the screw are called threads. As the screw is turned, the threads pull the object up the shaft. It takes less force to turn a screw than to pound a nail the same size, however, the screw needs to be turned many times while the nail can be driven with just a few taps with a hammer.

? How is a wedge like an inclined plane? A wedge is a moving inclined plane. Unlike a ramp that does not move, a wedge is used to split or lift objects. Force is applied to the large wide end of the wedge and gets transferred to the sides. It takes less force to drive a wedge into or under an object than it does to separate or lift the object yourself. Cutting tools like axes, scissors, blades, nails, and plows are examples of wedges.




Lessons Pages Assessments SF Science SF Reading GLE 3 (Continued) – The student understands how simple machines are used to make work easier. 6. Student identifies an inclined plane as a type of simple

machine with a slanted surface that makes it easier to move a mass (object) from a lower point to a higher point, like a ramp.

7. Student identifies a screw as an inclined plane wrapped around a cylinder.

8. Student identifies a wedge as a moving single or double inclined plane.

9. Student investigates the various types of inclined planes and their uses.

Chapter 16 Chapter 16 Lesson 2 Chapter 16 Guided Inquiry Chapter 16 Review & Test Prep

457 468-473 474-475 478-479

Examview 457C, 457H, 478 FCAT Science Test Prep Ancillary 105, 106, 107 Assessment Book Chapter 16 Test, 89-92; Unit C Test 93-96

Activity Flip Chart 457E Lab Zone Science 457D, 474-475 Leveled Readers 457A Every Student Learns 470

34





(continued) Quick Study Ancillary 108, 109 Take It to the Net 457 Quick Activity Transparencies 468 FCAT Benchmark Mini-Lesson Ancillary 54

35

STRAND D: PROCESSES THAT SHAPE THE EARTH

GRADE 4: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.

REPORT CARD S6. Recognizes that processes interact to shape the Earth. BENCHMARK SC.D.1.2.1 The student knows that larger rocks can be broken down into smaller rocks which in turn can be broken down to combine with organic materials to form soil. (Assessed as D.1.2.4) [Link instruction to SC.D.1.2.2, SC.D.1.2.4, SC.D.1.2.5.]

ESSENTIAL QUESTIONS

? What are minerals? A mineral is a naturally formed, solid substance that has never been alive or formed from a living thing. Minerals have a crystal structure. A crystal structure has a definite pattern in the way the particles in the mineral are arranged. A mineral has a crystal structure even if it does not have a crystal shape you can see.

? What is a rock? Rocks are solid earth materials made of minerals. Most rocks are a mixture of different minerals. Sedimentary rocks may also contain the remains of living things.

? How are rocks classified? Rocks are classified into three groups based on how they form: igneous, sedimentary, or metamorphic rock. Igneous rocks form from high temperature molten magma deep in the Earth or lava on the Earth’s surface. Sedimentary rocks form from pieces of rock, minerals, sediments, and the remains of living things that pile up in riverbeds, lake bottoms, or the ocean floor. Metamorphic rocks are existing rocks (igneous or sedimentary) that have been changed (reformed) by heat and pressure deep in the Earth’s crust.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows the properties of different types of minerals and rocks. 1. Student knows how minerals form and some of their

properties. 2. Student investigates the properties of minerals. 3. Student knows how man uses minerals.

Chapter 8 Chapter 8 Lesson 1 Chapter 8 Guided Inquiry Chapter 8 Review & Test Prep

233 239-241 250-251 254-255

Examview 233C, 233H, 254 FCAT Science Test Prep Ancillary 49 Assessment Book Chapter 8 Test, 43-46; Unit B Test, 55-58

Lab Zone Science 233D, 250-251 Leveled Readers 233A Every Student Learns 240 Quick Study Ancillary 54, 55 Take It to the Net 233

36






GLE 2- The student understands how rocks are classified. 4. Student knows that igneous rock forms when molten

magma or lava cools and hardens. 5. Student knows sedimentary rock forms when

sediments deposited in layers are squeezed together underwater and then harden.

6. Student knows that metamorphic rock forms when existing rock is changed by heat and pressure.

Chapter 8 Chapter 8 Directed Inquiry Chapter 8 Lesson 1 Chapter 8 Lesson 2 Chapter 8 Lesson 3 Chapter 8 Guided Inquiry Chapter 8 Review & Test Prep

233 236 240-241 242-245 246-249 250-251 254-255

Examview 233C, 233H, 254 FCAT Science Test Prep Ancillary 49, 50, 53, 54 Assessment Book Chapter 8 Test, 43-46; Unit B Test, 55-58

Activity Flip Chart 233E Lab Zone Science 233D, 236, 250-251 Leveled Readers 233A Every Student Learns 240, 245, 248 Quick Study Ancillary 54, 55, 56, 57, 58, 59 Take It to the Net 233 Quick Activity Transparencies 242, 246

37





(continued) FCAT Benchmark Mini-Lesson Ancillary 27, 28, 29

38



REPORT CARD S6. Recognizes that processes interact to shape the Earth. BENCHMARK SC.D.1.2.1 (continued) The student knows that larger rocks can be broken down into smaller rocks which in turn can be broken down to combine with organic materials to form soil. (Assessed as SC.D.1.2.4) [Link instruction to SC.D.1.2.2, SC.D.1.2.4, SC.D.1.2.5.]

ESSENTIAL QUESTIONS

? What is the rock cycle? The rock cycle is the constant changing in the form and structure of rocks over time. The following natural, physical and chemical processes result in formation of new rocks. Igneous Rocks: High temperatures deep inside the Earth’s crust cause rocks and minerals to melt forming a liquid called magma. Magma that reaches the surface is called lava. Igneous rocks form when magma or lava cools and becomes solid. Sedimentary Rocks: Pieces of rocks, minerals, the remains of living things, and dissolved minerals in water such as lime are called sediments. Weathering breaks apart existing rock forming sediments, and erosion moves sediments to new locations. Wind and water pile up sediments in layers on land, in river beds, in lake bottoms, and on the ocean floor. Water pressure compacts these layers together. As the water between the sediment particles evaporates, dissolved minerals cement the layers into sedimentary rocks. Metamorphic Rocks: Over time heat and pressure inside the Earth squeeze and melt existing rocks. This process changes the grain size and even the mineral structure of these rocks forming a new type of rock called metamorphic rock. Metamorphic rocks are rocks that have been changed in form and structure by pressure and heat.

? How is weathering and erosion different? Weathering breaks down existing rock into minerals and sediments. Erosion transports (moves) minerals and sediments from one place and builds it up in other places.

? What is deposition? Deposition occurs when moving water, ice, wind, or gravity drops a load of sediments and other materials in a new location. The newest layers are on the top.




Lessons Pages Assessments SF Science SF Reading GLE 3 – The student understands the stages of the rock cycle and how weathering and erosion constantly change the surface of Earth. 1. Student understands that weathering breaks down

rock into minerals and other sediments. 2. Student understands that erosion moves (transports)

minerals and sediments from one place to another. 3. Student knows that deposition is a natural process of

layering of sediments.


246-247 248-249 255

Examview 233C, 233H, 254 FCAT Science Test Prep Ancillary 50, 52, 53, 54, 69, 70, 144

Activity Flip Chart 233E Leveled Readers 233A Every Student Learns 248

39





(continued) Quick Study Ancillary 58, 59 Quick Activity Transparencies 246 FCAT Benchmark Mini-Lesson Ancillary 29

40



REPORT CARD S6. Recognizes that processes interact to shape the Earth. BENCHMARK SC.D.1.2.1 (continued) The student knows that larger rocks can be broken down into smaller rocks which in turn can be broken down to combine with organic materials to form soil. (Assessed as D.1.2.4) [Link instruction to SC.D.1.2.2, SC.D.1.2.4, SC.D.1.2.5]

ESSENTIAL QUESTIONS

? What is soil? Soil is a mixture of rocks, mineral particles, sediments, and decaying plant and animal matter called humus. ? How does soil form? It takes thousands of years for soil to form. Weathering breaks rocks into smaller pieces. Erosion moves the rock pieces,

sediments, and decaying humus and deposits them in layers. Mature soils have three layers: topsoil, subsoil, and bedrock. Living things like earthworms and lichens also help make and condition new soil.

? Why is soil an important resource? Soil is home to a variety of living things. Soil provides a substrate for plants to grow and make food and shelter for animals including humans.

? How is soil lost? Soil is lost naturally by erosion and animal activities, but mostly by human activities like farming, grazing animals, and residential or commercial land development.

? How can soil be protected? Soil can be protected by controlling erosion using soil conservation methods like contour plowing, strip cropping, terracing, and planting ground cover.




Lessons Pages Assessments SF Science SF Reading GLE 4 – The student knows the properties of different types of soil. 1. Student describes how soil forms through weathering

and erosion. 2. Student explains why soil resources are important for

all living things. 3. Student identifies the properties of soil. 4. Student describes ways soil can be improved. 5. Student explains how soil nutrients can be lost through

erosion. 6. Student knows ways to protect soil resources.


288-291 303

Examview 281C, 281H, 302 FCAT Science Test Prep Ancillary 61, 62 Assessment Book Chapter 10 Test, 51-54; Unit B Test, 55-58

Activity Flip Chart 281E Leveled Readers 281A Every Student Learns 290 Quick Study Ancillary 66, 67

4.2 A Big-City Dream, 168a-193l

41






42



REPORT CARD S6. Recognizes that processes interact to shape the Earth.

BENCHMARK SC.D.1.2.3 The student knows that the water cycle is influenced by the temperature, pressure, and topography of the land. (CS: MC)

ESSENTIAL QUESTIONS

? Where is most of the Earth’s water found? Most of the water on Earth, about 97%, is salt water found in the oceans and seas. The remaining 3% is fresh water of which 2% is ice or snow found at the poles. This means only about 1% of the Earth’s fresh water is drinkable, and most of it is dirty (polluted).

? What is the water cycle? The water or “hydrologic” cycle is the path water takes as it circulates from the surface into the atmosphere and back throughout the environment as a result of the processes of evaporation, condensation, and precipitation.

? What causes the water cycle? Solar energy, sunlight, and heat cause water particles in the Earth’s surface, water, and plants to evaporate more quickly.

? What is evaporation? Evaporation is the process in the water cycle in which liquid water changes into invisible water vapor (water in the form of a gas). Heat from sunlight makes evaporation happen.

? What is condensation? Condensation is the process in the water cycle in which water vapor changes back into liquid water droplets. Condensation occurs in the atmosphere when water vapor cools. Clouds are evidence of condensation. Clouds are formed when water vapor cools and condenses into tiny water droplets.

? What is precipitation? Precipitation is falling water from clouds in the form of rain, snow, or ice. Precipitation forms when water droplets in clouds become too heavy to stay in the atmosphere. The air temperature determines the type of precipitation - rain, snow, or ice.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the role the oceans play in the water cycle. 1. Student demonstrates how to extract fresh water from

salt water. 2. Student describes how evaporation, condensation,

and precipitation are involved in the water cycle. 3. Student describes the composition of ocean water.

Chapter 6 Chapter 6 Directed Inquiry Chapter 6 Lesson 2

177 180 186-189

Examview 177C, 177H, 204 FCAT Science Test Prep Ancillary 37, 38, 39, 40, 41, 42, 67

Lab Zone Science 177D, 180 Leveled Readers 177A Every Student Learns 187

43






204-205 Assessment Book Chapter 6 Test, 35-38; Unit B Test, 55-58

Quick Study Ancillary 44, 45 Take It to the Net 177 Quick Activity Transparencies 186 FCAT Benchmark Mini-Lesson Ancillary 22, 23

44




BENCHMARK SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. (AA: MC, SR, ER. Also assesses SC.D1.2.1, D1.2.2, and SC.D.1.2.5.)

ESSENTIAL QUESTIONS

? What causes ocean waves? Ocean waves are produced when the wind blows over the ocean water’s surface. This causes less pressure

above the water and more below the water’s surface lifting up the water into rolling swells. (See Bernoulli’s Principle.) The stronger the wind, the bigger and stronger the waves.

? What causes ocean currents? Differences in density caused by the changing temperature or salinity of the ocean water forms the currents. Deep ocean currents form when dense cold water meets less dense, warmer water. The colder, more dense water flows under the warmer, less dense water forcing the warmer water to the surface. The saltiness of the water can also cause currents in some places in the oceans. Saltier, more dense water flows under less salty, less dense water forming a current forcing the less salty water to rise.

? How does the moon cause the ocean tides on Earth? As the moon pulls on the ocean waters it forms a water bulge, or high tide, on the side of the Earth that is facing the moon. At the same time, another similar bulge forms on the opposite side of Earth as the moon pulls the Earth away from its ocean waters. The adjacent sides of the Earth experience less water or low tides. As the Earth rotates, the surface of Earth affected by the bulge changes causing the tide cycles, high-low-high-low, approximately every six hours in most places on the Earth.

? How are ocean waves, currents, and tides different? Waves are caused by the wind, currents are caused by differences in water temperature or salinity (density), and tides are caused by the moon’s gravity pulling the water up off the Earth’s surface on the sides facing the moon.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the motions of ocean water. 1. Student demonstrates how some ocean currents form. 2. Student compares and contrasts waves, tides, and

currents. 3. Student understands the moon’s gravitational pull on the Earth causes the tides.

Chapter 7 Lesson 1 Chapter 9 Lesson 2 Chapter 9 Lesson 2

218-219 266 269

Examview 257C, 257H, 302 FCAT Science Test Prep Ancillary 44, 57

Activity Flip Chart 209E Leveled Readers 209A Every Student Learns 218, 269

4.5 How the Ocean Tides Came to Be, Leveled Reader, LR19-LR21

45





(continued) Assessment Book Chapter 7 Test, 39-42; Unit B Test, 55-58

Quick Study Ancillary 50, 62, 63 FCAT Benchmark Mini-Lesson Ancillary 31

46




BENCHMARK SC.D.1.2.4 (continued)The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. (AA: MC, SR, ER. Also assesses SC.D1.2.1, D1.2.2, and SC.D.1.2.5.)

ESSENTIAL QUESTIONS

? What is the atmosphere? The atmosphere is the mixture of gases that surrounds the Earth and extends from the Earth’s surface into space. The atmosphere is not uniform and changes with altitude. Scientists use temperature and air pressure to describe five layers in the atmosphere: troposphere, stratosphere, mesosphere, thermosphere, and exosphere. The atmospheric layer that contains most of the water vapor and clouds is the troposphere. Most of the Earth’s weather occurs in the troposphere.

? How are the atmospheric layers different? The atmospheric layers differ in temperature, water vapor, concentration, and type of gases. ? What causes the wind and weather changes? Sunlight energy causes the wind and water cycle (evaporation, condensation, and

precipitation) and therefore the weather conditions. ? What is the greenhouse effect? As sunlight (radiant energy) passes through the atmosphere, it warms the Earth’s surface changing into heat

(thermal energy). As this heat radiates off the Earth’s surface some gets trapped in the Earth’s atmosphere. The more carbon dioxide in the atmosphere, the more heat stays trapped in the atmosphere raising the temperature like the inside of a greenhouse. Some heat is good but as more heat builds up the weather becomes more extreme causing heat waves, flooding, droughts, and severe storms all over the Earth.




Lessons Pages Assessments SF Science SF Reading GLE 2 – The student knows Earth’s weather is constantly changing producing new conditions in temperature, wind, and precipitation that change the surface of the Earth. 1. Student understands air is a mixture of gases that

have volume (take up space) and mass. 2. Student identifies, describes, compares, and contrasts

the layers of Earth’s atmosphere. 3. Student identifies the sun as the energy source

needed to generate the wind and weather. 4. Student explains what causes the greenhouse effect.

Chapter 9 Directed Inquiry Chapter 9 Directed Inquiry Chapter 9 Lesson 1 Chapter 9 Lesson 2

257D 260 264-265 266-269

Examview 257C, 257H, 278 FCAT Science Test Prep Ancillary 55, 56, 59, 69 Assessment Book Chapter 9 Test, 47-50; Unit B Test, 55-58

Activity Flip Chart 257E Lab Zone Science 257D, 260 Leveled Readers 257A Every Student Learns 265

4.3 The Storm, Tornado Tales, 324a-343l

47





(continued) 5. Student compares and contrasts air masses and understands how they change the weather conditions as they pass over an area.

Chapter 9 Review & Test Prep

278-279


48




BENCHMARK SC.D.1.2.5. The student knows that some changes in the Earth’s surface are due to slow processes, and some changes are due to rapid changes. (Assessed as SC.D.1.2.4.)

ESSENTIAL QUESTIONS

? What are the layers of the Earth? The Earth is made up of four layers: inner core, outer core, mantle, and crust. The inner core (center) is mostly iron and nickel and is the hottest layer. The outer core is hot liquid metal. The mantle is partly melted rock and flows like a thick liquid. The crust is made of rock and soil and forms the land and ocean floor.

? What are Earth’s plates? The Earth’s crust and upper mantle are broken into continent-sized slabs called plates. Plates move slowly on a thin layer of melted mantle.

? What causes earthquakes? Movement occurs along faults or large cracks between the crust’s plates. When too much pressure builds up, the plates suddenly slide past each other releasing the energy in an earthquake or violent shaking of the Earth’s crust.

? How do volcanoes form? Volcanoes and volcanic mountains form when magma (molten rock) is forced up by heat and pressure erupting onto the surface through vents in the Earth’s crust. The magma becomes lava that piles up into layers and hardens into rock. Different eruptions cause different types of volcanic mountains to form.

? Where are earthquakes and volcanoes most common? Volcanoes and earthquakes commonly occur along the plate boundaries or faults separating the Earth’s crust.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student understands the Earth’s surface is shaped by both slow processes and rapid cataclysmic events. 1. The student identifies the layers of the Earth and

explains how the crust and mantle move. 2. The student knows what causes earthquakes. 3. The student explains ways to measure earthquakes. 4. The student knows what causes volcanoes and

volcanic mountains. 5. The student identifies the areas on Earth where most volcanoes and earthquakes will occur.


257 263-265 270-273 278-279

Examview 257C, 257H, 278 FCAT Science Test Prep Ancillary 23, 58, 59, 60, 69, 144 Assessment Book Chapter 9 Test, 47-50; Unit B Test, 55-58

Activity Flip Chart 257E Leveled Readers 257A Every Student Learns 265, 271, 273

49





(continued) Quick Study Ancillary 60, 61, 64, 65 Take It to the Net 257 Quick Activity Transparencies 262, 270 FCAT Benchmark Mini-Lesson Ancillary 32

50


GRADE 4: STANDARD 2. The student understands the need for protection of the natural systems on Earth.


BENCHMARK SC.D.2.2.1 The student knows that reusing, recycling, and reducing the use of natural resources improves and protects the quality of life. (Assessed as SC.G.2.2.3.)

ESSENTIAL QUESTIONS

? What is a resource? A resource is any material that can be used to satisfy a need. Natural resources can be divided into two groups: energy resources (e.g. sunlight, wind, moving water, fossil fuels) and material resources (e.g. minerals, plants, animals, rocks, soil).

? What is conservation? Conservation is the wise use of a natural resource. Good conservation includes the careful and controlled use and maintenance of a resource that improves the quality of life for all the plants and animals that need the resource, not just the humans.

? What are three ways people can conserve resources? Three ways people can conserve resources are 1) Reduce the consumption of limited or nonrenewable resources by cutting back on their use. 2) Reuse materials made from natural resources when possible instead of throwing them away. 3) Recycle by recovering valuable waste products and using the recovered material to make new products. All three of these practices save resources, materials, and energy.

? What is preservation and how is it different from conservation? Preservation is the protection of a habitat or setting aside any use of the area by people. The purpose is to protect any threatened or endangered organisms living in the area. Usually such places take on the form of a park or safety zone. In the United States these areas are called national parks, forests, or wildlife refuges. People can visit and enjoy a preserved habitat and its organisms, but they cannot take or use any of the natural resources in the area or harm any organisms.

? What is the EPA? The EPA is the Environmental Protection Agency. The EPA was established in 1970 when President Richard M. Nixon enacted the Environmental Policy Act, creating the President’s Council on Environmental Quality, and the Clean Air Act which established National Air Quality Standards for the first time. The purpose of the agency is to make sure the citizens and businesses of the United States of America obey the laws that protect their environment. The EPA is located at 401 M Street SW, in Washington, D.C., 20460.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows ways in which people can conserve natural resources. 1. Student identifies reducing, reusing, and recycling as

ways people can conserve resources.

Chapter 10 Chapter 10 Build Background Chapter 10 Lesson 2

281 282-283 294-297

Examview 281C, 281H, 302 FCAT Science Test Prep Ancillary 65, 71, 143

Leveled Readers 281A Every Student Learns 295 Quick Study Ancillary 68, 69

4.2 A Big-City Dream, River of Grass, 168a-193l

51






302-303 Assessment Book Chapter 10 Test, 51-54; Unit B Test, 55-58

Take It to the Net 281 Workbook 91, 92, 93, 94

GLE 2 - The student knows the misuse of natural resources affects their quality of life. 2. Student role plays to make decisions based on why

people should conserve natural resources. 3. Student explains how governments help protect natural

resources and ecosystems.

Chapter 4 Lesson 4 Chapter 10 Lesson 2 Chapter 10

124-129

Review & Test Prep

294-297 303

105H, 134 Assessment Book Chapter 4, 13-16; Unit A Test, 21-24

Activity Flip Chart 105E Leveled Readers 105A Every Student Learns 127 Quick Study Ancillary 32, 33, 68, 69 Quick Activity Transparencies 124

4.2 A Big-City Dream, River of Grass, 168a-193l 4.5 Artic Adventure, Leveled Reader, LR13-LR15

52

STRAND E: EARTH AND SPACE

GRADE 4: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life on Earth.

REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.

BENCHMARK SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and energy available. (AA: MC, SR)

ESSENTIAL QUESTIONS ? What causes day and night on Earth? The rotation of Earth on its axis causes day and night. Every 24 hours the Earth turns completely

around once on its axis. From one position on Earth you spend about half that time turning into the sun’s light called “day” (daylight hours). The other half of that time you are turning away from the sun’s light into the darkness called “night” (nighttime hours).

? How long does it take Earth to make one orbit around the sun? The Earth revolves once around the sun every 365 1/4 days. To adjust for the 1/4 day on the calendar, every four years we add one extra day to the month of February. The year we add that day is called a “leap year.” (If you were born on February 29, you would only have a ‘birthday’ every four years. Unfortunately, you will still be four years older.)

? What causes the seasons? The seasons are actually caused by the tilt of the Earth and how that affects the amount of available sunlight energy in different places north and south of the equator. As the Earth revolves around the sun, the angle at which sunlight strikes the Earth changes. When sunlight strikes the Earth more directly, temperatures are warmer causing the spring and summer seasons. When sunlight strikes the Earth indirectly, temperatures are cooler causing the fall and winter seasons. The closer you are to the equator, the less change in the angle of sunlight striking the Earth, and so the change of seasons is less noticeable.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that the tilt of the Earth causes the changes in seasons, length of daylight hours each day, and the amount of solar energy available each day. 1. Student knows the Earth rotates on its axis and one

rotation takes 24 hours (one day) causing day and night.

2. Student knows the Earth revolves around the sun and one revolution takes 365¼ days (one year).


489 498-499 510-511

Examview 489C, 489H, 510 FCAT Science Test Prep Ancillary 115, 116, 120, 133, 151

Leveled Readers 489A Quick Study Ancillary 110, 111 Take It to the Net 489

53





(continued) 3. Student knows that the tilt of the Earth on its axis

changes the way sunlight hits the Earth at different times of the year causing changes in seasons (seasonal temperature changes).

Assessment Book Chapter 17 Test, 107-110; Unit D Test, 119-122

FCAT Benchmark Mini-Lesson Ancillary 55

54




BENCHMARK SC.E.1.2.2 The student knows that the combination of Earth’s movement and the moon’s own orbit around the Earth results in the appearance of cyclical phases of the moon. (CS: MC)

ESSENTIAL QUESTIONS

? Why is the moon visible at night? The moon is visible at night because the moon is lit by sunlight that bounces off of it. The light reaches Earth as reflected moonlight.

? Why does the moon’s shape appear to change over the days for one month? These different shapes are called the moon’s phases. The moon goes through eight phases as it revolves around Earth every 27.3 days. The phase that you see depends on how much of the sunlit moon you can see. The part you see depends on the positions of Earth, moon, and sun.

? What are the moon’s phases called and how do they appear from Earth? The phases are new moon (the dark half of the moon you don’t see), waxing crescent (sliver or crescent lit right), first quarter (right half lit), waxing gibbous (almost fully lit right, except left edge), full moon (fully lit), waning gibbous (almost fully lit left, except right edge), last quarter (left half lit), and waning crescent (sliver or crescent lit left).

? How are a lunar eclipse and solar eclipse different? An eclipse occurs when one object in space casts a shadow on another. If the moon casts a shadow on Earth, it is called a solar eclipse. A solar eclipse can only occur during the new moon phase. If the Earth casts a shadow on the moon, it is called a lunar eclipse. A lunar eclipse can only occur when the moon is full.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows the frequency of the lunar cycle is 27.3 days. 1. Student knows that moonlight is reflected light. 2. Student knows that the moon’s light appears differently

on different nights of the month. 3. Student identifies the phases of the moon and how

they appear in the night sky. 4. Student compares and contrasts lunar and solar

eclipses.


489 500-505 510-511

Examview 489C, 489H, 510 FCAT Science Test Prep Ancillary 117, 118, 134, 151 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 119-122


4.3 Keeper of the Night, Leveled Reader, LR13-LR15 4.5 How the Moon Came to Be, Leveled Reader, LR10-LR12

55




Lessons Pages Assessments SF Science SF Reading (continued) Take It to the

Net 489 Quick Activity Transparencies 500 FCAT Benchmark Mini-Lesson Ancillary 56

4.5 The Moon, Leveled Reader, LR25-LR27

56




BENCHMARK SC.E.1.2.3 The student knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. (CS: MC) [Teach along with SC.E.1.2.4.]

ESSENTIAL QUESTIONS ? What is the sun? The sun is a star, a very hot ball of glowing hydrogen gas. Its surface temperature is 10,000 oF, and increases to 27,000,000

oF in its core. It looks different than other stars because it is so close to the Earth. The sun is only 150,000,000 km away or 93,000,000 miles. The next nearest star, Proxima Centauri, is 40,000,000,000 km away.

? What object is at the center of our solar system? The sun is at the center of the solar system. It is also the largest object in the solar system (330,000 times the mass of Earth or 1.8 octillion tons), and its gravity holds all the other objects in the solar system in orbit. The sun provides almost all the energy for life on Earth. The word “solar system” means sun-system.

? What types of energy does the Earth get from the sun? The sun provides the Earth with both light (radiant energy) and heat (thermal energy). Light waves can travel through the vacuum (emptiness) of space to all the planets. When sunlight enters the Earth’s atmosphere, it begins to increase the motion of all the particles of matter, solids, liquids, and gases it comes into contact with making them warmer. The more light absorbed by an object, the hotter its temperature.

? What processes depend on the sun’s light and heat energy? The water cycle, winds, weather, photosynthesis, food chains, food webs, and energy pyramids are all processes you will study that depend on light energy from the sun.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows how energy of the sun can be captured as a source of heat and light on Earth (solar panels, plants). 1. The student knows the sun is a star. 2. The student knows the sun is at the center of our solar

system. 3. The student knows Earth gets light and heat energy

from the sun. 4. The student understands that without the sun many

processes on Earth would not work.

Chapter 2 Lesson 1 Chapter 2 Review & Test Prep Chapter 10 Lesson 2

46-49 70-71 292-297

Examview 41C, 41H, 70, 281C, 281H, 302 FCAT Science Test Prep Ancillary 84, 119, 121

Activity Flip Chart 281E Leveled Readers 41A, 281A Every Student Learns 48, 295

57





(continued) Chapter 10 Review & Test Prep Chapter 18 Review & Test Prep

303 542-543

Assessment Book Chapter 10 Test, 51-54; Unit B Test 55-58

Quick Study Ancillary 12, 13, 68, 69 Take It to the Net 41, 513 Quick Activity Transparencies 46, 292

58




BENCHMARK SC.E.1.2.4 The student knows that the planets differ in size, characteristics, and composition, and that they orbit the sun in our solar system. (CS: MC. Also assesses SC.E.1.2.5.) [Link instruction with SC.E.1.2.5.]

ESSENTIAL QUESTIONS ? What are the inner planets? The four planets closest to the sun are Mercury, Venus, Earth, and Mars. They are solid with rocky surfaces.

They are warmer and smaller than most of the outer planets. None of the inner planets have more than two moons. The inner planets include the hottest planet, Mercury, and Earth, the only planet with surface water and atmosphere which can support plant and animal life.

? What are the outer planets? The five planets farthest from the sun are Jupiter, Saturn, Uranus, Neptune, and Pluto. With the exception of Pluto, which has not been classified yet, all the outer planets are frozen “gas giants” much colder than the inner planets. They have many moons, and several have ring systems made of dust and ice around them. The outer planets include the smallest planet, Pluto, and the largest planet, Jupiter.

? Do the planets have the same number of moons? Keeping track of the exact number of moons each planet has is challenging for astronomers. But as of the last deep space probe, the planet with the most natural satellites is Saturn, with 18 moons, then Jupiter with 16, followed by Uranus with 15, and Neptune with 8. Mars has 2 moons, and both Earth and Pluto have 1 moon. Mercury and Venus have none. One thing is certain, there are more moons than planets. Some scientists think some of these moons may even be able to support cellular life.

? Which planets have rings? Jupiter, Saturn, Uranus, and Neptune all have rings. Both the Voyager 1 and Voyager 2 space probes confirmed the ring systems of these four planets.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the planets have their own unique composition and characteristics. 1. Student constructs a scale model of the solar system. 2. Student classifies the planets by size, composition, and

number of moons into two groups: inner and outer planets.

3. Student compares and contrasts planets and moons by rotation and revolution.

Chapter 18 Directed Inquiry Chapter 18 Lesson 1 Chapter 18 Lesson 2

516 520-521 522-527

Examview 513C, 513H, 542 FCAT Science Test Prep Ancillary 121, 122, 123, 124, 125, 126

Activity Flip Chart 513E Lab Zone Science 513d, 516 Leveled Readers 513A

4.5 Space Probes to the Planets, 576a-595l

59





Lesson 3 Chapter 18 Lesson 4 Chapter 18 Math in Science Chapter 18 Review & Test Prep

528-533 534-537 540-541 543

Assessment Book Chapter 18 Test, 111-114; Unit D Test, 119-122

Every Student Learns 520, 523, 529, 537 Quick Study Ancillary 114, 115, 116, 117, 118, 119, 120, 121 Take It to the Net 513 Quick Activity Transparencies 522, 528, 534 FCAT Benchmark Mini-Lesson Ancillary 57, 58, 59, 60

60




BENCHMARK SC.E.1.2.5 The student understands the arrangement of planets in our solar system. (Assessed as SC.E.1.2.4.)

ESSENTIAL QUESTIONS

? What is a solar system? The term solar (sun) system (set of objects) refers to our sun, its planets, and all the other objects in orbit around the sun and planets and the region in space where these objects (bodies) move.

? What is the largest object in the solar system? The sun, a star in the center of our solar system, makes up 99.8% of the mass of our solar system.

? What holds the solar system together? The sun is both the largest object in our solar system and the most massive. According to Newton’s Law of Universal Gravity, the greater the mass, the stronger the gravity between objects. Since the other objects in the solar system have a much smaller mass that the sun, the sun’s gravity holds the planets, moons, asteroids, and comets in orbit.

? What motions do the sun, planets and moons make? There are three motions relevant in our solar system. All the objects rotate or spin on their own axis (including the sun). The planets, moons, asteroids, and comets also revolve or orbit around the sun. The entire solar system as a unit is moving away from the center of the universe.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows gravity keeps the planets arranged in orbits around the sun and the moon in orbit around the Earth. 1. Student knows the sun’s mass creates the gravity

that holds the solar system together. 2. Student understands that the planets and moons

rotate on their own axis. 3. Student identifies an orbit as the path a planet

revolves around the sun or a moon revolves around a planet.

4. Student understands that planets and moons rotate at different speeds.


520-521 524-527 543

Examview 513C, 513H, 542 Assessment Book Chapter 18 Test, 111-114; Unit D Test, 119-122

Activity Flip Chart 513E Leveled Readers 513A Every Student Learns 520 Quick Study Ancillary 114, 115, 116, 117

4.5 Meet the Universe’s Main Attraction…Gravity, 594-595l

61





(continued) 5. Student understands that different orbits vary in

distance and the time it takes to make one revolution.

FCAT Benchmark Mini-Lesson Ancillary 57

62


GRADE 4: STANDARD 2. The student recognizes the vastness of the universe and Earth’s place in it.

REPORT CARD S7. Understands the interaction and organization in the universe, solar system, and life on Earth.

BENCHMARK SC.E.2.2.1 The student knows that, in addition to the sun, there are many other stars that are far away. (CS: MC)

ESSENTIAL QUESTIONS

? What is the name of the star closest to Earth? The sun is the closest star to the Earth. The sun is only 150,000,000 km away or 93,000,000

miles. The next nearest star, Proxima Centauri, is 40,000,000,000 km away or 267 times further away. ? What is a constellation? A constellation is a very large group of bright stars that form a pattern in the night sky. The people of ancient times

watched the night sky like we watch television today. They told stories and matched them to constellations in the night sky honoring their gods and fallen heroes.

? How have people used the constellations? As the seasons changed, so did the constellations ancient people could see at night. These changes reminded them when to plant and harvest their crops. Early explorers used the stars to navigate their ships at sea. Today people are unaware of the changes that occur in the night sky because they cannot see most of the constellations due to bright street lighting which limits their view of the night sky.

? How did the invention of the telescope change the way people could see the stars? Telescopes make the stars look closer and clearer. Many more stars can be seen.

? What is the Polaris? The North Star, also called Polaris, is a star in the “The Little Dipper” or Ursa Minor constellation just above the Earth’s axis at the North Pole. It is the last star in the Little Dipper’s handle. The North Star was important for navigation at sea in early history because it didn’t change position in the night sky like all the other stars as the Earth rotates.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows technology has costs, as well as benefits, and can have an enormous effect on people and other things. 1. Student recognizes that the invention of the

telescope and other technologies advanced our understanding of the solar system.

Chapter 14 Lesson 4 Chapter 18 Lesson 1 Chapter 18 Lesson 3

424 521 530

Examview 401C, 401H, 430, 513C, 513H, 542

Leveled Readers 513A Quick Study Ancillary 118 Take It to the Net 513

63





(continued) Chapter 18 Lesson 3 Chapter 18 Lesson 4 Chapter 18 Lesson 4

533 535 536

Quick Activity Transparencies 528 FCAT Benchmark Mini-Lesson Ancillary 57, 59

GLE 2 – The student understands that our sun is a medium-size star located near the edge of the galaxy containing billions of other stars. 1. Student knows how our sun compares to other stars. 2. Student knows constellations are groups of bright

stars. 3. Student knows how people have used the stars and

constellations over the ages.

Chapter 18 Lesson Chapter 18 Review & Test Prep

518-521 543

Examview 513C, 513H, 542 FCAT Science Test Prep Ancillary 119, 121, 134, 151 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 119-122

Leveled Readers 513A Every Student Learns 520 Quick Study Ancillary 114, 115 Take It to the Net 513 Quick Activity Transparencies 518

4.3 On The Pampas, 304a-323l

64

STRAND F: PROCESSES OF LIFE

GRADE 4: STANDARD 1. The student describes patterns of structure and function in living things.

REPORT CARD S8. Understands patterns of structure and function in living things.

BENCHMARK SC.F.1.2. 1 The student knows that the human body is made of systems with structures and functions that are related. (CS: MC)

ESSENTIAL QUESTIONS

? What structural organization is shared by all complex organisms? Complex organisms have a similar organizational pattern to their body structures and functions. Cells are the basic building blocks of life. Groups of cells work together to form tissues. Tissues work together to form organs and different organs work together in organ systems. Cells → tissues → organs systems shows an organization from their simplest structures and functions to their most complex.

? How are body systems related? Sometimes body systems work together. For example, the skeletal system and the muscular system work together to help the body move; the sense organs work together with the nervous system to help receive and send messages, and the respiratory, circulatory, and digestive systems work together to get nutrients and oxygen to every part of the body and remove wastes.

? How are muscles different? You can make some muscles move and stop. These voluntary muscles move your arms, legs, face, head, and body. Other muscles move without your control. These involuntary muscles are automatic and control your heart, stomach, lungs, iris, and eyelids.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that complex animals have specialized organs to carry out life processes. 1. Student knows the different levels of organization to the

structure of the human body: cells, tissues, organs, and systems.

Chapter 5 Chapter 5 Lesson 1 Chapter 5 Lesson 2 Chapter 5 Lesson 3 Chapter 5 Lesson 4

137 142-147 148-151 152-155 156-161

Examview 137C, 137H, 166 FCAT Science Test Prep Ancillary 25, 26, 27, 28, 29, 30, 35, 141 Assessment Book Chapter 5 Test, 17-20; Unit A Test, 21-24

Activity Flip Chart 137E Leveled Readers 137A Every Student Learns 144, 150, 155, 157 Quick Study Ancillary 34, 35, 36, 37, 38, 39, 40, 41

65






166-167

Take It to the Net 137 Quick Activity Transparencies 142, 148, 152, 156 FCAT Benchmark Mini-Lesson Ancillary 17, 18, 19, 20

GLE 2 - The student understands the functions of various body systems. 1. Student identifies and describes the structures and

function of the skeletal and muscular systems. 2. Student compares voluntary and involuntary muscle

tissues by structure and function.

Chapter 5 Chapter 5 Directed Inquiry Chapter 5 Lesson 1 Chapter 5 Review & Test Prep

137 140 143-147 166-167

Examview 137C, 137H, 166 FCAT Science Test Prep Ancillary 25, 26, 28, 29, 30 Assessment Book Chapter 5 Test, 17-20; Unit A Test, 21-24

Activity Flip Chart 137E Lab Zone Science 137D, 140 Leveled Readers 137A Every Student Learns 144 Quick Study Ancillary 34, 35 Take It to the Net 137

66






67




BENCHMARK SC.F.1.2. 1 (continued) The student knows that the human body is made of systems with structures and functions that are related. (CS: MC)

ESSENTIAL QUESTIONS

? What is the main function of the respiratory system? The main function of the respiratory system is to inhale oxygen from the air into the body and exhale carbon dioxide (and water) out of the body.

? What is the main function of the circulatory system? The main function of the circulatory system is to transport food nutrients and oxygen to all the cells in the body and carry away carbon dioxide and other wastes from all the cells of the body.

? What is a vital organ? A vital organ is any organ which the body cannot live a normal quality of life without.




Lessons Pages Assessments SF Science SF Reading GLE 2 (continued) - The student understands the functions of various body systems. 1. Student investigates the change in breathing and pulse

rates with different physical activities. 2. Student knows the main function of the respiratory

system is to inhale oxygen from the air and exhale carbon dioxide from the body.

3. Student understands the main function of the circulatory system is to circulate blood carrying food nutrients and oxygen to every cell in the body and carry wastes away.

4. Student knows the heart and lungs work together to get oxygen into the body’s cells and remove carbon dioxide from the body’s cells.


137 148-151 166-167


Activity Flip Chart 137E Leveled Readers 137A Every Student Learns 150 Quick Study Ancillary 36, 37 Take It to the Net 137 Quick Activity Transparencies 148

68





(continued) FCAT Benchmark Mini-Lesson Ancillary 18

GLE 3 - The student knows the major organs of the human body. 1. Student knows the heart and lungs are vital organs.


137 148-151 166-167


Activity Flip Chart 137E Leveled Readers 137A Every Student Learns 150 Quick Study Ancillary 36, 37 Take It to the Net 137 Quick Activity Transparencies 148 FCAT Benchmark Mini-Lesson Ancillary 18

69




BENCHMARK SC.F.1.2. 1 (continued) The student knows that the human body is made of systems with structures and functions that are related. (CS: MC)

ESSENTIAL QUESTIONS

? What is the main function of the nervous system? The main function of the nervous system is to control and coordinate the body’s activities. ? What is the main function of the digestive system? The main function of the digestive system is to break down food into substances the

body can use and absorb these substances. ? What are the five sense organs and their function? The five sense organs are the eyes that see, the ears that hear, a nose that smells, a

tongue that tastes, and the skin that responds to different stimuli.




Lessons Pages Assessments SF Science SF Reading GLE 2 (continued) - The student understands the functions of various body systems. 1. Student knows the nervous system controls all the

body’s systems. 2. Student understands the main function of the digestive

system is to break down food into a form the body’s cells can use.

3. Student knows food nutrients enter the blood through capillaries in the small intestines.


137 152-155 166-167

Examview 137C, 137H, 166 FCAT Science Test Prep Ancillary 27, 30 Assessment Book Chapter 5 Test, 17-20; Unit A Test, 21-24

Leveled Readers 137A Every Student Learns 155 Quick Study Ancillary 38, 39 Take It to the Net 137 Quick Activity Transparencies 152 FCAT Benchmark Mini-Lesson Ancillary 19

70





GLE 3 (continued) - The student knows the major organs of the human body. 1. Student knows the brain, stomach, and intestines are

vital organs.


137 152-155 166-167


Leveled Readers 137A Every Student Learns 155 Quick Study Ancillary 38, 39 Take It to the Net 137 Quick Activity Transparencies 152 FCAT Benchmark Mini-Lesson Ancillary 19

71



REPORT CARD S8. Understands patterns of structure and function in living things. BENCHMARK SC.F.1.2.4 The student knows that similar cells form different kinds of structures. (CS: MC)

ESSENTIAL QUESTIONS ? What are cells? Cells are the simplest form of life. A cell has different structures that function together to keep it alive. Most cells are

microscopic. (Robert Hooke, an English scientist, first used the word “cell” to describe a thin piece of cork plant tissue he observed in 1665 with a crude microscope. He reported that the tissue all seemed to be made up of compartments, or cells, surrounded by walls. In fact, he made a drawing of what he saw.)

? What is the Cell Theory? The Cell Theory consists of three principles: 1. Cell are the basic units of life. 2. All organisms are made of one or more cells. 3. New cells come from existing cells. (In 1839, 174 years after Hooke observed the first cork cells, two German scientists Theodor Schwann and Matthias Schleiden published a book pulling together the observations of many other scientists to form an explanation of the way living things were built. In the book Schwann reported, “We have seen that all organisms are composed of essentially like parts, namely, of cells.” The results of their work became known as the Cell Theory.)

? What is a microscope? A microscope is a magnifying tool that makes very small objects appear larger. Microscopes are used by scientists to see objects or organisms too small to be seen with the eyes. They call these objects or organisms microscopic which means you need to use a microscope to see them.




Lessons Pages Assessments SF Science SF Reading GLE 1) The student knows that living things are composed of cells. 1. Student knows that all living things are made of cells

and that new cells can only come from existing cells (The Cell Theory.)

Chapter 1 Lesson 1 Chapter 1 Review & Test Prep Chapter 5 Lesson 1 Chapter 5 Review & Test Prep

7-9 39 142-147 167


Leveled Readers 1A, 137A Every Student Learns 8, 144 Quick Study Ancillary 2, 3, 34, 35 Take It to the Net 1, 137

72





(continued) Quick Activity Transparencies 6, 142 FCAT Benchmark Mini-Lesson Ancillary 1

GLE 2) The student knows that processes needed for life are carried out in the cells. 1. Student knows cells are the basic living units of all

organisms. 2. Student knows some life processes carried out by cells

(taking in food, moving, expelling wastes, etc.).

Chapter 1 Lesson 1 Chapter 1 Review & Test Prep Chapter 5 Lesson 1 Chapter 5 Lesson 2 Chapter 5 Review & Test Prep

7-9 38-39 144-147 150-151 167

Examview 1C, 1H, 38, 137C, 137H, 166 FCAT Science Test Prep Ancillary 1 Assessment Book Chapter 1 Test, 1-4; Chapter 5 Test, 17-20; Unit A Test, 21-24

Leveled Readers 1A, 137A Every Student Learns 8, 144, 150 Quick Study Ancillary 2, 3, 34, 35, 36, 37 Take It to the Net 1, 137 Quick Activity Transparencies 6

73

STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT

GRADE 4: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.

REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.

BENCHMARK SC.G.1.2.1 The student knows ways that plants, animals, and protists interact. (CS: MC)

ESSENTIAL QUESTIONS

? What is a system? A system is a group of parts (set of objects or organisms) that work together as a unit. ? What is an ecosystem? An ecosystem includes all the living populations in an area along with all the nonliving parts of that environment. In all

ecosystems there must be enough food, water, and living space for all the populations to thrive. Food, water, and living space are called limiting factors because they limit how many organisms can survive in an environment.

? What are the parts of an ecosystem? Ecosystems have two parts: the populations and the nonliving features of the environment. A population is all the organisms (plants, animals, etc.). of the same species that live in the same place at the same time. Different populations sharing an environment form a community. Populations interact with each other and with the nonliving features of the environment. The nonliving features include sunlight, soil, air, water, and temperature.

? How do populations interact in an ecosystem? Different organisms living together interact in three ways. They compete for limited resources such as food, water, and living space. They also interact through feeding relationships. Animals eat plants and other animals as food. Other organisms decompose the wastes or remains of dead organisms for food.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows how populations and the nonliving parts of ecosystems interact with one another. 1. Student knows a population is all the members of the

same species living in an area (many of the same organisms).

2. Student knows a community is made up of many different populations sharing the same area.

3. Student knows an ecosystem is the interactions of all the populations in an area along with all the nonliving parts of the environment.

4. Student knows the nonliving parts of an ecosystem include sunlight, soil, air, water, and temperature.

Chapter 3 Chapter 3 Lesson 1 Chapter 3 Lesson 2 Chapter 3 Lesson 3 Chapter 3 Review & Test Prep

73 80-83 84-89 90-95 100-101

Examview 73C, 73H, 100 FCAT Science Test Prep Ancillary 10, 13, 14, 15, 18, 33, 36, 140 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 21-24

Activity Flip Chart 73E Leveled Readers 73A Every Student Learns 80, 87, 93 Quick Study Ancillary 20, 21, 22, 23, 24, 25

4.2 The Swimming Hole, 212a-231l 4.2 Ants on the Move, Leveled Reader, LR7-LR9 4.3 Rikki-Tikki-Tavi, The Deadly Cobra, 344a-365l

74





(continued) Take It to the Net 73 Quick Activity Transparencies 84, 90 FCAT Benchmark Mini-Lesson Ancillary 10, 11, 12, 14

4.5 Into the Sea, 556a-575l

75




BENCHMARK SC.G.1.2.1 (continued) The student knows ways that plants, animals, and protists interact. (CS: MC)

ESSENTIAL QUESTIONS ? What is a habitat? A habitat is the place in an ecosystem where an organism normally lives. ? What are consumers? Consumers are animals that eat other plants or animals for food. Consumers are classified (grouped) based on what

they eat. Herbivores are animals that only eat plants. Carnivores are animals that only eat meat (the flesh of animals) and feed on either herbivores or other carnivores. Scavengers feed on dead or decaying organisms. Omnivores are animals that feed on both plants and animals (e.g. raccoons, skunks, bears, and man).

? What is an organism’s niche? A niche is the special role an organism plays within a habitat. Different species may share the same habitat but no two can have exactly the same niche. For example, deer, rabbits, and squirrels all share the forest habitat, but rabbits graze on grasses; deer eat leaves higher up the trees; and squirrels eat acorns. Each species occupies a different niche.

? How is a food chain different from a food web? A food chain only shows one energy path, but most organisms are part of more than one food chain. A food web is a system of overlapping food chains. A food web diagrams the interdependence one organism has on many other organisms for survival.

? What is an energy pyramid? An energy pyramid is a pyramid-shaped diagram that shows the amount of energy loss from one feeding level to the next (e.g. primary to secondary consumer.) Only about 10% of the energy present at one feeding level is passed to the next feeding level as you move up the energy pyramid.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student understands the interactions among organisms in aquatic and terrestrial food chains. 1. Student identifies different producers and consumers

in an aquatic habitat (coral reef) and/or in a terrestrial habitat (rain forest).

2. Student understands every organism has a special role, or niche, in a habitat.


84-89 90-95 101

Examview 73C, 73H, 100 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 21-24

Activity Flip Chart 73E Leveled Readers 73A Every Student Learns 87, 93

76





(continued) 3. Student diagrams food webs that interconnect the

food chains found in an ecosystem. 4. Student knows that an energy pyramid compares the

amount of available energy at each level in the feeding order.

Quick Study Ancillary 22, 23, 24, 25 Take It to the Net 73 Quick Activity Transparencies 84, 90 FCAT Benchmark Mini-Lesson Ancillary 11, 12

77




BENCHMARK SC.G.1.2.3 The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals, and nutrients into food for growth, maintenance, and reproduction. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What are the producers? The producers are plants (mostly green) that make their own food in a chemical process called photosynthesis. ? What are the basic needs of all plants? All plants need sunlight, carbon dioxide from the air, water from rain, and nutrients from the soil.

(Plants also need oxygen to carry out cellular respiration, but they produce more oxygen than they need in photosynthesis and give it off into the air.)

? What is photosynthesis? Photo (light) - synthesis (put together) is a chemical process in which “green plants” recombine water (H2O)and carbon dioxide (C02) into sugar (C6H1206) and oxygen (O2.) Photosynthesis only takes place in plants with a “green” pigment molecule calledchlorophyll. Chlorophyll helps the plant absorb the sunlight energy needed for photosynthesis to take place. (The chemical formula for photosynthesis is 6H

2O + 6CO2 → C6H12O6 + 6O2..) ? Why is photosynthesis important? Photosynthesis is a very important chemical process that only green plants can perform. Plants are the

most important food energy source of consumers. If a consumer doesn't eat plants, then they eat other consumers that eat plants. Without plants, most life on Earth would not exist.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows how plants carry out photosynthesis. 1. Student knows plants use energy from sunlight to

produce food. 2. Student knows plants need water, carbon dioxide,

nutrients, and sunlight to produce food. 3. Student understands photosynthesis is a process that

chemically changes water and carbon dioxide into sugar and oxygen.

Chapter 2 Chapter 2 Directed Inquiry Chapter 2 Lesson 1

41 44 48-49

Examview 41C, 41H, 70 FCAT Science Test Prep Ancillary 7, 10, 33

Lab Zone Science 41D, 44 Leveled Readers 41A Every Student Learns 48

78





(continued) 4. Student understands that plants use some of the

oxygen they make but give off most of it into the atmosphere (air).

5. Student understands why photosynthesis is important to all life on Earth.


50 70-71



79




BENCHMARK SC.G.1.2.4 The student knows that some organisms decompose dead plants and animals into simple minerals and nutrients for use by living things and thereby recycle matter. (Assessed as SC.G.1.2.6.)

ESSENTIAL QUESTIONS ? What are decomposers? A decomposer is any organism that feeds on the dead remains or wastes of other organisms. Decomposers usually

are simple organisms such as bacteria or fungus that break down dead plants, animals, or waste retuning important nutrients to the environment.

? Where are decomposers found in a food chain? Decomposers are usually placed after the higher-order consumers in the food chain. For example, in the following food chain: leaves → deer → wolf → vulture → bacteria, the bacteria is the decomposer because it breaks down the remains of the deer (a primary consumer) eaten by a wolf and scavenged by the vulture (both secondary consumers) returning the deer’s dead remains back to the soil (environment) as organic nutrients.

? How do decomposers recycle matter? Decomposers don't absorb all the dead matter they feed on, but they do break it all down into simpler minerals or nutrients which remain in the environment.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows some organisms act as decomposers. 1. Student knows the role of a decomposer in an

ecosystem. 2. Student knows how decomposers are usually

represented in a food chain.

Chapter 3 Directed Inquiry Chapter 3 Build Background Chapter 3 Lesson 2 Chapter 3 Lesson 3

73D 74 86-89 94-95


Lab Zone Science 73D, 96 Leveled Readers 73A Every Student Learns 87 Quick Study Ancillary 22, 23, 24, 25

80






100 Take It to the Net 73, 96 Quick Activity Transparencies 84

GLE 2 - The student understands the process of decay and need for nutrients by living organisms. 1. Student knows decomposers that help in the decay

process (e.g. fungi, bacteria, worms etc.). 2. Student investigates the nonliving factors (moisture,

temperature, and oxidation) that influence the rate of decay and identify some by-products (nutrients, liquid, gases, odor etc.) of decay.

Chapter 3 Lesson 2 Chapter 3 Lesson 3 Chapter 3 Guided Inquiry Chapter 3 Review & Test Prep

86-89 90-93 96-97 100-101

Examview 73C, 73H, 100 FCAT Science Test Prep Ancillary 17 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 21-24

Lab Zone Science 73D, 96 Leveled Readers 73A Every Student Learns 87, 93 Quick Study Ancillary 22, 23, 24, 25 Take It to the Net 73, 96 Quick Activity Transparencies 84, 90

81




BENCHMARK SC.G.1.2.7 The student knows that variations in light, water, temperature, and soil contents are largely responsible for the existence of different kinds of organisms and the population densities in an ecosystem. (CS: MC)

ESSENTIAL QUESTIONS

? What is the environment? The environment is the sum of all the conditions affecting an organism, including other populations in the area

(plant or animal) and the nonliving features of the area like air, water, soil, landforms, and weather. ? What factors determine an environment’s climate? In general the climate of an environment is determined by two factors: temperature and

precipitation. Climate is the general pattern of weather in an area over a long period of time including seasonal changes. Environments located closer to the equator receive more direct sunlight than areas near the poles so temperatures are warm year-round. Environments nearer the poles experience less sunlight and have seasons, warm summers, and cold winters. The amount and type of precipitation, rain or snow also determines an environment’s climate and the type of populations that can live there.

? What are the basic needs of all animals? All animals need food, water, oxygen from the air, and a place to live with shelter to protect it from the weather.

? What is reproduction? Reproduction is the process in living things of making more of one’s own kind, from a parent (asexual) or parents (sexual). Each species, or kind of organism can only reproduce its own kind (e.g. cats make other cats, ducks make other ducks). Reproduction is essential for the survival of the species.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows organisms (animals) need certain environmental conditions to reproduce and thrive as a population in an ecosystem. 1. Student knows the environment is the surroundings

and conditions in which an organism lives. 2. Student knows that air, water, food, shelter, and the

right climate are important to the survival of the animals in an ecosystem.

3. Student knows that in order to survive animals must reproduce more of their own kind.

Chapter 3 Directed Inquiry Chapter 3 Lesson 1 Chapter 4 Chapter 4 Lesson 1

76 78-81 105 111-113

Examview 78C, 78H, 100, 105C, 105H, 134 FCAT Science Test Prep Ancillary 13, 19, 22, 34

Activity Flip Chart 105E Leveled Readers 105A Every Student Learns 80, 112, 119

4.2 I Love Guinea Pigs, 194a-211l 4.2 Komodo Dragons, 232a-249l

82





(continued) Chapter 4 Lesson 3 Chapter 4 Review & Test Prep

122-123 134-135


Quick Study Ancillary 20, 21, 26, 27, 30, 31 Take It to the Net 105 Quick Activity Transparencies 78, 110

4.2 Ants on the Move, Leveled Reader, LR7-LR9 4.5 Into the Sea, 556a-575l

83




BENCHMARK SC.G.1.2.7 (continued) The student knows that variations in light, water, temperature, and soil contents are largely responsible for the existence of different kinds of organisms and the population densities in an ecosystem. (CS: MC) [Also assesses SC.G.2.2.2]

ESSENTIAL QUESTIONS

? How do plants reproduce? Some plants reproduce from seeds. A seed consists of a young plant (embryo) and a food supply enclosed in a

protective seed coat. Flowering plants produce seeds in flowers while conifers make seeds in cones. Other plants like mosses and ferns reproduce by spores. Spores are very tiny cells. Both seeds and spores will germinate or sprout when good conditions are met in the environment.

? What are limiting factors? For any population to thrive, there must be enough air, food, water, and living space. Such conditions are called limiting factors because they limit how many organisms can live in an environment. (See SC.G.2.2.2 in 2002 FCAT, Grade 5 Test Item and Performance Task Specifications.)

? What is population density? Population density is the number of individuals of the same species that live in a specific environment or habitat at one time. The density of a population is dependant on the limiting factors of an ecosystem. (See SC.G.2.2.2 in 2002 FCAT, Grade 5 Test Item and Performance Task Specifications.)




Lessons Pages Assessments SF Science SF Reading GLE 1 (continued) - The student knows organisms (plants) need certain environmental conditions to reproduce and thrive as a population in an ecosystem. 4. Student compares and contrasts the basic needs of

plants and animals. 5. Student knows ways plants reproduce. 6. Student understands population density is normally

dependent on limiting factors in the environment.

Chapter 2 Lesson 3 Chapter 2 Review & Test Prep Chapter 3 Chapter 3 Lesson 1

54-57 70-71 73 82-83

Examview 41C, 41H, 70, 105C, 105H, 134 FCAT Science Test Prep Ancillary 7, 8, 11, 13, 20, 22, 23 Assessment Book Chapter 4 Test, 13-16; Unit A Test, 21-24

Lab Zone Science 41D, 44, 66-67, 105D, 108, 130-131 Leveled Readers 41A, 105A Every Student Learns 56, 112, 119

84





(continued) Unit A NASA Chapter 4 Chapter 4 Directed Inquiry Chapter 4 Lesson 1 Chapter 4 Lesson 3 Chapter 4 Review & Test Prep

102-103 105 108 111-113 122-123 134-135

Quick Study Ancillary 16, 17, 20, 21, 26, 27, 30, 31 Take It to the Net 41, 105 Quick Activity Transparencies 54, 110 FCAT Benchmark Mini-Lesson Ancillary 8, 10, 13, 15

85


GRADE 4: STANDARD 2. The student understands the consequences of using limited natural resources.


BENCHMARK SC.G.2.2.1 The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) [Also assesses B.2.2.2 and B.2.2.3]

ESSENTIAL QUESTIONS

? What is an adaptation? An adaptation is a structure, behavior, or other trait in an organism that helps it survive in its environment. ? Why do organisms adapt? In order to survive organisms need to adapt to their environment so they can compete for limited food, water,

shelter, and reproduce more offspring. ? What is natural selection? Natural selection is the process by which organisms adapt (change) over time and those best suited to their

environment survive to pass their traits on to the next generation. (In the process of “natural selection”, organisms lacking the characteristic traits necessary to respond to changes in their environment will die. However, those organisms with traits better suited to their environment are more likely to survive, reproduce, and pass their traits on to the next generation. Charles Darwin defined natural selection after observing 13 different species of finches living throughout the Galapagos Islands off the coast of Ecuador.)




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows organisms compete for limited resources in every ecosystem. 1. Student knows ways organisms adapt to their

environment that help them meet their basic needs (sunlight, food, water, shelter) for survival.

Chapter 1 Chapter 1 Lesson 5 Chapter 1 Review & Test Prep Chapter 4 Lesson 2 Chapter 4 Review & Test Prep

1 26-33 39 114-117 135


Activity Flip Chart 1E Leveled Readers 1A, 105A Every Student Learns 27, 116 Quick Study Ancillary 10, 11, 28, 29 Take It to the Net 1

4.2 Komodo Dragons, 232a-249l

86




Lessons Pages Assessments SF Science SF Reading (continued) Quick Activity

Transparencies 26, 114 FCAT Benchmark Mini-Lesson Ancillary 5, 14

GLE 2 - The student knows only the organisms that can adapt to their environments will survive and reproduce passing on those adaptation traits to their offspring. 1. Student knows ways organisms adapt to their

environment to survive predation (e.g. camouflage, mimicry).

2. Student knows ways organisms adapt to survive climatic conditions (e.g. body coverings).

Chapter 1 Chapter 1 Lesson 5 Chapter 1 Review & Test Prep Chapter 4 Lesson 2 Chapter 4 Review & Test Prep

1 26-33 39 114-117 135


Activity Flip Chart 1E Leveled Readers 1A, 105A Every Student Learns 27, 116 Quick Study Ancillary 10, 11, 28, 29 Take It to the Net 1 Quick Activity Transparencies 26, 114 FCAT Benchmark Mini-Lesson Ancillary 5, 14

4.2 Komodo Dragons, 232a-249l 4.2 Horned Lizards, Leveled Reader, LR28-LR30

87




BENCHMARK SC.G.2.2.1 (continued) The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) [Also assesses B.2.2.2 and B.2.2.3]

ESSENTIAL QUESTIONS

? What is a behavior? A behavior is an activity or action that helps an organism survive. An organism’s behavior evolves through adaptations to its environment. A behavior comes as a response to a stimulus or change in the environment that affects the activity or action of an organism. Changes in light, temperature, sound, and odor are examples of stimuli that can trigger an organism’s behaviors.

? What is an instinct? An instinct is a behavior that is innate or inborn and does not need to be learned. Animals know these behaviors when they are born. The behaviors are coded in the genes that are passed on from parent to young. Migration is an instinctual behavior adaptation in which some animals move in groups from one environmental climate to another and back again. Hibernation is another adaptation to climate in which an animal eats extra food, stores fat, and goes into a long, deep sleep during the coldest seasons of their environment.

? How can learned behaviors help animals survive? Young animals learn some behaviors from observing their parents or through direct experience. Some learned behaviors are related to survival like hunting skills or warning calls. Some animals cooperate in behaviors that help them survive like schooling fish or herds huddling together for protection from predators. Other behaviors are social or center around finding a mate and reproducing.




Lessons Pages Assessments SF Science SF Reading GLE 2 (continued) - The student knows only the organisms that can adapt to their environments will survive and reproduce passing on those adaptation traits to their offspring. 3. Student identifies ways instinctive behavior helps

animals survive (e.g. migration and hibernation). 4. Student identifies ways learned behaviors help animals

survive (e.g. hunting and huddling).


1 29-33 39



4.1 Understanding Horses, 41-43l 4.2 Komodo Dragons, 232a-249l

88





(continued) Take It to the Net 1 Quick Activity Transparencies 26 FCAT Benchmark Mini-Lesson Ancillary 5

89




BENCHMARK SC.G.2.2.3 The student knows that the size of a population is dependent upon the available resources within its community. (CS: MC) [Also assesses D.2.2.1]

ESSENTIAL QUESTIONS

? What harms ecosystems the most? People, human populations, affect the Earth’s ecosystems more than any other factor, living or nonliving. Other animal populations are kept in balance by the limiting factors of each ecosystem. People, however, can upset the natural balance or, if they choose, can help keep it.

? What is ecology? Ecology is the study of how organisms interact with each other and with their physical environment. By studying the ecology of different ecosystems, scientists can determine what keeps them in balance. They can predict how changes in the environment might benefit or harm an ecosystem. Moreover, by understanding the ecology of an ecosystem, scientists can better manage their resources and protect the organisms that live there. Understanding more about the ecology of ecosystems is a way we can all help the Earth.

? What is Earth Day? The first Earth Day was held on April 22, 1970. It was coordinated by Denis Hayes at the request of the United States Senator from Wisconsin, Gaylord Nelson, who is sometimes referred to as the father of Earth Day. His main objective was to organize a nationwide public demonstration so large it would get the attention of politicians and force environmental issues into the political dialog of the nation. Shortly after the first Earth Day in 1970 came the birth of the EPA (Environmental Protection Agency), the enactment of the National Environmental Policy Act, the creation of the President’s Council of Environmental Quality, and the Clean Air Act establishing national air quality standards for the first time.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands patterns of interdependency in ecological systems. 1. Student knows ways ecosystems can change. 2. Student knows how changes can affect ecosystems.

Chapter 3 Lesson 1 Chapter 3 Lesson 1 Chapter 3 Lesson 2 Chapter 3 Lesson 3

79 80-83 84-89 90-95

Examview 73C, 73H, 100 FCAT Science Test Prep Ancillary 20 Assessment Book Chapter 3 Test, 9-12, Unit A Test, 21-24

Leveled Readers 73A Every Student Learns 80, 87, 93 Quick Study Ancillary 20, 21, 22, 23, 24, 25

4.2 River of Grass, 190-193l 4.2 Animals in the City, Leveled Reader, LR4-LR6

90






101

Take It to the Net 73 Quick Activity Transparencies 78, 84, 90

4.2 Ants on the Move, Leveled Reader, LR7-LR9 4.2 Falcon Watch, Leveled Reader, LR16-LR19

GLE 2 - The student understands that what benefits one organism may be harmful to other organisms. 1. Student knows changes in a habitat may be beneficial

or harmful to organisms.


114-117 124-129 135


Leveled Readers 105A Every Student Learns 116, 127 Quick Study Ancillary 28, 29, 32, 33 Take It to the Net 73 Quick Activity Transparencies 114, 124

4.2 Falcon Watch, Leveled Reader, LR16-LR19

GLE 3 - The student understands that changes in an ecological system usually affect the whole system. 1. Student knows that some environmental changes can

affect the entire ecology of an ecosystem.

Chapter 3 Chapter 3 Lesson 1 Chapter 3 Lesson 2 Chapter 3 Lesson 3

73 80-83 84-89 90-95

Examview 73C, 73H, 100, 105C, 105H, 134 FCAT Science Test Prep Ancillary 20, 21, 22, 24, 141

Activity Flip Chart 73E, 105E Leveled Readers 73A, 105A

4.2 Falcon Watch, Leveled Reader, LR16-LR19 4.5 Artic Adventure, Leveled Reader, LR13-LR15

91





Review & Test Prep Chapter 4 Lesson 2 Chapter 4 Lesson 3 Chapter 4 Lesson 4 Chapter 4 Review & Test Prep

100-101 114-117 118-123 124-129 135

Assessment Book Chapter 3 Test, 9-12; Chapter 4 Test, 13-16; Unit A Test, 21-24

Every Student Learns 80, 87, 93, 116, 119, 127 Quick Study Ancillary 20, 21, 22, 23, 24, 25, 28, 29, 30, 31, 32, 33 Take It to the Net 73 Quick Activity Transparencies 84, 90, 114, 118, 124 FCAT Benchmark Mini-Lesson Ancillary 15, 16

92

STRAND H: THE NATURE OF SCIENCE

GRADE 4: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.

REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.

BENCHMARK SC.H.1.2.1 The student knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experimentations. (AA: MC)

ESSENTIAL QUESTIONS

? What is quantitative data? Quantitative data is data in numbers, usually measurements with units. Some examples of quantitative data include: length, width, or height measurements in centimeters, meters or kilometers; mass measurements in grams or kilograms; liquid measurements in milliliters, liters, or kiloliters; temperature in degrees Celsius; and time in seconds, minutes and hours. Quantitative data can also include numbers with units that result from mathematical calculations like volume, area, sum, or mean.

? What are qualitative observations? Qualitative observations are observations that describe the qualities of or change the qualities in an object or organism as detected by the observer’s senses that include sight, hearing, smell, taste, or touch. Some qualitative observations include: shape, color, texture, pattern, movement, odor, taste, and sounds.

? Why is it important to repeat an experimental procedure more than once? Doing an experiment only once without repeating it again to see if the results turn out the same does not verify the outcome. When an experimental procedure is repeated with the same outcome, the results have more validity. If different results occur with the same procedure, the causes of any discrepancies need to be determined and more controls may need to be added to the procedure.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows ways scientists document the results of their investigations. 1. Student records accurate qualitative observations (e.g.

shape, texture, sound, odor, etc.). 2. Student records accurate quantitative data (e.g.

measurements, calculations, etc.). 3. Student analyzes experimental data and presents the

results of any findings.


137 390-393 399

Examview 369C, 369H, 398 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 93-96


93




Lessons Pages Assessments SF Science SF Reading (continued) Quick Activity

Transparencies 390

GLE 2 – The student knows how to describe an experiment so others could repeat the investigation with similar results. 1. Student documents the purpose, materials, and

procedure of an experiment. 2. Student records data for an experiment in tables, charts

and logs. 3. Student knows it is important to repeat an experiment

for validity.


137 390-393 399

Examview 369C, 369H, 398 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 93-96

Activity Flip Chart 369E Leveled Readers 369A Every Student Learns 391 Quick Study Ancillary 90, 91 Take It to the Net 137 Quick Activity Transparencies 390

94




BENCHMARK SC.H.1.2.2 The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. (AA: MC, SR, ER) [Also assesses SC.H.1.2.4 and SC.H.3.2.2.]

ESSENTIAL QUESTIONS

? How is an investigation different from experimentation? An investigation is a procedure carried out in order to observe a response to a stimulus but is not a complete experiment. In an experiment, a procedure is carried out and repeated under controlled conditions to discover, demonstrate, or test a hypothesis. Experiments include all the components of the scientific method including: identifying a problem, collecting background information, forming a hypothesis, designing an experiment, performing the experiment to test the hypothesis, observing, recording, and analyzing data, repeating the experiment to verify the outcome, drawing conclusions about the experiment from the analyzed data, communicating the results in a log or displaying the findings for a science fair, and explaining how it applies to real-life situations . (See P.B.C. Elementary Science Fair Handbook for topics, rules and judging forms.)

? What is the metric system? The metric system is the system of measurements scientists use so their quantitative data will be understood and reproduced by other scientists all over the world. Most of the SI measurements (system of international measurements) used by the scientists are metric measurements.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student investigates and experiments testing hypotheses that are formulated based on cause-and- effect relationships; makes distinctions among observations, conclusions, inferences, and predictions; limits the number of variables and uses controls; and recognizes numerical data that are contradictory or unusual in experimental results. 1. Student knows investigation is a procedure that is

carried out in order to observe a response caused by a stimulus and is not a complete experiment.

2. Student knows an experiment is carried out and repeated under controlled conditions in order to discover, demonstrate, or test a hypothesis and includes all the components of the scientific method.

Chapter 4 Directed Inquiry Chapter 4 Guided Inquiry Unit A Full Inquiry Chapter 6 Directed Inquiry

105D 130-131 172-175 177D

Examview 105C, 105H, 134, 177C, 177H, 204, 281C, 281H, 302, 345C, 345H, 364 FCAT Science Test Prep Ancillary 9, 154

Activity Flip Chart 105E, 177E, 281E, 345E Lab Zone Science 105D, 130, 172, 177D, 200, 281D, 298, 308, 345D, 360 Leveled Readers 105A, 137A, 177A, 281A, 345A

95





Guided Inquiry Chapter 10 Directed Inquiry Chapter 10 Chapter 10 Guided Inquiry Unit B Full Inquiry Chapter 12 Directed Inquiry Chapter 12 Guided Inquiry

200-201 281D 281 298-299 308-311 345D 360-361

Take It to the Net 105, 130, 172, 200, 281, 298, 308, 345, 360 Quick Activity Transparencies 118, 246

96





GLE 2 – The student uses metric tools to measure, record, and interpret data. 1. Student uses SI measuring instruments and science

tools to collect and analyze data.

Chapter 2 Math in Science Chapter 6 Directed Inquiry Chapter 6 Guided Inquiry Chapter 11 Lesson 2 Chapter 11 Lesson 2 Chapter 12 Directed Inquiry Chapter 12 Guided Inquiry

69 177D 200-201 322-323 324-327 345D 360-361

Examview 177C, 177H, 204, 345C, 345H, 364

Lab Zone Science 177D, 200, 345D, 360 Leveled Readers 177A, 313A Every Student Learns 323 Take It to the Net 200 Quick Activity Transparencies 322

97




BENCHMARK SC.H.1.2.3 The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. (Not assessed but essential for cooperative learning in small groups.)

ESSENTIAL QUESTIONS

? Why is it important for science students to collaborate? Research indicates that students working cooperatively learn interpersonal skills, improve personal responsibility, and learn concepts as well as or better than if they had worked on the science activity individually. In a classroom ranging from 24-30 students, only one fourth of the materials you would normally need to involve the students in hands-on science are needed if students collaborate in teams (cooperative learning groups). The overall goal of social skill acquisition is positive, on-task students who enjoy their time together, care about each other, and produce high quality work. Working in small groups is a valuable skill in school and in life. Most jobs require people to work well with others.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student works collaboratively to collect, share, and record information for a scientific investigation. 1. Student actively participates in hands-on

investigations with peers. 2. Student accepts interdependent roles (leader,

manager, recorder, etc.) to ensure the group’s academic success.

3. Student cooperates with peers in a learning group (cluster skills).

4. Student helps the group complete assignments (task skills).

5. Student accepts other’s points of view (camaraderie skills).

Chapter 1 Directed Inquiry Chapter 1 Guided Inquiry Chapter 2 Directed Inquiry Chapter 2 Guided Inquiry

1D 34-35 41D 66-67

Examview 1C, 1H, 38, 41C, 41H, 70, 73C, 73H, 100, 177C, 177H, 204, 257C, 257H, 278, 313C, 313H, 342, 345C, 345H, 364, 369C, 369H, 398, 401C, 401H, 430, 433C, 433H, 454, 457C, 457H, 478, 489C, 489H, 510, 545C, 545H, 564

Activity Flip Chart 1E, 545E Lab Zone Science 1D, 34, 41D, 44, 66, 73D, 96, 177D, 180, 233D, 236, 257D, 260, 313D, 316, 338, 345D, 348, 369D, 372, 394, 401D, 404, 426, 433D, 450, 457D, 460, 474,

4.2 The Bug Watch, Leveled Reader, LR1-LR3

98





(continued) Chapter 3 Directed Inquiry Chapter 3 Guided Inquiry Chapter 6 Directed Inquiry Chapter 6 Directed Inquiry Chapter 8 Directed Inquiry Chapter 9 Directed Inquiry Chapter 9 Directed Inquiry Chapter 11 Directed Inquiry

73D 96-97 177D 180 233D 257D 260 313D

484, 489D, 492, 545D, 548, 560, 572 Leveled Readers 1A, 41A, 73A, 177A, 257A, 281A, 313A, 345A, 369A, 401A, 433A, 457A, 489A, 545A Take It to the Net 34, 41, 44, 66, 96, 180, 236, 260, 316, 338, 348, 372, 394, 401, 404, 426, 450, 457, 460, 474, 484, 492, 545, 548, 560, 572 Quick Activity Transparencies 26

99





(continued) Chapter 11 Directed Inquiry Chapter 11 Guided Inquiry Chapter 12 Directed Inquiry Chapter 12 Directed Inquiry Chapter 13 Directed Inquiry Chapter 13 Directed Inquiry Chapter 13 Guided Inquiry Chapter 14 Directed Inquiry

316 338-339 345D 348 369D 372 394-395 401D

100





(continued) Chapter 14 Directed Inquiry Chapter 14 Guided Inquiry Chapter 15 Directed Inquiry Chapter 15 Guided Inquiry Chapter 16 Directed Inquiry Chapter 16 Directed Inquiry Chapter 16 Guided Inquiry Unit C Full Inquiry Chapter 17 Directed Inquiry

404 426-427 433D 450-451 457D 460 474 484-487 489D

101





(continued) Chapter 17 Directed Inquiry Chapter 19 Directed Inquiry Chapter 19 Directed Inquiry Chapter 19 Guided Inquiry Unit D Full Inquiry

492 545D 548 560-561 572-575

102




BENCHMARK SC.H.1.2.4 The student knows that to compare and contrast observations and results is an essential skill in science. [Assessed as SC.H.1.2.2.]

ESSENTIAL QUESTIONS

? What is a variable? A variable is any factor, condition, or event that can change in an experiment. Before you begin any experiment you must identify the variable that can affect the results. You then need to decide which variable you want to control and which you want to vary (change). The only variables that should change are factors that will confirm or reject your hypothesis.

? What is a control? Any factors, conditions or events you keep the same (constant or fixed) in an experiment are called controls. The best experiments are designed so all the variables are controlled except the factors you think will confirm your hypothesis. To test the hypothesis “If plants are fertilized, then they will grow taller and faster.”, the amount of soil, water, and sunlight are variables that you need to control (or fix) in the same amounts for all sets of plants. One set of plants will get fertilizer and the other will not get fertilizer. If the plants that get the fertilizer grow taller and faster, the hypothesis is confirmed. By controlling the other variables that could affect the plants’ growth, you test the effect of the fertilizer.

? What is a trial? Each set of repeated measurements in an experiment is called a trial. The more measurements (observations) you make, the more reliable your results. Whenever possible you should repeat an experiment several times with more that one set of test samples and then average the results. Experiments with multiple trials and multiple samples that follow exactly the same experimental procedures in every trial are the most valid.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that comparisons can be made between experimental trials when variables are controlled and conditions are the same. 1. Student knows a variable is any factor that changes in

order to test the hypothesis of an experiment. 2. Student knows a control is any variable which remains

the same throughout an experiment. 3. Student knows a trial is a set of repeated

measurements or observations.

Chapter 1 Directed Inquiry Chapter 1 Target Skill Unit A Science Fair Project

4 5 176

Examview 281C, 281H, 302 FCAT Science Test Prep Ancillary 23

Lab Zone Science 281D, 284 Leveled Readers 137A, 281A, 457A, 545A

103

(continued) 4. Student practices identifying the variables, controls,

and trials in experimental procedures.

Chapter 10 Directed Inquiry Chapter 10 Chapter 10 Directed Inquiry Unit B Science Fair Project Unit C Science Fair Project Unit D Science Fair Project

281D 281 284 312 488 576

Take It to the Net 281, 284 Quick Activity Transparencies 14

104




BENCHMARK SC.H.1.2.5 The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. (CS: MC)

ESSENTIAL QUESTIONS

? What is a scientific model? A scientific model is a simplified version of a part or event in nature. Models explain what that part or event looks like and how it works. Scientists make physical models to represent things that cannot be observed directly. Drawings, diagrams, objects, mathematical equations, and computer simulations can be scientific models. Sometimes it is helpful to develop a model to explain what you find out in an experiment. As scientists conduct more experiments, they gain new information about relationships that can be used to update and improve existing models.

? What is a scale model? A scale model is a model that is a miniature of the actual part in size or shape. A scale model is made by measuring the actual part and then converting those measurements into proportional values in a smaller denomination to make an exact miniature.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that a model of something is different from the real thing but can be used to learn something about the real thing. 1. Student investigates science concepts using various

models. 2. Students reads, interprets, and analyzes (compares

and contrasts) information represented in scientific models.

3. Student uses scientific models to describe, discuss or explain science concepts.

4. Student can identify and analyze models that are used to interpret real world situations.

Chapter 5 Directed Inquiry Chapter 5 Directed Inquiry Chapter 5 Guided Inquiry Unit A Science Fair Project

137D 140 162-163 176

Examview 137C, 137H, 166, 209C, 209H, 230, 513C, 513H, 542 FCAT Science Test Prep Ancillary 90

Activity Flip Chart 137E, 209E, 513E, 545E Lab Zone Science 137D, 140, 162, 209D, 212, 513D, 516, 538 Leveled Readers 137A, 457A, 513A

4.2 Badger Toes and Rabbit Feet, 230-231l

105





(continued) Chapter 7 Directed Inquiry Chapter 7 Chapter 7 Directed Inquiry Chapter 7 Lesson 1 Chapter 7 Review & Test Prep Unit B Science Fair Project Unit C Science Fair Project Chapter 18 Directed Inquiry Chapter 18 Directed Inquiry

209D 209 212 220-221 231 312 488 513D 516

Quick Study Ancillary 50, 51 Take It to the Net 140, 162, 209, 212, 513, 516, 538 Quick Activity Transparencies 266, 270

106





(continued) Chapter 18 Guided Inquiry Unit D Science Fair Project

538-539 576

107




BENCHMARK SC.H.1.2.6 PBC The student knows that proper safety precautions should be followed during scientific investigations. (Not assessed but essential whenever students are engaged in investigating or experimenting.)

ESSENTIAL QUESTIONS

? Why must teachers and students know the proper safety precautions before doing an investigation or experiment? Investigating

science provides students with opportunities to learn new skills but it also means more work and responsibility for everyone. A hands-on, inquiry-based science program requires distributing, using and caring for materials and equipment. Understanding the appropriate way to conduct an investigation and the potential hazards associated with using certain materials or tools is every student’s responsibility. Likewise it is every teacher’s responsibility to inform their students before each investigation of the potential risks associated with any materials or tools they are being given to use. Teachers should remind students about the importance of safety wherever they are and with whatever they are doing. Ultimately, the teacher is responsible - and can be held liable - for any situation they put a student in that may cause the student injury or harm if they do not know the potential risks or have not provided the student with adequate protection and safety instruction before engaging them in an investigation or experiment.




Lessons Pages Assessments SF Science SF Reading GLE - The student uses proper safety precautions when conducting scientific investigations. 1. Student knows safety rules before doing an

investigation. 2. Student knows location of fire exits and evacuation

routes. 3. Student always wears goggles, gloves, or aprons

when instructed to do so by the teacher. 4. Student follows safety instructions and procedures

carefully. 5. Student reports accidents to the teacher

immediately.

SF Science targets proper safety precautions in all scientific investigations. Chapter 2 Guided Inquiry Unit A Full Inquiry

66-67 172-175

Full Inquiry Assessment 175, 575

Activity Flip Chart 177E, 209E, 257E, 281E Lab Zone Science 41D, 66-67, 233D, 236, 281D, 298-299, 345D, 348 Leveled Readers 177A, 209A

108





(continued) 6. Student cleans up their own work area and disposes

of wastes according to the teacher’s instruction. 7. Student washes their hands whenever appropriate or

instructed to do so by the teacher.

Chapter 8 Directed Inquiry Chapter 10 Guided Inquiry Chapter 12 Directed Inquiry

236 298-299 348

Every Student Learns 199, 218, 225 Quick Activity Transparencies 446

109


GRADE 4: STANDARD 2. The student understands that most natural events occur in comprehensible, consistent patterns.

REPORT CARD S11. Understands that most natural events occur in patterns.

BENCHMARK SC.H.2.2.1 The student knows that natural events are often predictable and logical. (CS: MC)

ESSENTIAL QUESTIONS

? How are predictions and hypotheses different? A prediction is a guess about what will happen under certain conditions that is based on observations and research. You use your prior knowledge or experiences to predict what will happen. A hypothesis is an idea that can be tested by experimentation or observation. A hypothesis leads to new knowledge. Solving problems in science is like working a puzzle. There is no single method to solve a puzzle. The methods used to answer a question depend partly on what the question is. By using a combination of common sense, reasoning, imagination, intuition, and guesswork, scientists make predictions and form hypotheses and experiment to find answers to puzzles.

? What is a forecast? A forecast is a prediction of what you think will happen in the future based on an established pattern, sequence, or scientific model. Depending on the number of variables involved, sometimes a forecast is correct and other times it is incorrect.

? What is a cycle? A cycle is a period of time in which certain events or phenomena repeat themselves in the same order and at the same intervals.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student makes predictions and forms hypotheses. 1. Student knows a prediction is based on prior

knowledge and data. 2. Student knows a hypothesis can be tested through

experimentation and leads to new knowledge.

Science Tools Chapter 2 Math in Science Chapter 3 Math in Science Unit A Full Inquiry

xxix 68-69 98-99 172-175

Activity Resources Rubric 200

Lab Zone Science 69, 99, 172, 177D, 200, 300 Leveled Readers 41A, 137A, 177A Every Student Learns 199

110





(continued) Chapter 6 Directed Inquiry Chapter 6 Lesson 3 Chapter 6 Guided Inquiry Chapter 6 Math in Science Chapter 10 Math in Science Chapter 14 Lesson 1

177D 191 200-201 202-203 300-301 411

Take It to the Net 68, 172, 200 Quick Activity Transparencies 98, 202, 300

GLE 2 - The student knows the basic patterns, sequences, and cycles occurring in nature. 1. Student forecasts events and reaches decisions based

on data from picture graphs, bar graphs, and line graphs.

2. Student observes stages, sequencing events and repeating patterns in nature.

3. Student diagrams and labels the events in natural cycles.

Chapter 3 Lesson 2 Chapter 3 Lesson 3 Chapter 3 Review & Test Prep Chapter 6 Lesson 2

88-89 92-95 101 186-189

Examview 73C, 73H, 100, 177C, 177H, 204, 233C, 233H, 254, 345C, 345H, 364, 489C, 489H, 510 FCAT Science Test Prep Ancillary 22, 40, 41, 43, 44, 45, 46, 47, 48, 49, 51, 68

Activity Flip Chart 73E, 233E, 489E Lab Zone Science 345D, 360 Leveled Readers 73A, 177A, 233A, 345A, 489A

111





(continued) Chapter 6 Guided Inquiry Chapter 6 Review & Test Prep Chapter 7 Chapter 7 Review & Test Prep Chapter 8 Lesson 3 Chapter 8 Review & Test Prep Chapter 12 Directed Inquiry Chapter 12 Guided Inquiry Chapter 17 Lesson 1

200-201 205 209 230-231 248-249 255 345D 360-361 496-499

Assessment Book Chapter 3 Test, 9-12; Unit A Test, 21-24; Chapter 6 Test, 35-38; Chapter 7 Test, 39-42; Chapter 8 Test, 43-46; Unit B Test, 55-58; Chapter 17 Test, 107-110; Unit D Test, 119-122

Every Student Learns 93, 187, 248, 496, 503 Quick Study Ancillary 22, 23, 24, 25, 44, 45, 58, 59, 110, 111, 112, 113 Take It to the Net 209, 360, 489 Quick Activity Transparencies 186, 500 FCAT Benchmark Mini-Lesson Ancillary 24, 25, 26, 27, 28, 43

112





(continued) Chapter 17 Lesson 2 Chapter 17 Review & Test Prep

500-505 510-511

113


GRADE 4: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.

REPORT CARD S12. Understands that science and society are interwoven and interdependent.

BENCHMARK SC.H.3.2.1 The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science. (AA: MC, SR) [Also assesses SC.H.3.2.3.]

ESSENTIAL QUESTIONS

? What is risk-benefit analysis? Risk-benefit analysis is an approval process in which government agency scientists (e.g. Food and Drug Administration) identify the risks and benefits of a new product. The risks and benefits are then compared. If the benefits outweigh the risks, the product is approved for use. On the other hand, if the risks outweigh the benefits, the product will probably not be approved and will not be available to the public. In this way society sets the level of risks it is willing to accept from a technology.

? What is R and D? R and D is an industry term which stands for research and development. Businesses routinely reinvest some of the profits from their most successful products back into the cost of researching and developing new products. In a free market economy competition is everything, and providing newer and better technology is very important to the success of many businesses.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that technologies often have costs, as well as benefits, and can have an enormous effect on people and other living things. 1. Student knows that society sets the level of risk it is

willing to accept from a technology. 2. Student knows businesses invest some profits into the

research and development of new technologies.

Unit A NASA Unit B NASA Unit C NASA Chapter 19 Chapter 19 Lesson 1 Chapter 19 Lesson 2

102-103 206-207 366-367 545 550-555 556-559

Examview 545C, 545H, 564 FCAT Science Test Prep Ancillary 127, 128, 129, 130, 131, 132, 136, 137, 152 Assessment Book Chapter 9 Test, 115-118; Unit D Test, 119-122

Activity Flip Chart 545E Leveled Readers 73A, 177A, 345A, 545A Every Student Learns 555, 557 Quick Study Ancillary 122, 123, 124, 125 Take It to the Net 345, 545

4.3 John Henry, 260a-281l

114





(continued) Chapter 19 Review & Test Prep Unit D NASA

564-565 566-567

Quick Activity Transparencies 550, 556 FCAT Benchmark Mini-Lesson Ancillary 61, 62

GLE 2 - The student researches and reports on a scientific topic. 1. Student uses reference materials to obtain information

and writes an original report on a science concept. 2. Student presents an original report or project on a

science concept.

Unit A NASA Unit B NASA Unit C NASA Chapter 19 Chapter 19 Lesson 1 Chapter 19 Lesson 2 Chapter 19 Review & Test Prep Unit D NASA

102-103 206-207 366-367 545 550-555 556-559 564-565 566-567

Examview 545C, 545H, 564 FCAT Science Test Prep Ancillary 127, 128, 129, 130, 131, 132, 136, 137, 152 Assessment Book Chapter 9 Test, 115-118; Unit D Test, 119-122

Activity Flip Chart 545E Leveled Readers 73A, 177A, 345A, 545A Every Student Learns 555, 557 Quick Study Ancillary 122, 123, 124, 125 Take It to the Net 345, 545 Quick Activity Transparencies 550, 556

4.2 A Big-City Dream, 168a-193l 4.5 The Race for the North Pole, 536a-555l

115





(continued) FCAT Benchmark Mini-Lesson Ancillary 61, 62

116




BENCHMARK SC.H.3.2.2 The student knows that data is collected and interpreted in order to explain an event or concept. [Assessed as SC.H.1.2.2.]

ESSENTIAL QUESTIONS

? What is an accurate observation? An accurate observation is an observation that involves using all your senses (i.e., sight, smell, touch, hearing, and taste) and involves using scientific tools to examine the characteristics and properties of objects and events. Accurate observations have complete and varied written descriptions and numeric data recorded with units of measurement.

? What is comparing? Comparing is identifying common (similar) and distinguishing characteristics among objects or events. A comparison is basically how objects or events are alike.

? What is contrasting? Contrasting is identifying uncommon (dissimilar) and distinguishing characteristics among objects or events. A contrast is basically how objects or events are different.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student constructs tables, graphs, and concept maps to organize, analyze, and evaluate information. 1. Student knows the importance of accurate observations

and measurements. 2. Student compares and contrasts observations or results

using Venn or other diagrams, web organizers, and flowcharts.

3. Student compares and contrasts observations, quantitative data, and calculations.

4. Student constructs tables and charts to organize observations and measurement data.

5. Student plots data onto graphs to analyze information.

Chapter 1 Directed Inquiry Chapter 1 Guided Inquiry Chapter 2 Chapter 2 Directed Inquiry Chapter 3 Directed Inquiry

1D 34-35 41 44 73D

Examview 1C, 1H, 38, 41C, 41H, 70, 73C, 73H, 100, 105C, 105H, 134, 209C, 209H, 230, 233C, 233H, 254, 257C, 257H, 278, 433C, 433H, 454, 489C, 489H, 510

Activity Flip Chart 1E, 41E, 281E, 433E, 457E, 545E Lab Zone Science 1D, 34, 73D, 76, 105D, 108, 209D, 226, 233D, 250, 257D, 274, 433D, 436, 489D, 506

117





(continued) Chapter 3 Directed Inquiry Chapter 4 Directed Inquiry Chapter 4 Directed Inquiry Unit A Science Fair Project Chapter 7 Directed Inquiry Chapter 7 Guided Inquiry Chapter 8 Directed Inquiry Chapter 8

76 105D 108 176 209D 226-227 233D 233

Leveled Readers 1A, 41A, 105A, 209A, 233A, 257A, 281A, 433A, 457A, 489A, 545A Take It to the Net 1, 34, 41, 76, 108, 226, 233, 250, 274, 433, 436, 489, 506 Quick Activity Transparencies 292

118





(continued) Chapter 8 Guided Inquiry Chapter 9 Directed Inquiry Chapter 9 Guided Inquiry Unit B Science Fair Project Chapter 15 Directed Inquiry Chapter 15 Directed Inquiry Unit C Science Fair Project Chapter 17 Directed Inquiry

250-251 257D 274-275 312 433D 436 488 489D

119





(continued) Chapter 17 Guided Inquiry Unit D Science Fair Project

506-507 576

120




BENCHMARK SC.H.3.2.3 The student knows that before a group of people build something or try something new, they should determine how it may affect other people. [Assessed as SC.H.3.2.1.]

ESSENTIAL QUESTIONS

? What is technology? Technology is the use of scientific knowledge to solve problems for society. Because scientific knowledge advances when new technologies are available, both scientific knowledge and technology build on each other. Scientific discoveries lead to new technologies and new technology can lead to new discoveries.

? How does society affect technology? Society’s needs, wants, and values (ethics) affect how scientific research is done. A society can choose to either encourage or discourage different areas of scientific research. It costs money to do scientific research. The funds come from government taxes or private companies. Usually the problems society considers most important or the research that is most promising get the most funding.

? What is research bias? Scientific research is based on data gathered from experiments. The results or conclusions made from that data however are subject to interpretation. Scientific bias is when a person or company allows their beliefs or wishes to influence the results of their experimental data. Bias occurs when the people doing the scientific research or paying for it want the results to support a certain hypothesis. So they falsely report certain conclusions about their data. (For example: when the tobacco companies paid for research to show cigarette smoking was not harmful to people’s health, they only reported the research that supported their hypothesis. When other groups repeated the same experiments, most of their data showed that smoking cigarettes was very dangerous to people’s health.)




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student uses criteria to understand and analyze the impact of science on society. 1. Student makes generalizations based on historical

scientific discoveries about the impact of technology on society.

2. Student distinguishes scientific facts from common misconceptions and opinions.

3. Student uses facts and details to support the use of a scientific technology.


545 552-555 564-565

Examview 545C, 545H, 564 Assessment Book Chapter 19 Test, 115-118; Unit D Test, 119-122

Leveled Readers 545A Every Student Learns 555 Quick Study Ancillary 122, 123

4.2 A Big-City Dream, River of Grass, 168a-193l 4.3 The Chunnel, Leveled Reader, LR4-LR6

121





(continued) 4. Student identifies the cause and effect of certain

technologies on people and society. 5. Student determines whether scientific claims are

backed by sufficient evidence or biased interpretation.

Take It to the Net 545 Quick Activity Transparencies 550

4.3 Storm Chasers, Leveled Reader, LR22-LR25 4.5 The Race for the North Pole, 536a-555l 4.5 I Work in the Ocean, 572-575l 4.6 Out of the Blue, A Really Bright Idea, 666a-683l

122



REPORT CARD S12. Understands that science and society are interwoven in interdependent.

BENCHMARK SC.H.3.2.4 The student knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. (AA: MC, SR)

ESSENTIAL QUESTIONS

? How do scientific methods affect progress? Progress is defined as “developing or cultivating improvement, individually or as a civilization.” For many people in many professions, the scientific method is a way of thinking and acting to find solutions to problems that bring about improvements. It begins by identifying a problem, developing a hypothesis based on present knowledge, and then, through a sequence of deliberately-planned and carefully-controlled steps, testing the hypothesis to uncover new evidence and information. Observations are made, data is collected and analyzed, and decisions are made to accept or reject test results. As more evidence is revealed, knowledge is gained, new improvements are made and applied in the form of new technologies, problems are solved, and improvements are made that change the way we live and change our understanding of the world around us.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows ways people use the scientific method to solve problems, make decisions, and form new ideas. 1. Student knows that people in many careers use the

scientific process to solve problems and make decisions.

2. Student knows that use of the scientific method ensures validity (i.e., repeatable procedures, multiple trials, measurable results, accurate communication).

3. Student understands the purpose of the scientific inquiry is to solve problems, make decisions, and form new ideas.

4. Student understands individual scientific discoveries can lead to new global technologies.

Unit A NASA Unit A NASA Unit A Biography Unit A NASA Unit A Biography

40 72 104 136 168

Examview 209C, 209H, 230, 545C, 545H, 564 FCAT Science Test Prep Ancillary 29, 45, 67, 127, 137 Assessment Book Chapter 5 Test, 17-20; Chapter 7 Test, 39-42; Unit B

Activity Flip Chart 137E, 209E, 281E, 457E, 545E Leveled Readers 1A, 41A, 73A, 105A, 137A, 177A, 209A, 281A, 233A, 257A, 313A, 369A, 401A, 433A, 457A, 489A, 513A, 545A

4.6 Out of the Blue, A Really Bright Idea, 666a-683l 4.6 Try, Try Again, Leveled Reader, LR13-LR15 4.6 Thomas Edison, An American Inventor,

123





(continued) Unit A Science Fair Project Unit B NASA Chapter 7 Chapter 7 Lesson 1 Chapter 7 Lesson 2 Chapter 7 Review & Test Prep Unit B Biography Unit B Biography Unit B Career Unit B Career

176 208 209 220-221 224-225 231 232 256 280 304

Test, 55-58; Chapter 19 Test, 115-118; Unit D Test, 119-122

Every Student Learns 555, 557 Quick Study Ancillary 50, 51, 52, 53, 122, 123, 124, 125 Take It to the Net 1, 41, 137, 209, 401, 433, 457, 513, 545 Quick Activity Transparencies 550

Leveled Reader, LR22-LR24

124





(continued) Unit B Science Fair Project Unit C NASA Unit C Biography Unit C Career Unit C NASA Unit C Biography Unit C Science Fair Project Unit D NASA Unit D Biography Chapter 19

312 344 400 432 456 480 488 512 544 545

125

126





(continued) Chapter 19 Lesson 1 Chapter 19 Lesson 2 Chapter 19 Review & Test Prep Unit D Biography Unit D Science Fair Project

550-555 556-559 565 568 576

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Elementary Curriculum Guidelines for Science (Sunshine ...assets.pearsonschool.com/correlations/TS45_G4.pdfElementary Curriculum Guidelines for Science (Sunshine State Standards) Grade