Scott Foresman Science - Pearson Education

A Correlation of

to

Illinois Science Performance

Descriptors Grades 1-6

G/S-118

Introduction This document demonstrates how Scott Foresman Science meets the Illinois Science Performance Descriptors. Page references are to the Teacher’s Edition, which contains facsimile Student Edition and ancillary pages. Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design. Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process. How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students. Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level. Time-Saving Strategies Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the

Activity Placemat and Tray, activity setup takes only 30 seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin

boards quickly and easily. Technology Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Table of Contents

Grade One……………………………………………………………….…………...…………1

Grade Two………………………………………………………..…………………..…………8

Grade Three………………………………………………………………………..………….15

Grade Four………………………………………………………………………....………….23

Grade Five………………………………………………………………………...….……….32

Grade Six………………………………………………………..…………………………….41

Scott Foresman Science to the

Illinois Science Performance Descriptors Grade 1—Stage A

Science Descriptors

11A - Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry.

1. Describe an observed science concept using appropriate senses, making applicable estimations and measurements, predicting steps or sequences, describing changes in terms of starting and ending conditions using words, diagrams or graphs. Throughout Scott Foresman Science students are provided opportunities to describe observed science concepts. These are some of the many examples. 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 117, 140–141, 156, 168–169, 180, 194–195, 197, 204–205, UC1, UC4, 212, 217, 232–233, 244, 254, 262, 266–267, 276, 298–299, 301, 308–309, 316, 328–329, 330–331, 340, 349, 372–373

2. Begin guided inquiry asking questions using prior knowledge and observations, inferring from observations to generate new questions, or developing strategies to investigate questions. Throughout Scott Foresman Science students are provided opportunities to begin guided inquiries. These are some of the many examples. 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 148, 168–169, 180, 194–195, 204–205, UC4, 232–233, 244, 266–267, 276, 298–299, 308–309, 316, 328–329, 362–363, 372–373

3. Conduct guided inquiry following appropriate procedural steps and safety precautions as directed by teacher. Throughout Scott Foresman Science students are provided opportunities to conduct guided inquiries. These are some of the many examples. 18–19, 40–41, 74–75, 106–107, 116, 130–131, 140–141, 168–169, 180, 194–195, 204–205, 244, 266–267, 276, 298–299, 308–309, 328–329, 362–363, 372–373

4. Collect data for guided inquiry identifying and using instruments for gathering data, making estimates and measurements, recording observations, or reading data from data-collection instruments. Throughout Scott Foresman Science students are provided opportunities to collect data for guided inquiries. These are some of the many examples. 4, 18–19, 40–41, 52, 74–75, 106–107, 140–141, 168–169, 194–195, 197, 204–205, 232–233, 266–267, 276, 298–299, 308–309, 316, 328–329, 362–363, 372–373

______________________________________________________________________ Grade One 1

Scott Foresman Science Illinois Science Performance Descriptors

5. Record and store data assembling pictures to illustrate data, or organizing

data on charts and pictographs, tables, journals or computers. Throughout Scott Foresman Science students are provided opportunities to record and store data. These are some of the many examples. 18–19, 28, 40–41, 74–75, 106–107, 140–141, 168–169, 194–195, 197, 204–205, 216, 232–233, 235, 266–267, 269, 276, 298–299, 301, 308–309, 328–329, 362–363, 372–373

6. Analyze and display results recognizing and describing patterns, noting

similarities and differences in patterns, or predicting trends. Throughout Scott Foresman Science students are provided opportunities to analyze and display results. These are some of the many examples. 40–41, 52, 74–75, 106–107, 130–131, 140–141, 168–169, 194–195, 204–205, 244, 266–267, 276, 298–299, 308–309, 362–363, 372–373

7. Communicate individual and group results identifying similar data from

others, generalizing data, drawing simple conclusions, or suggesting more questions to consider. Throughout Scott Foresman Science students are provided opportunities to communicate individual and group results. These are some of the many examples. 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116–117, 140–141, 168–169, 180, 194–195, 204–205, 232–233, 266–267, 276, 298–299, 308–309, 316, 328–329, 362–363, 372–373

11B - Students who meet the standard know and apply the concepts, principles, and processes of technological design.

1. Propose ideas for solutions to technological design questions asking questions about concept (e.g., how to demonstrate that sound is produced by vibrating objects), identifying criteria for measuring success of design or prioritizing possible solutions from given list. 130–131, 144, 148, 204–205, 227, 244, 252, 260–261, 266–267, 276, 308–309, 312, 324–325, 372–373

2. Select a possible solution which addresses the design question choosing

materials from teacher-generated options, determining the order of assembly steps, identifying the variables for testing criteria factors, proposing procedural steps to test design or sketching the projected final design. 130–131, 144, 148, 204–205, 226–229, 340, 351, 362–363, 372–373

______________________________________________________________________ Grade One 2


3. Construct the selected technological solution using the materials and tools provided or recording observational data for design process. 130–131, 144, 204–205, 244, 276, 308–309, 328–329, 340, 362–363, 372–373

4. Test for design success based on teacher-generated criteria conducting

multiple trials or collecting data from tests using appropriate measurement methods. 130–131, 144, 204–205, 276, 328–329, 362–363, 372

5. Communicate results of design tests comparing data from student trials to

evaluate design success, reporting the procedures followed, evaluating best design to solve technological design question or proposing modifications for design solution in additional trials. 130–131, 144, 204–205, 328–329, 340, 362–363, 371, 372–373

12A - Students who meet the standard know and apply concepts that explain how living things function, adapt, and change.

1. Apply scientific inquiries or technological designs to introduce basic

needs, characteristics and component parts of living things, comparing living and non-living things, describing basic needs and characteristics of living things, sorting the common key structures and functions for animal and plant groupings, classifying common animals by size, color, family units, and shape, and explaining the rationale for the grouping, or distinguishing common physical characteristics or structures for groupings of animals or plants with regard to seasonal, age changes and parent characteristics. UA1, UA4, 2–3, 4, 5, 6–9, 10–11, 12–13, 14–17, 21, 22–23, 50–51, 52, 53, 54–57, 58–61, 62–67, 68–71, 72–73, 74–75, 76–77, 78–79, 82–83, 84, 85, 86–91, 92–93, 94–97, 98–99, 100–103, 104–105, 106–107, 111, 114–115, 118–121, 122–125, 126–129, 132–133, 136, 154, 160, 164, 188, UC4, 294–295, 365

12B - Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment.

1. Apply scientific inquiries or technological designs to explore the relationships of living things to their environment, identifying the common characteristics of habitats, matching the needs of organisms in local and global habitats. UA2–UA3, 12–13, 18–19, 22–23, 26–27, 28, 29, 30–33, 34–35, 36–37, 38–39, 40–41, 43, 44–45, 46–47, 54–57, 59, 62–65, 70–71, 72–73, 157, 160, 162, 164–165

______________________________________________________________________ Grade One 3


2. Apply scientific inquiries or technological designs to explore how living

things are dependent on one another for survival, identifying the survival needs of plants and animals, matching groupings of animals (e.g., lion's pride, gaggle of geese, herds, packs), predicting what would happen to organisms when their environmental resources are changed (i.e., seasonally or climatically), or explaining how humans adapt to their environments. UA2–UA3, 6, 10–11, 12–13, 18–19, 22, 29, 32–33, 34, 36–37, 38, 42–43, 44–45, 48, 50–51, 52, 54–57, 59–61, 62–67, 68, 70–71, 72–73, 74–75, 78–79, 80, 82–83, 86, 106–107, 114–115, 119–121, 122–125, 126–129, 130–131, 132–133, 135, 136, 139, 160–165, 182, 188, 190, 200, 228, 278, 282, 294–297, 343, 346–347, 352–353, 360, 369

12C - Students who meet the standard know and apply concepts that describe properties of matter and energy and the interactions between them.

1. Apply scientific inquiries or technological designs to examine forms of energy, exploring sources and types of energy in familiar situations, experimenting with sounds by vibrating different materials, exploring ways that heat, light and sound are produced naturally and artificially. 242–243, 245, 246–249, 250–251, 257, 260–261, 262–265, 266–267, 270, 273, 274–275, 276, 278–281, 282–283, 284–289, 290–293, 294–297, 298, 302–303, 304, 308, 312, 316, 319–320

2. Apply scientific inquiries or technological designs to explore the states and

properties of matter, comparing solids, liquids and gases and how they change states, or sorting objects by similar large-scale physical properties. 210–211, 213, 214–217, 218–221, 222–225, 226–229, 230–231, 234–235, 236–237, 238–239, 240

12D - Students who meet the standard know and apply concepts that describe force and motion and the principles that explain them.

1. Apply scientific inquiries or technological designs to explore simple forces around us, describing how push or pull may affect the motion of objects, classifying materials by their magnetic attraction or repulsion, or sorting examples of simple machines. 242–243, 244, 245, 246–249, 251, 252–255, 256–259, 270–271, 338–339, 356–359, 366–367, 372–373, 376

2. Apply scientific inquiries or technological designs to explore the simple

concepts of motion, changing the position and motion of objects or showing simple inertia and momentum in real-world applications. UC3, 242, 244, 246–249, 250–251, 252–255, 260–261, 266–267, 268–269, 270–271, 275, 310–311, 372–373

______________________________________________________________________ Grade One 4


12E - Students who meet the standard know and apply concepts that describe the features and processes of Earth and its resources.

1. Apply scientific inquiries or technological designs to introduce the Earth's land, water and atmospheric components, sorting pictures of different land features, identifying the basic features of globes or maps, classifying major sources or uses of water, or sketching atmospheric features seen in the sky over time. 10, 25, 26–27, 31, 34, 36–37, 38, 44, 114–115, UB1, UB2–UB3, 146–147, 148, 149, 150–153, 154–157, 159, 160–165, 179, 187, 227

2. Apply scientific inquiries or technological designs to introduce weather

and seasonal changes, collecting daily weather data, predicting local weather conditions based on collected data, associating seasonal variations of weather data, or creating pictographs or other graphic displays of local weather patterns. 33, 34, UB1, 178–179, 180, 181, 182–185, 186–187, 189–191, 192–193, 194–195, 196–197, 198–199, 200, 201, 208

3. Apply scientific inquiries or technological designs to classify renewable

and non-renewable natural resources, sorting different examples of simple natural resources, identifying the origin of these examples with their recyclable possibilities, or setting and working toward a possible recycling or reusing goal for classroom application effort. UB2–3, 146–147, 155–156, 160, 162, 164, 166–167, 170–171, 176

12F - Students who meet the standard know and apply concepts that explain the composition and structure of the universe and Earth's place in it.

1. Apply scientific inquiries or technological designs to explore the familiar objects of the solar system, identifying the easily visible components, exploring their relative sizes using scale models, recording daily and/or nightly moon sightings, or introducing space mission studies. 80, 285, 314–315, 316, 317, 318–321, 322–323, 324–327, 328–329, 330–331, 332–333, 334–335, 336, 369

2. Apply scientific inquiries or technological designs to explore the

explanations of the daily and annual patterns of the Earth's motion, recording observations of the daily path of the sun over time, comparing shadows during a day, or observing the daily and seasonal differences of the day and night sky. 178–179, 187, 282, 284–289, 298–299, 302–303, 314–315, 316, 317, 318–321, 322–323, 324–327, 328–329, 330–331, 332–333

______________________________________________________________________ Grade One 5


13A - Students who meet the standard know and apply accepted practices of science.

1. Apply the appropriate principles of safety using established classroom safety, order and cleanliness rules during science inquiry or design investigations, applying general science rules in home and playground settings, role-playing what should be done in case of fire, explaining when and why electricity can be harmful and helpful, or reinforcing decision-making skills related to the promotion and protection of individual health. 4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 148, 168–169, 180, 194–195, 204, 212, 232–233, 244, 266–267, 276, 277, 290–293, 294–297, 298–299, 300–301, 304, 307, 308–309, 316, 328–329, 340, 362–363, 372–373

2. Apply scientific habits of mind valuing the importance of recording

scientific data accurately and honestly in inquiry and design investigations, comparing observations by different students observing the same activity, proposing reasons for differences in observations, or reporting data from repeated observations across timed intervals. 4, 18–19, 40–41, 52, 53, 74–75, 84, 106–107, 130–131, 168–169, 180, 194–195, 204–205, 212, 276, 312

13B - Students who meet the standard know and apply concepts that describe the interaction between science, technology, and society.

1. Apply the use of appropriate scientific tools in inquiry or design investigations using instruments for measuring length and temperature, or recording values with accuracy. 39, 52, 53, 106–107, 117, 178, 184–185, 194–195, 197, 204, 232–233, 234, 276, 283

2. Explore the contributions of men and women in the life, environmental,

physical, earth and space sciences identifying individuals and their discoveries or inventions, or explaining how scientists have advanced our knowledge in real life. 24, 48, 80, 112, 136, 174, 176, 200, 240, 272, 304, 334–335, 336, 368

3. Describe ways that science and technology are found in real-world

situations identifying familiar jobs and careers from science fields, inferring the impact of science and technologies in their lives, identifying how technologies make work easier, faster or more efficient, or describing ways that scientists are working to solve problems. 48, 80, 112, 136, 174–175, 200, 240, 272, 304, 342–345, 346–347, 348–351, 352–355, 360–361, 364–365, 366–367, 368

______________________________________________________________________ Grade One 6


______________________________________________________________________ Grade One 7

4. Demonstrate an understanding of conservation and the need to protect

natural resources identifying types and causes of pollution, listing materials that can be recycled, or suggesting ideas for reducing, reusing, or recycling renewable resources. 160–165, 166–167, 170–171, 173


Illinois Science Performance Descriptors Grade 2—Stage B

Science Descriptors 11A - Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry.

1. Describe observed science event, sequencing processes or steps, choosing/proposing causes or effects based on observations, or using measurable and descriptive attributes and units. Throughout Scott Foresman Science students are provided opportunities to describe observed science events. These are some of the many examples. 4, 26–27, 28–29, 36, 56–57, 58–59, 68, 90–91, 100, 122–123, 132–133, 140, 141, 160–161, 172, 173, 194–195, 218–219, 227, 228–229, 236, 256–257, 268, 285, 290–291, 300, 322–323, 346–347, 356–357, 364, 384–385, 410–411

2. Begin guided inquiry investigations about objects, events, and/or

organisms that can be tested, asking pertinent questions, predicting conditions that can influence change, or determining simple steps to follow to investigate selected question(s). Throughout Scott Foresman Science students are provided opportunities to begin guided inquiry investigations about objects, events, and/or organisms that can be tested. These are some of the many examples. 4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, UC2–UC3, 233, 236, 256–257, 290–291, 300, 322–323, 346–347, 356–357, 364, 384–385, 410–411, 420–421

3. Conduct guided inquiry assembling proper materials and equipment, or

following appropriate procedural steps and safety precautions. Throughout Scott Foresman Science students are provided opportunities to conduct guided inquiries. These are some of the many examples. 4, 26–27, 36, 56–57, 68, 90–91, 100, 122–123, 136, 140, 160–161, 172, 194–195, 204, 218–219, 228–229, 236, 256–257, 289, 290–291, 300, 322–323, 346–347, 364, 384–385, 410–411, 420–421

______________________________________________________________________ Grade Two 8


4. Collect data for investigations, choosing and using appropriate instruments and units, recording data on classroom charts, tables, journals or on computers, or sorting or modifying pictures or drawings that illustrate data. Throughout Scott Foresman Science students are provided opportunities to collect data for investigations. These are some of the many examples. 26–27, 56–57, 58–59, 90–91, 100, 122–123, 132–133, 140, 160–161, 172, 194–195, 204, 228–229, 256–257, 322–323, 346–347, 356–357, 364, 384–385, 410–411, 419, 420–421

5. Analyze results investigation, organizing data on graphs or charts, constructing reasonable and accurate explanations from data, or applying qualitative and quantitative terminology that describes observed data patterns. Throughout Scott Foresman Science students are provided opportunities to analyze results investigations. These are some of the many examples. 4, 26–27, 56–57, 90–91, 100, 122–123, 140, 160–161, 172, 194–195, 228–229, UC2–UC3, 256–257, 292–293, 322–323, 346–347, 356–357, 384–385, 410–411, 420–421

6. Communicate results of individual and group investigation, matching similar data from other data sources, identifying reasons for differences or discrepancies in the data, selecting data that can be used to predict future events or data trends, or generating questions for possible future inquiry investigations. Throughout Scott Foresman Science students are provided opportunities to communicate results of individual and group investigations. These are some of the many examples. 4, 27, 36, 56–57, 90–91, 100, 122–123, 140, 160–161, 172, 194–195, 204, 227, 236, 256–257, 290–291, 300, 322–323, 346–347, 384–385, 410–411, 420–421


1. Propose ideas for solutions to technological design problem, asking questions about causes and effects of concept to model or test (e.g., how to test 'if-then' effects of magnets, batteries, sound, buoyancy), identifying criteria for measuring success of design, or prioritizing possible solutions from given list. Throughout Scott Foresman Science students are provided opportunities to propose ideas for solutions to technological design problems. These are some of the many examples. 4, 26–27, 56–57, 68, 69, 122–123, 132–133, 136, 194–195, 218–219, 228–229, 232, 300, 322–323, 332, 348–349, 396, 410–411

______________________________________________________________________ Grade Two 9


2. Begin a design solution, choosing procedural steps for construction and testing from teacher-generated options, suggesting the variables for testing criteria factors, or sketching the projected final design. Throughout Scott Foresman Science students are provided opportunities to begin design solutions. These are some of the many examples. 4, 26–27, 56–57, 68, 69, 123, 132–133, 136, 172, 218–219, 228–229, 232, 300, 322–323, 346–347, 356–357, 364, 396, 410–411

3. Construct the selected technological design using the materials and tools

provided, recording anecdotal data from design process, or evaluating construction success. Throughout Scott Foresman Science students are provided opportunities to construct selected technological designs. These are some of the many examples. 4, 26–27, 56–57, 68, 122–123, 132–133, 136, 172, 218–219, 228–229, 232, 268, 300, 322–323, 332, 346–347, 356–357, 364, 396, 410–411

4. Test for design success based on teacher- or student-generated criteria

conducting multiple trials, or collecting data from tests using appropriate measurement methods. Throughout Scott Foresman Science students are provided opportunities to test for design success based on teacher- or student-generated criteria. These are some of the many examples. 4, 26–27, 56–57, 68, 122–123, 132–133, 136, 172, 218–219, 228–229, 232, 300, 322–323, 346–347, 356–357, 410–411

5. Communicate results of design tests presenting group results which

include data from student trials to evaluate design success in testing scientific principle, procedures followed, suggestions for second round of design, or evaluating best design to solve technological problem. Throughout Scott Foresman Science students are provided opportunities to communicate results of design tests. These are some of the many examples. 4, 27, 56–57, 68, 69, 122–123, 132–133, 136, 172, 218–219, 228–229, 232, 300, 322–323, 332, 346–347, 348–349, 356–357, 396

______________________________________________________________________ Grade Two 10



1. Apply scientific inquiries or technological designs to explore common and diverse structures and functions of living things, describing how plants and animals obtain energy, categorizing animals by structures for food-getting and movement, comparing how plants and animals live and reproduce, associating common plant products with plant structures and functions, or comparing common and distinctive plants' or animals' growth cycles, structures and functions. UA1, UA4, 2–3, 4, 6–9, 10–11, 12–15, 16–19, 20–21, 22–23, 24–25, 26–27, 28–29, 34–35, 36, 37, 38–41, 42–43, 44–45, 46–47, 48–49, 50–51, 52–55, 58–59, 60–61, 70–73, 74–77, 78–81, 94–95, 98–99, 102–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–120, 122–123, 124–125, 132–133, 160–161, 274–277, 316–317, 342–343, 352, 402


1. Apply scientific inquiries or technological designs to explore the impact of plants and animals in their changing environments, identifying factors that affect animal and plant growth and reproduction, or matching plant and animal adaptations to changing seasons or climatic changes. UA2–UA3, 4, 7–8, 10–11, 12–15, 16–19, 20–21, 22–23, 24–25, 26–27, 42–43, 44–45, 48–49, 50–51, 62–63, 73, 78, 102–107, 114, 144, 149, 152–153, 154–159, 177, 180–181, 182–183, 184–185, 186, 202–203, 210, 273, 360

2. Apply scientific inquiries or technological designs to examine how plants and animals (including humans) survive together in their ecosystems describing the food chains or webs in various ecosystems, identifying local habitats, or identifying predator/prey and parasite/host relationships. UA2–UA3, 11, 15, 16, 18–19, 22–23, 24–25, 44, 54, 63, 64, 67, 70, 72–73, 74–77, 78–81, 82–83, 84–89, 92–93, 96, 104, 107, 142–145, 146–149, 150, 154, 159, 212–215


1. Apply scientific inquiries or technological designs to demonstrate energy sources constructing and testing simple electrical circuits with batteries, demonstrating how sound is produced by vibrating objects, or analyzing which energy sources power different objects. 266–267, 270–273, 280–281, 282–283, 286, 288, 296, 302–305, 308, 330–331, 332, 334, 335, 338, 342–343, 344–345, 348–349, 352, 356–357

______________________________________________________________________ Grade Two 11


2. Apply scientific inquiries or technological designs to compare qualitative and quantitative properties of matter, identifying component materials in objects, classifying objects or materials according to variable masses, volumes, temperatures, and states, or constants such as texture, odor, magnetism and buoyancy. 234–235, 238–241, 242–247, 248–251, 252–255, 256–257, 262–263, 318–321


1. Apply scientific inquiries or technological designs to compare and contrast common forces around us dramatizing the ways that forces cause action and reaction behaviors of common objects, distinguishing the work of simple machines, describing the attraction and repulsion of magnetic and electrical fields, or sorting examples of natural or man-made forces. 298–299, 300, 302–307, 308–309, 310–313, 314–317, 318–321, 322–323, 326–327

2. Apply scientific inquiries or technological designs to make connections

between the basic concepts of motion to real world applications describing how gravity affects motion, demonstrating the rate, time and distance factors and units for speed, or describing examples of inertia and momentum in the classroom, playground and at home. 286, 302–307, 308–309, 310–313, 322–323, 324–325, 334–337, 340–341


1. Apply scientific inquiries or technological designs to demonstrate the properties of Earth's basic materials describing different types and uses of Earth's rocks, soils and minerals, identifying major sources/locations of water on the planet, or identifying major Earth and atmospheric features from photographs including those from satellites. 18, 24, 62–63, UB4, 137, 138, 140, 141, 142–145, 146–149, 160–161, 164, 166–167, 173, 228–229

2. Apply scientific inquiries or technological designs to examine the natural

processes that change Earth's surface modeling erosion processes in various soil compositions, or comparing different water flow models for weathering impact, or identifying water cycle in local weather conditions and features. 138, 140, 141, 148–149, 152–153, 164, 170–171, 173, 176, 178–179, 186, 194–195, 208–209, 227

______________________________________________________________________ Grade Two 12


3. Apply scientific inquiries or technological designs to examine various renewable or non-renewable resources comparing different paper, glass or plastic composition examples, collecting data about paper, glass or plastic consumption at school over time, or predicting futuristic resource uses and availabilities. 156–159, 160–161, 162–163


1. Apply scientific inquiries or technological designs to describe the main bodies in the solar system identifying the sizes, distances, and relationships of them, relating Earth's dependence on the Sun for heat and light, modeling the phases of the Moon, or suggesting how and why people have studied and explained the solar system through time. 254, 262–263, 270–273, 274, 278, 283, 364, 366–369, 376–379, 380–381, 382–383, 386–387, 388–389, 390–391, 392, 393, 416

2. Apply scientific inquiries or technological designs to explain the seasonal

and annual motions of the Earth and other planets in relation to the Sun, modeling the Earth's motion in relation to the Sun during the day, night, year, introducing the comparative orbits of planets in the solar system, relating the moon's orbit to its observed phases, or using constellation models to explain apparent changes in the night sky. UD2–UD3, 362–363, 364, 370–373, 374–375, 376–379, 380–381, 386–387

This objective can also be developed from these pages: 180–181, 182–183, 184–185, 186, 196–197, 230–231, 284–285, 292–293, 295, 384–385


1. Apply the appropriate principles of safety explaining the dangers of electricity to applicable classroom and home situations, refraining from tasting unknown substances, mapping pathways to leave classroom or home in case of fire or severe weather situations, or identifying safety hazards associated with classroom science inquiry or design investigations. 100, 158, 160–161, 187, 188–193, 204, 280, 288–289, 384–385

______________________________________________________________________ Grade Two 13


______________________________________________________________________ Grade Two 14

2. Apply scientific habits of mind proposing ways to test student-generated predictions for science-conceptual relationships, practicing how scientists generate questions for possible studies, relating knowledge that was gained through careful, repeated observations by classmates, or distinguishing hypotheses from guesses. 4, 5, 10, 26–27, 29, 56–57, 68, 69, 90–91, 92–93, 101, 122–123, 132–133, 136, 140, 160–161, 218–219, 228–229, 232, 256–257, 396, 424


1. Apply the use of appropriate scientific technologies in inquiry and design investigations selecting appropriate technologies for measuring and recording data, comparing accuracy of estimations and precise measurements, sequencing appropriate steps for instructed use of equipment, or investigating the technology of measuring time in history. 36, 47, 56–57, 68, 92–93, 100, 122–123, 124–125, 132–133, 136, 140, 147, 160–161, 172, 194–195, 204, 217, 220–221, 228–229, 236, 239, 243, 245, 256–257, 258–259, 268, 292–293, UD4

2. Correlate careers and avocations in life, environmental, physical, earth and

space sciences to important historical events and ordinary daily life studying applicable personal interest stories, or reporting on specific examples of how scientists or technologists have affected society. 32, 53, 62–63, 64, 96, 128, 150, 158–159, 168, 200, 216–217, 222–223, 224, 264, 296, 328, 352, UD2–UD3, 390–391, 392, 393, 397, 398–401, 402–403, 404–405, 406–407, 416

3. Describe the science connections to the fields of transportation, medicine,

agriculture, sanitation, communication associating these fields to pertinent life, environmental, physical, earth and space science concepts, describing ways sciences and technology have affected societal problems in the past, present and projected future, identifying types and causes of pollutions, or applying the practices of reducing, reusing, or recycling renewable resources. 62–63, 64, 82–83, 96, 128, 139, 154–159, 162–163, 164, 168, 185, 224, 262–263, 265, 328, 352–353, UD2–UD3, 390–391, 392, 393, 394–395, 398–401, 402–403, 404–405, 406–407, 408–409, 410–411, 412–413, 414–415, 416, 417


Illinois Science Performance Descriptors Grade 3—Stage C


1. Describe an observed (cause and effect) science experience or situation using the appropriate attributes, units and tools, classifying observations into characteristic, sequential or cause-and-effect categories, or describing phenomenon in terms of starting and ending conditions, types of changes. Throughout Scott Foresman Science students are provided opportunities to describe observed (cause and effect) science experiences or situations. These are some of the many examples. 4, 26–27, 36, 58–59, 68, 76–81, 90–91, 100, 140–143, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 258–259, 268–271, 276, 290–291, 293, 300, 314–315, 324, 344–345, 356, 378–379, 388, 398–399, 402–403, 412–415, 440–441, 466–467, 476, 508–511

2. Devise inquiry investigation brainstorming possible questions for

investigation consideration, prioritizing questions for inquiry, wording questions into appropriate hypotheses, choosing the procedural steps, or creating data collection format to address selected hypothesis. Throughout Scott Foresman Science students are provided opportunities to devise inquiry investigations. These are some of the many examples. 26–27, 68, 90–91, 100, 128–129, 130–131, 140–143, 162–163, 172, 184–185, 196, 210–211, 234–235, 258–259, 268–271, 290–291, 293, 300, 314–315, 324, 344–345, 356, 378–379, 388, 398–399, 402–403, 412–415, 440–441, 466–467, 476, 508–511

3. Collect data from inquiry investigations selecting and using the appropriate

data-gathering instruments, or measurable unit, reading and recording data into student-created tables, charts, or journals. Throughout Scott Foresman Science students are provided opportunities to collect data from inquiry investigations. These are some of the many examples. 26–27, 58–59, 90–91, 100, 128–129, 130–131, 140–143, 162–163, 172, 184–185, 210–211, 234–235, 258–259, 268–271, 290–291, 293, 314–315, 344–345, 356, 378–379, 388, 398–399, 402–403, 412–415, 420, 440–441, 466–467, 476, 508–511

______________________________________________________________________ Grade Three 15


4. Analyze results or data pattern noting similarities and differences, summarizing for cause or effect, constructing reasonable and accurate explanations of data, or identifying reasons why similar investigations may not always have the same results. Throughout Scott Foresman Science students are provided opportunities to analyze results or data patterns. These are some of the many examples. 4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 162–163, 172, 184–185, 210–211, 234–235, 258–259, 268–271, 290–291, 293, 314–315, 344–345, 356, 378–379, 388, 398–399, 402–403, 412–415, 420, 440–441, 466–467, 476, 508–511

5. Communicate conclusions from individual and group results displaying

appropriate data analysis tables and charts, describing patterns from personal and group data, proposing causes or effects from data comparisons, or suggesting additional questions from analyzed procedures, similarities, discrepancies, or conclusions. Throughout Scott Foresman Science students are provided opportunities to communicate conclusions from individual and group results. These are some of the many examples. 26–27, 36, 58–59, 90–91, 128–129, 140–143, 162–163, 172, 184–185, 210–211, 258–259, 268–271, 290–291, 293, 314–315, 344–345, 356, 378–379, 398–399, 402–403, 412–415, 440–441, 466–467, 476, 508–511


1. Describe an observed cause and effect technological design dilemma generating critical and creative questions associated with design dilemma (e.g., how to test the effect of friction, or how light is reflected, or how toy cars accelerate), recording observations into sequential or cause and effect categories, or describing dilemma in terms of starting conditions, types of changes and ending conditions. Throughout Scott Foresman Science students are provided opportunities to describe an observed (cause and effect) technological design dilemma. These are some of the many examples. 26–27, 58–59, 90–91, 100, 140–143, 172, 184–185, 210–211, 220, 234–235, 258–259, 268–271, UC2–UC3, 314–315, 324, 344–345, 356, 388, 398–399, 402–403, 412–415, 440–441, 466–467, 476, 508–511

______________________________________________________________________ Grade Three 16


2. Begin design investigation of cause and effect dilemma describing design conditions of the phenomenon that can be influenced by change, brainstorming possible questions related to causes and effects of phenomenon, prioritizing design options for design investigation, generating success criteria, or choosing the procedural steps to address selected design plan. Throughout Scott Foresman Science students are provided opportunities to begin design investigations of cause and effect dilemmas. These are some of the many examples. 26–27, 32, 36, 58–59, 90–91, 100, 140–143, 172, 184–185, 210–211, 220, 234–235, 258–259, 268–271, 314–315, 324, 344–345, 356, 388, 398–399, 402–403, 412–415, 440–441, 466–467, 476, 498–499, 508–511

3. Construct design prototype selecting the appropriate materials, designing

necessary data tables for addressing success criteria, or using materials and tools provided. Throughout Scott Foresman Science students are provided opportunities to construct design prototypes. These are some of the many examples. 26–27, 32, 36, 58–59, 90–91, 100, 140–143, 172, 184–185, 210–211, 220, 234–235, 258–259, 268–271, 290–291, 293, 314–315, 344–345, 351, 356, 388, 398–399, 402–403, 412–415, 440–441, 452, 466–467, 472, 476, 498–499, 508–511

4. Collect data from prototype testing recording multiple incremental data

sets and procedural observations, or keeping accurate procedural journals and drawings. Throughout Scott Foresman Science students are provided opportunities to collect data from prototypes. These are some of the many examples. 26–27, 32, 58–59, 90–91,100, 140–143, 172, 184–185, 210–211, 234–235, 258–259, 268–271, 290–291, 293, 314–315, 344–345, 388, 398–399, 402–403, 412–415, 440–441, 466–467, 498–499, 508–511

5. Display and analyze results summarizing individual data patterns,

constructing reasonable and accurate explanations of data, identifying reasons why different designs can accomplish the same effect differently. Throughout Scott Foresman Science students are provided opportunities to display and analyze results. These are some of the many examples. 26–27, 58–59, 90–91,100, 140–143, 172, 184–185, 210–211, 234–235, 258–259, 268–271, 314–315, 344–345, 356, 388, 398–399, 402–403, 412–415, 440–441, 466–467, 476, 498–499, 508–511

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6. Communicate design conclusions from individual and group results describing patterns from data tables, evaluating designs according to design success criteria, or generating design modifications from analyzed procedures, similarities, discrepancies, or conclusions. Throughout Scott Foresman Science students are provided opportunities to communicate design conclusions from individual and group results. These are some of the many examples. 26–27, 58–59, 90–91,100, 140–143, 172, 184–185, 210–211, 234–235, 258–259, 268–271, 314–315, 344–345, 356, 388, 398–399, 402–403, 412–415, 440–441, 466–467, 476, 498–499, 508–511


1. Apply scientific inquiries or technological designs to explore past and present life forms and their adaptations classifying plant and animal groupings according to simple taxonomy guides or characteristics (e.g., locomotion, color, habitat, reproduction), categorizing body structures of living organisms to those from fossil studies, suggesting why changes over time for individuals and groupings of plants and animals happened, or matching the basic organs and functions of major human body systems. Throughout Scott Foresman Science students are provided opportunities to apply scientific inquiries or technological designs to explore past and present life forms and their adaptations. These are some of the many examples. 2–3, 6–9, 14–17, 18–21, 22–25, 26–27, 28–29, 34–35, 38–43, 44–47, 54–57, 70, 74, 77–80, 82, 84–85, 86–89, 98–99, 100, 118–119, 123, 125, 200–201, 206, 396–401


1. Apply scientific inquiries or technological designs to explore past and current ecosystems matching fossils of extinct organisms to their probable past ecosystems, comparing extinct organisms and their past ecosystems to plants and animals that live in current comparable ecosystems. 22–25, 54–57, 58–59, UB1, UB4

______________________________________________________________________ Grade Three 18


2. Apply scientific inquiries or technological designs to examine the interdependence of organisms in ecosystems, identifying adaptations that help animals survive in specific or multiple environments, describing the interaction between living and non-living factors in an ecosystem, or predicting what can happen to organisms if they lose different environmental resources or ecologically related groups of organisms. 10–13, 48–53, 70–75, 76–81, 82–85, 86–89, 90–91, 92–93, 98–99, 100, 102–105, 106–109, 110–113, 114–119, 120–121, 126–127, 128–129, 140–143, UB1, UB4, 149, 168, 245


1. Apply scientific inquiries or technological designs to examine the flow of energy, measuring variations of heat absorption or reflection in objects, comparing qualitative data about friction, contrasting the transmission of sound through different materials, describing how energy in different forms affects common objects in common events, experimenting with the reflection of light, or analyzing simple wave studies. 226–229, 354–355, 356, 357, 360–361, 362–365, 366–369, 370, 372–373, 386–387, 388, 389, 390–393, 396–397, 402–403, 404–405, 406–407

2. Apply scientific inquiries or technological designs to analyze simple

properties and changes matching examples of physical and chemical properties to common substances (e.g., mixtures, solutions, solids, liquids, gases), categorizing common changes according to physical and chemical groupings, or explaining common examples of changes in terms of their physical or chemical nature. 274–275, 280–283, 284–286, 288–289, 290–291, 292–293, 294–295, 296, 298–299, 303–305, 306–309, 310–313, 314–315, 318–319, 376–377


1. Apply scientific inquiries or technological designs to explain the concepts of motion, dramatizing rate, time and distance factors for objects in constant motion, or accelerating in a straight line (on flat or inclined surfaces) and/or in circular paths. UC2–UC3, 307, 322–323, 324, 325, 326–327, 329–331, 332–335, 340, 346–347, 350–351, 446–447

______________________________________________________________________ Grade Three 19


2. Apply scientific inquiries or technological designs to explain the characteristics of forces comparing examples of gravitational pull on earth, introducing the concepts associated with weightlessness (or more exactly, in continuous free fall) in space flight, diagramming the directions of forces affecting motion in common examples, or exploring how simple machines work. 190–191, 233, 328, 332–337, 338–343, 344–345, 350–351, 352


1. Apply scientific inquiries or technological designs to analyze Earth's land, water and atmosphere as systems classifying samples of the major rock families, sorting soil types based on their formation and composition, illustrating nature's oxygen and water cycles, or identifying the major components of air. 8, 18–19, 39, 66–67, 86–89, UB2–UB3, 147, 148, 150, 154–155, 156–161, 162–163, 164–165, 176, 184–185, 193, 194–195, 196, 197, 198–201, 203–204, 206–209, 210–211, 212–213, 214–215, 216, 218–219, 222–225, 238, 266, 268–271, 272, 305, 309, 311

2. Apply scientific inquiries or technological designs to examine weather

patterns observing local, state, regional or national weather patterns, identifying topographic features which affect weather patterns, comparing simple models of Earth tilt and revolution to major seasonal changes, or predicting future weather conditions. 70–74, 76–81, 82, 84, UB2–UB3, 160, 170–171, 173, 174–179, 180–181, 183, 186–187, 190–191, 272, UD1, UD4, 428–431, 442–443, 484

3. Apply scientific inquiries or technological designs to compare natural

resource availability creating tests for decomposition of paper, glass or plastic samples, mapping natural resources from around the world (Mideast oil, Illinois coal, US pine lumber, etc.), or evaluating impact of reducing, recycling or reusing projects at home and at school. 92–93, 151–155, 202–204, 242–243, 244, 246–249, 250–253, 254–257, 258–259, 260–261, 264, 267, 272, UC2–UC3

______________________________________________________________________ Grade Three 20



1. Apply scientific inquiries or technological designs to compare the main bodies of the solar system, describing the surface conditions and composition of the planets, modeling the impact of meteorites on solar system bodies, introducing gravitational force of bodies, or researching how 21st century scientists study the solar system. 134–135, 154, 175, 190–191, 350–351, 417, 418–419, 420, 422–423, 436–439, 446–447, 450, 453, 454–457, 458– 465, 468–469, 470–471, 472

2. Apply scientific inquiries or technological designs to examine the Earth's motions in space, modeling the three-dimensional rotation and revolution of Earth in its orbit, including its axial tilt to introduce the explanation of seasons and solar/lunar eclipses, or addressing historical misconceptions of the Earth's place in the universe. UD2–UD3, 421, 423–427, 428–431, 432–435, 442–443, 444–445, 448


1. Apply the appropriate principles of safety identifying materials, equipment, and safety rules that apply in inquiry and design investigations, identifying proper storage locations for some dangerous chemicals that can be found at home or school, or following established procedures for simple investigations, including following appropriate equipment and clean-up requirements. Throughout Scott Foresman Science students are provided opportunities to apply the appropriate principles of safety. These are some of the many examples. 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 184–185, 196, 210–211, 234–235, 258–259, 268–271, 276, 314–315, 344–345, 378–379, 402–403, 412–415, 420, 452, 476, 498–499, 508–511

2. Apply scientific habits of mind comparing data sets from classroom

observations and timed intervals, summarizing knowledge that was gained through careful observations, generating questions and strategies to test science concepts using critical and creative thinking, or defining and identifying hypotheses, predictions, laws and theories. Throughout Scott Foresman Science students are provided opportunities to apply scientific habits of mind. These are some of the many examples. 4, 26–27, 28–29, 58–59, 68, 90–91, 100, 140–143, 144, 148, 162–163, 172, 184–185, 196, 210–211, 220, 234–235, 244, 258–259, 268–271, 272, 300, 314–315, 324, 344–345, 356, 388, 398–399, 402–403, 412–415, 416, 440–441, 466–467, 508–511, 512

______________________________________________________________________ Grade Three 21


______________________________________________________________________ Grade Three 22


1. Apply uses of scientific technologies in scientific investigations and innovations comparing tools for measuring, collecting and recording data for accuracy and precision, examining how to care for animals in these investigations, or researching how advances in technologies have altered how scientists measure, collect and record data. 26–27, 28–29, 58–59, 90–91, 100, 128–129, 130–131, 134–135, 140–143, 162–163, 172, 176–177, 184–185, 210–211, 234–235, 240, 258–259, 268–271, 284–285, 288–289, 290–291, 292–293, 314–315, 344–345, 356, 380–381, 388, 398–399, 402–403, 412–415, 420, 437, 440–441, 446–447, 448, 466–467, 474–475, 476, 508–511

2. Researching global examples of life, environmental, physical, earth and space scientific and technologic advances exploring historic and current discoveries and innovations, or investigating impact of different scientific discoveries, and/or technologic advances on world population and environmental conditions. 32, 64, 96, 134–135, 177, 190–191, 192, 204–205, 212–213, 216, 241, 264, 266, UC1, UC4, 296, 312–313, 350–351, 352, 384, 408, 422, 446–447, 448, 472, 477, 478–483, 484–485, 488–489, 496–497, 498–499, 502–503

3. Explore the basic occupational categories for direct connections to science

and technology identifying science processes, skills and concepts that apply in the career interest areas (e.g., agriculture and natural resources, business and administrative services, arts and communication, family and human services, industrial and scientific technology and health care), or researching past, present and projected future influences of science and technology in job skills, hobbies and home application. 21, 28–29, 32, 64, 96, 134–135, 136, 168, 177, 190–191, 192, 216, 241, 264, 296, 320, 352, 384, 408, 448, 472, 479–483, 484–488, 490–493, 504

4. Associate linkages between conservation and natural resource

availabilities to historic and current technological changes identifying causes of pollution in various global and local cases, their effects on plant and animal life, or projecting ways to prevent or reduce pollution. 96, 120–122, 149, 160–161, 179, 189, 204–205, 246–249, 250–253, 264, UD2–UD3, 490–495


Illinois Science Performance Descriptors Grade 4—Stage D


1. Formulate contextual inquiry questions brainstorming questions, converting questions into hypothesis statements, researching associated scientific knowledge and skills, or identifying simple independent and dependent variables to be investigated. Throughout Scott Foresman Science students are provided opportunities to formulate contextual inquiry questions. These are some of the many examples. 4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516, 538–539, 548, 560–561

2. Propose procedural steps to investigate inquiry hypothesis applying

logical sequence for investigatory process, constructing applicable data tables, selecting necessary materials and equipment, or identifying appropriate safety measures to follow. Throughout Scott Foresman Science students are provided opportunities to propose procedural steps to investigate inquiry hypotheses. These are some of the many examples. 4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516, 538–539, 548, 560–561

3. Conduct inquiry investigation collecting quantitative and qualitative data

from trials, using applicable metric units, observing appropriate and necessary safety precautions, or validating data for accuracy. Throughout Scott Foresman Science students are provided opportunities to conduct inquiry investigations. These are some of the many examples. 4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516, 538–539, 548, 560–561

______________________________________________________________________ Grade Four 23


4. Construct charts and visualizations to display data choosing appropriate display media for data analysis, or incorporating available/appropriate technology. Throughout Scott Foresman Science students are provided opportunities to construct charts and visualizations to display data. These are some of the many examples. 4, 34–35, 66–67, 96–97, 108, 130–131, 162–163, 172–175, 200–201, 250–251, 274–275, 298–299, 308–311, 338–339, 360–361, 394–395, 450–451, 474–475, 484–487, 572–575, 576

5. Analyze data trends summarizing inferences, explaining data points

including outliers and discrepancies, or synthesizing collected data as evidence for explanations. Throughout Scott Foresman Science students are provided opportunities to analyze data trends. These are some of the many examples. 4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–309, 310–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516, 538–539, 548, 560–561

6. Communicate investigation hypothesis, procedure, and explanations,

presenting the results of observations and explanations orally and in written format, or generating further questions for investigation to verify or refute hypothesis or explanation. Throughout Scott Foresman Science students are provided opportunities to communicate investigation hypotheses, procedures, and explanations. These are some of the many examples. 4, 34–35, 44, 66–67, 76, 86–87, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516, 538–539, 548, 560–561


1. Identify a contextual technological design dilemma, brainstorming design

questions for consideration (e.g., how pendulums work, how heat is transmitted), researching associated knowledge and skills, or identifying independent and dependent variables. Throughout Scott Foresman Science students are provided opportunities to identify contextual technological design dilemmas. These are some of the many examples. 66–67, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 260, 274–275, 284, 298–299, 308–311, 360–361, 372, 394–395, 404, 426–427, 436, 460, 474–475, 484–487, 548, 560–561, 572–575

______________________________________________________________________ Grade Four 24


2. Begin investigations into technological design, identifying design parameters, brainstorming design options and necessary materials, sketching design plans, determining logical sequence for design procedures, generating success criteria indicators, ranges and graphic display options, or identifying appropriate safety measures to follow. Throughout Scott Foresman Science students are provided opportunities to begin investigations into technological designs. These are some of the many examples. 66–67, 96–97, 108, 130–131, 140, 172–175, 200–201, 210–211, 212, 260, 274–275, 284, 298–299, 308–311, 360–361, 394–395, 397, 404, 426–427, 436, 460, 474–475, 476–477, 484–487, 560–561, 572–575

3. Construct design prototype, selecting necessary materials and equipment,

or following procedural steps and necessary safety measures. Throughout Scott Foresman Science students are provided opportunities to construct design prototypes. These are some of the many examples. 66–67, 96–97, 108, 130–131, 140, 172–175, 200–201, 212, 260, 274–275, 284, 298–299, 308–311, 360–361, 394–395, 397, 404, 426–427, 436, 460, 474–475, 476–477, 484–487, 560–561, 572–575

4. Construct charts and visualizations to display data, selecting appropriate

graphic display of data, recording appropriate quantitative and qualitative data from multiple trials, or incorporating technology. Throughout Scott Foresman Science students are provided opportunities to construct charts and visualizations to display data. These are some of the many examples. 66–67, 96–97, 98–99, 108, 130–131, 172–175, 200–201, 212, 260, 274–275, 284, 298–299, 308–311, 360–361, 394–395, 396–397, 404, 426–427, 436, 460, 474–475, 476–477, 484–487, 560–561, 572–575

5. Analyze data to evaluate design selection or adaptability, synthesizing

collected data, or comparing designs, processes, sources of error and success criteria. Throughout Scott Foresman Science students are provided opportunities to analyze data to evaluate design selection or adaptability. These are some of the many examples. 66–67, 96–97, 108, 130–131, 140, 172–175, 200–201, 212, 260, 274–275, 284, 298–299, 308–311, 360–361, 394–395, 396–397, 404, 426–427, 436, 460, 474–475, 476–477, 484–487, 560–561, 572–575

______________________________________________________________________ Grade Four 25


6. Communicate design solution, procedure, and explanations, preparing graphs and charts to report the results, generating future design modifications, or suggesting alternative applications for design. Throughout Scott Foresman Science students are provided opportunities to communicate design solutions, procedures, and explanations. These are some of the many examples. 66–67, 96–97, 130–131, 140, 162–163, 172–175, 200–201, 274–275, 284, 298–299, 308–311, 338–339, 360–361, 394–395, 436, 460, 474–475, 484–487, 548, 560–561, 572–575


1. Apply scientific inquiries or technological designs to explore the patterns of change in life cycles of plants and animals, comparing the stages within simple life cycles, examining and comparing microscopic and macroscopic life forms and their structures, or making generalizations of observed patterns. 2–3, 4, 5, 6–9, 10–13, 14–17, 18–25, 34–35, 37, 42–43, 46–49, 54–57, 58–65, 138–139

2. Apply scientific inquiries or technological designs to explore the similarities and differences of generations of offspring, comparing and contrasting specific characteristics of offspring with their parents from immaturity to maturity (e.g., teeth, coloration, metamorphosis variations), linking characteristics (e.g., habit of walking, kind of teeth, use of appendages) among animals to changes over time. 12–13, 21, 24, 26–27, 29

3. Apply scientific inquiries or technological designs to examine the nature of

inheritance in structural and functional features of plants and animals, applying general rules of probability to predict characteristics of offspring from selected parents, or comparing body structures (or functions) from animal fossils that are no longer evident in contemporary animals. 16, 26–27, 29–33, 39, 121, 134


learned behavior in animals, distinguishing specific characteristics as learned or inherited in various examples. 26–33, 39

5. Conducting simple surveys relating to learned behaviors or attitudes of classmates. This objective can be developed from these pages: 26–33, 39

______________________________________________________________________ Grade Four 26



1. Apply scientific inquiries or technological designs to examine relationships

among organisms in their environment, diagramming a simple relationship between plants and/or animals (i.e., predator/prey, parasite/host, consumer/producer) commonly found in local habitats, describing simple food chains and webs in various habitats, considering habitat changes due to changes in moisture, temperature, or seasons, or contrasting the behavioral patterns and adaptations of organisms from different ecosystems. 20–21, 30–31, 46, 74–75, 78–83, 84–89, 91, 92, 93, 100–101, 106–107, 110–113, 114–117, 118–123, 130–131, 148–151, 172–175, 176

2. Apply scientific inquiries or technological designs to compare the

adaptations of physical features of organisms to their environments, identifying the physical features that help plants or animals survive in their environments, or reporting on a specific plant or animal which has adapted to different environments over time. 25, 26–33, 46, 48, 50–53, 68–69, 76, 80–83, 84, 108, 118–123, 130–131


1. Apply scientific inquiries or technological designs to compare the

properties of various kinds of energy, demonstrating how light travels in a straight line and can be reflected, refracted, or absorbed, experimenting with a variety of ways that heat can be produced, transmitted or absorbed, examining how sound can be detected in animals, exploring how sound is transmitted in different objects, identifying various sources of power in community resources, exploring heat distribution in the classroom or building, or explaining the interrelationships among light, heat, sound, chemical, electrical and mechanical energy. 296, 304, UC1, UC4, 346–347, 348, 349, 350–353, 354–359, 360–361, 364–365, 370–371, 372, 374–377, 378–381, 382–385, 391, 393, 394–395, 402–403, 404, 405, 406–411, 412–415, 416–419, 420–425, 426–427, 428–429, 430–431, 446–449

______________________________________________________________________ Grade Four 27


2. Apply scientific inquiries or technological designs to associate the

properties of common elements, common compounds, and simple mixtures, categorizing heterogeneous and homogeneous samples, analyzing the physical and chemical properties of these samples, or distinguishing the energy requirements to separate physical and chemical combinations. 238–241, 314–315, 316, 317, 319, 322–327, 328–331, 332–337, 338–339, 340–341, 343


1. Apply scientific inquiries or technological designs to introduce constant,

variable and periodic motion, describing examples of motions in everyday situations, exploring pendulum variations of length, mass and initial energy inputs, creating student-action models to demonstrate motions in classroom or playground activities, such as walking and running in straight lines and in circular paths. UC2–UC3, 406–411, 413–415, 418, 420–425, 426–427, 434–435, 436, 437, 438–441, 446–449, 450–451, 454

2. Apply scientific inquiries or technological designs to analyze forces,

collecting and graphing mathematical data on mechanical advantage using simple machines, comparing the relationships of weight and mass on Earth, the moon or other planets, or exploring the effect of friction in common examples. 188, UC1, UC4, 442–445, 446–449, 450–451, 454–455, 457, 458–459, 460, 462–467, 468–473, 474–475, 476–477, 478–479, 484–487, 520–521, 522–527, 528–533, 534–537, 538–539, 540–541


1. Apply scientific inquiries or technological designs to examine the Earth's

land, water and atmospheric conditions, describing erosion/weathering in terms of impact on features on Earth, diagramming the water cycle to explain changes that occur in the atmosphere during different weather conditions, or predicting atmospheric conditions from cloud, barometric, and other observations. 113, UB2–UB3, 186–189, 190–193, 194–199, 206–207, 210–211, 222–225, 234–235, 242–245, 246–249, 254–255, 258–259, 260, 261, 262–265, 266–269, 270–273, 278–279, 286–291, 292–297, 300–301, 318–321

______________________________________________________________________ Grade Four 28


2. Apply scientific inquiries or technological designs to analyze the natural

weather patterns, describing short- to long-term changes in Earth's climate, suggesting possible causes of climatic changes and effects on biotic communities, or evaluating evidence that human activities have long-term effects on global climate. UA2–UA3, 119, UB2–UB3, 178–179, 194–199, 206–207, 214–221, 222–225, 295–297, 300

3. Apply scientific inquiries or technological designs to evaluate natural

resource supplies, mapping availabilities of these resources, or examining the human causes of diminished supplies of resources. 90–95, 112–113, 117, 120, 122, 124–126, UB1, UB4, 182–185, 282–283, 286–291, 292–297, 300–301


1. Apply scientific inquiries or technological designs to study celestial

objects in space, comparing planetary objects' composition and distances, introducing the categories of stars and their characteristics, explaining how planets change their position in the sky relative to the stars, or outlining the kinds of space research advances, risks and benefits. 40, 102, 136, 183–184, 206–207, 256, 280, 344, 366–367, 456, UD1, UD2–UD3, UD4, 489, 490–491, 493, 494–499, 500–505, 506–507, 508–509, 510–511, 514–515, 516, 518–521, 522–527, 528–533, 534–537, 538–539, 540–541

2. Apply scientific inquiries or technological designs to document the natural

cycles and patterns in the solar system, using models of planetary orbits to predict the planets' changing positions, the Moon's changing phases, Earth's changing seasons, the visible constellations' paths, or introducing the relationship of solar system cycles to planning for space flights. 489, 490–491, 492, 493, 494–499, 500–505, 506–507, 508–509, 510–511, 512, 518–521, 566–567

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1. Apply the appropriate principles of safety, identifying tools and proper

steps for use of scientific equipment, using equipment and materials in a safe and proper manner when conducting inquiry design investigations, caring for classroom animal collections properly, identifying ways and places that chemicals can be properly stored, stating general rules to follow in case dangerous chemicals are ingested or inhaled, predicting potential causes of accidents at school, home, and in the community, or following classroom rules for preparation, procedures and clean-up. Throughout Scott Foresman Science students are provided opportunities to apply the appropriate principles of safety. These are some of the many examples. 4, 66–67, 96–97, 108, 130–131, 140, 172–175, 180, 200–201, 212, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 450–451, 484–487, 572–575

2. Apply scientific habits of mind, recognizing the necessity of controlled

variables in inquiry and design investigations, identifying faulty procedural steps which could cause different results, recording observations accurately and honestly, generating questions and strategies to test science concepts using critical and creative thinking, or contrasting hypotheses, predictions, laws, theories and assumptions. 4, 34–35, 44, 66–67, 72, 96–97, 130–131, 172–175, 176, 180, 200–201, 212, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 430, 436, 484–487, 488, 517, 572–575


1. Apply scientific technologies, incorporating appropriate data collection,

storage, retrieval and communication capabilities in classroom investigations, describing how these technologies have enabled scientists to observe phenomenon beyond the capabilities of unaided human senses (radar, microscopy, etc.). 4, 7, 14, 46, 104, 152, 159, 172–175, 176, 220–221, 224, 250–251, 322–326, 360–361, 362–363, 386–389, 394–395, UD2–UD3, 495, 550–555, 556–559, 560–561, 564–565, 566–567, 568, 572–575

______________________________________________________________________ Grade Four 30


______________________________________________________________________ Grade Four 31

2. Associate the interactions of technology in science and societal situations,

comparing and contrasting its impact, risks and benefits in historical and current physical environmental settings, evaluating available data models of this impact, displaying graphically the influences of these interactions in the lives and careers of people, investigating ways that technology has changed local, national or global environments. 7, 11, 40, 102–103, 104, 127, 136, 152, 159, 160, 162–163, 168, 187, 206–207, 208, 220–221, 224, 232, 256, 280, 293, 304, UC2–UC3, 344, 366–367, 368, 386–389, 390–392, 400, 432, 456, 480, 512, 544, 550–555, 556–559, 560–561, 564–565, 566–567, 568

3. Associate the interactions of societal decisions in science and technology

innovations and discoveries, comparing how personal or community choices affect local, regional and global environments in historic, current or projected future settings, explaining the changes in society brought about by the space program, or role-playing public or personal informed decision-making about energy choices, resource availability, conservation, etc. 39, 72, 102–103, 104, 127–129, 136, 168, 187, 199, 206–207, 208, 220–221, 232, 256, 280, 344, 366–367, 432, 456, 550–555, 556–559, 560–561, 564–565, 566–567, 568


Illinois Science Performance Descriptors Grade 5—Stage E


1. Construct an inquiry hypothesis that can be investigated researching pertinent context, proposing the logical sequence of steps, securing the appropriate materials and equipment, or determining data-collection strategies and format for approved investigation. Throughout Scott Foresman Science students are provided opportunities to construct inquiry hypotheses that can be investigated. These are some of the many examples. 4, 5, 26–27, 36, 50–51, 54, 80–81, 92, 114–115, 116–117, 124, 154–155, 164, 178–179, 188–191, UB1, UB4, 196, 216–217, 250–251, 260, 322–323, 332–335, 340, 362–363, 368, 372, 394–395, 404, 434–435, 476, 490–491, 500–503, 604–607

2. Conduct scientific inquiry investigation observing safety precautions and

following procedural steps accurately over multiple trials. Throughout Scott Foresman Science students are provided opportunities to conduct scientific inquiry investigations. These are some of the many examples. 4, 26–27, 36, 50–51, 60, 80–81, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 196, 222–223, 224, 250–251, 322–323, 332–335, 340, 362–363, 368, 372, 394–395, 404, 434–435, 466–467, 474–475, 476, 490–491, 500–503, 604–607

3. Collect qualitative and quantitative data from investigation using available

technologies, determining the necessary required precision, or validating data for accuracy. Throughout Scott Foresman Science students are provided opportunities to collect qualitative and quantitative data from investigations. These are some of the many examples. 26–27, 50–51, 60, 80–81, 92, 114–115, 116–117, 124, 154–155, 156–157, 164, 178–179, 188–191, 216–217, 222–223, 224, 250–251, 322–323, 332–335, 394–395, 404, 434–435, 476, 490–491, 500–503, 508, 604–607

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Organize and display data determining most appropriate visualization strategies for collected data, or using graphs (i.e., double bar, double line, stem, and leaf plots) and technologies. Throughout Scott Foresman Science students are provided opportunities to organize and display data. These are some of the many examples. 26–27, 50–51, 80–81, 92, 107, 114–115, 116–117, 154–155, 156–157, 178–179, 188–191, 216–217, 222–223, 224, 250–251, 322–323, 332–335, 362–363, 372, 394–395, 404, 434–435, 476, 490–491, 500–503, 604–607

4. Analyze data to produce reasonable explanations comparing and

summarizing data from multiple trials, interpreting trends, evaluating conflicting data, or determining sources of error. Throughout Scott Foresman Science students are provided opportunities to analyze data to produce reasonable explanations. These are some of the many examples. 26–27, 36, 50–51, 80–81, 114–115, 116–117, 124, 154–155, 164, 178–179, 188–191, 216–217, 222–223, 224, 250–251, 260, 322–323, 332–335, 362–363, 368, 372, 394–395, 400, 404, 434–435, 476, 490–491, 500–503, 540, 604–607

5. Communicate analysis and conclusions from investigation, interpreting

graphs and charts, preparing oral, and/or written conclusions for peer review, or generating additional questions that can be tested. Throughout Scott Foresman Science students are provided opportunities to communicate analyses and conclusions from investigations. These are some of the many examples. 4, 5, 26–27, 36, 50–51, 60, 80–81, 92, 104, 107, 114–115, 119, 124, 154–155, 164, 178–179, 188–191, 196, 216–217, 222–223, 224, 250–251, 322–323, 332–335, 340, 362–363, 368, 372, 394–395, 404, 434–435, 476, 490–491, 500–503, 604–607


1. Identify an innovative technological design from ordinary surroundings or

circumstances brainstorming common design questions (e.g., how to squeeze toothpaste better, how to fly a better paper airplane), researching background information, or suggesting the appropriate materials, equipment, data-collection strategies, and success factors for approved investigation. Throughout Scott Foresman Science students are provided opportunities to identify innovative technological designs. These are some of the many examples. 26–27, 50–51, 56, 60, 80–81, 92, 114–115, 119, 124, 154–155, 164, 168–169, 177, 178–179, 188–191, 216–217, 228, 250–251, 290–291, 300, UC1, UC4, 340, 362–363, 372, 394–395, 404, 434–435, 476, 490–491, 496, 500–503, 604–607, 608

______________________________________________________________________ Grade Five 33


2. Construct a selected technological innovation sketching design, proposing

the logical sequence of steps for construction, collecting appropriate materials, supplies, and safety equipment, or completing assembly of innovation. Throughout Scott Foresman Science students are provided opportunities to construct selected technological innovations. These are some of the many examples. 26–27, 50–51, 80–81, 92, 114–115, 119, 124, 154–155, 164, 178–179, 188–191, 216–217, 228, 250–251, 290–291, 300, 332–335, 340, 341, 362–363, 372, 394–395, 404, 434–435, 476, 490–491, 500–503, 604–607

3. Test prototype conducting multiple trials, collecting reliable and precise

data, or recording observations. Throughout Scott Foresman Science students are provided opportunities to test prototypes. These are some of the many examples. 26–27, 50–51, 60, 80–81, 92, 114–115, 119, 124, 154–155, 164, 178–179, 181, 188–191, 216–217, 228, 250–251, 290–291, 300, 332–335, 340, 362–363, 370–371, 394–395, 404, 434–435, 476, 490–491, 500–503, 604–607

4. Analyze data comparing and summarizing data, interpreting trends,

evaluating conflicting data, or determining sources of error. Throughout Scott Foresman Science students are provided opportunities to analyze data. These are some of the many examples. 26–27, 50–51, 60, 80–81, 92, 114–115, 116–117, 119, 124, 154–155, 164, 178–179, 188–191, 216–217, 250–251, 290–291, 300, 332–335, 340, 342, 348–349, 362–363, 372, 394–395, 404, 434–435, 476, 490–491, 500–503, 604–607

5. Communicate design findings selecting graphs and charts that effectively

report the data, preparing oral and written investigation conclusions, or generating alternative design modifications which can be tested from original investigated questions. Throughout Scott Foresman Science students are provided opportunities to communicate design findings. These are some of the many examples. 26–27, 50–51, 80–81, 114–115, 116–117, 124, 154–155, 178–179, 188–191, 216–217, 228, 250–251, 290–291, 300, 332–335, 340, 362–363, 372, 394–395, 404, 434–435, 476, 490–491, 500–503, 604–607

______________________________________________________________________ Grade Five 34



1. Apply scientific inquiries or technological designs to explore the patterns

of change and stability at the micro- and macroscopic levels of organisms (including humans), comparing the stages of simple life cycles and energy requirements, or identifying structures and their functions in cells, tissues, organs, systems and organisms (including humans). UA4, 10–15, 18–21, 26–27, 34–35, 37, 39–41, 42–45, 46–49, 50–51, 54–55, 58–59, 62–69, 70–73, 74–79, 80–81, 94–97, 98–101, 102–104, 114–115, 144–147, 148–153, 154–155, 188–191, 374–377

2. Apply scientific inquiries or technological designs to distinguish the

similarities and differences of offspring in organisms (including humans), comparing specific characteristics of offspring with their parents, or predicting possible genetic combinations from selected parental characteristics. 5, 11–15, 103–105, 108–109, 170–173


inheritance in structural and functional features of organisms (including humans), describing genetic and environmental influences on the features of organisms, distinguishing between inherited and acquired characteristics, or explaining how cells respond to genetic and environmental influences. 11–15, 22, 62–66, 68, 70–73, 90–91, 96, 102–109, 110–113, 114–115, 131–135, 136, 162–163, 164, 166–169, 170–173, 174–175, 183, 188–191


learned behavior or responses in all organisms (including humans), distinguishing characteristics as learned or inherited, or conducting simple surveys relating to learned behaviors of classmates, and/or family members. 101, 162–163, 170–173, 174–175, 180–181, 183

______________________________________________________________________ Grade Five 35



1. Apply scientific inquiries or technological designs to categorize organisms

(including humans) by their energy relationships in their environments, classifying organisms by their position in a food web, grouping organisms according to their adaptive internal and/or external features, contrasting food webs within and among different biomes, identifying the biotic and abiotic factors associated with specific habitats, or making simple inferences to the closed systems of other planets. 2–3, 7–9, 10–13, 18–21, 22–25, 30–31, 90–91, 94–97, 122–123, 125, 126–129, 130–135, 136–139, 144–147, 158–159, 185

2. Apply scientific inquiries or technological designs to explain competitive,

adaptive, and survival potential of species in different local or global ecosystems, identifying survival characteristics of organisms, explaining abiotic or biotic factors which threaten health or survival of populations or species (including humans), or identifying theories explaining mass extinctions. UA2–UA3, UA4, 126–129, 130–135, 136–139, 140–143, 144–147, 158, 162–163, 164, 165, 174–177, 178–179, 180–181, 182–183, 184, 256, 329


1. Apply scientific inquiries or technological designs to explore energy,

demonstrating how mirrors, prisms, diffraction gratings and filters direct light patterns, diagramming how electricity can be produced from different sources of energy, explaining how electrical energy can be converted to light, heat, sound, and magnetic energy, analyzing common examples of potential and kinetic energy, or comparing insulation, conduction, convection, and radiation of heat. UB2–UB3, UC2–UC3, 432–433, 442–443, 444, 446–453, 455–457, 458–461, 462–465, 470–471, 476, 477, 478–481, 482–485, 486–489

2. Apply scientific inquiries or technological designs to distinguish the

properties of matter, separating components of mixtures by solubility, magnetic properties and densities, analyzing compound samples by quantitative methods, graphing the temperature variations associated with phase changes of simple substances, or categorizing the properties of common elements into a graphic format. 260, 338–339, 340–341, 342–347, 348–353, 354–357, 358–361, 362–363, 364–365, 368, 372, 382–385, 394–395, 396–397, 462–463, 504

______________________________________________________________________ Grade Five 36



1. Apply scientific inquiries or technological designs to explore constant,

variable and periodic motion, tracing and measuring motion of vehicles (e.g., cars, bicycles, skates) in terms of position, direction, acceleration and speed in straight line, circular and inclined paths, introducing the concepts of harmonic and oscillating motion in everyday examples, or applying the concepts of natural frequency. 402–403, 404, 405, 406–409, 418–425, 434–435, 438–439

2. Apply scientific inquiries or technological designs to analyze actions and

reactions, examining initial and final forces, manipulating simple direct and inverse proportions to forces, explaining thrust, weight, lift and drag in flight, analyzing gears and gear ratios to do work, or demonstrating Newton's Laws of Motion in terms of space flight. 374–377, 405, 410–412, 418–425, 426–431, 432–433, 438–439, 440


1. Apply scientific inquiries or technological designs to analyze global

topographic features modeling the effect of glaciation on a surface with applications to Illinois topography, or using satellite pictures, various topographic and thematic maps to indicate demographic, economic and weather patterns, and/or their interrelationships to each other. 208–211, 214–215, 222–223, 226–227, 230–233, 235–237, 242–245, 246–249, 269, 272–275, 277–278, 281

2. Apply scientific inquiries or technological designs to analyze weather and

climatic conditions, comparing historic and current precipitation, barometric, and temperature records, and trends, projecting future trends based on past and current records, or making inferences about cloud formations and weather conditions. UB2–UB3, 194–195, 212–215, 216–217, 226–227, 228, 229, 230–233, 236–237, 238–241, 242–245, 246–249, 250–251, 252–253, 256, 336, 465

______________________________________________________________________ Grade Five 37


3. Apply scientific inquiries or technological designs to examine long-term global, national and local renewable and nonrenewable resource supplies, explaining how historic economic choices have affected resource supplies, or focusing on comparative historic and projected water supplies and demands such as those for the local community, Illinois, the nation, and/or the world. 298, 300, 301, 302–305, 306–313, 314–317, 318, 322–323, 324–325, 330


1. Apply scientific inquiries or technological designs to introduce concepts

that explain planetary, interplanetary and stellar characteristics and cycles, generalizing the composition and features of the inner and outer planets, asteroids, comets, and different star types, applying orbital concepts for seasonal positions of constellations, applying apparent motions in the sky to use the sky as a clock, compass or calendar, explaining how the planets change their position in the sky relative to the stars over time using varying astronomic images. 258–259, 261, 262–265, 266–271, 272–275, 276–281, 282–285, 286–289, 294–295, 296, 504, UD1, UD2–UD3, UD4, 506–507, 508, 509, 510–515, 518–523, 524–529, 530–531, 532–533, 536, 538–539, 540, 541, 542–547, 548–551, 552–555, 556–561, 562–563, 601, 602–603

2. Apply scientific inquiries or technological designs to introduce the

concepts of gravitation in the solar system and beyond, identifying the general applications of gravitational forces on Earth and in near and far space examples, explaining continuous free fall in space flight, or applying solar system cycles to trajectories in space flight and research. 404, 410–417, 419, 421, 436–437, 438–439, 542–547, 550, 556–561, 588–591, 592–593, 604–607

______________________________________________________________________ Grade Five 38


13A - Students who meet the standard know and apply accepted practices of science. 1. Apply appropriate principles of safety wearing appropriate safety gear

during inquiry or design investigations, demonstrating how to use a fire extinguisher, identifying safety procedures for preparation, process and conclusion of science investigations to minimize safety hazards, or recognizing potential poisonous plants or substances in classroom, outdoor or home settings, or role-playing safe reactions to safety crisis situations. Throughout Scott Foresman Science students are provided with opportunities to apply appropriate principles of safety. These are some of the many examples. 26–27, 50–51, 80–81, 92, 114–115, 124, 154–155, 164, 188–191, 192, 196, 216–217, 332–335, 386–393, 394–395, 404, 476, 500–501, 518–523, 604–607

2. Apply scientific habits of mind explaining why similar investigations should but may not produce similar results, identifying circumstances which distort how variables interact, labeling accurate observations fully and carefully, or generating questions and strategies to test science concepts using critical and creative thinking. Throughout Scott Foresman Science students are provided an opportunity to apply scientific habits of mind. These are some of the many examples. 4, 26–27, 36, 50–51, 60, 74–79, 80–81, 92, 114–115, 120, 124, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 250–251, 290–291, 332–335, 374–377, 395, 508, 604–607


1. Apply scientific technologies collecting, storing, retrieving, and

communicating data in classroom research and investigations, or researching the progression of technological advances in pure and applied scientific investigations and innovations. Throughout Scott Foresman Science students are provided an opportunity to apply scientific technologies. These are some of the many examples. 26–27, 50–51, 60, 74, 79, 80–81, 86–87, 92, 102–109, 114–115, 120, 124, 130–135, 136–139, 154–155, 156–157, 160, 164, 175–177, 178–179, 188–191, 192, 196, 197, 198–201, 202–207, 216–217, 222–223, 224, 250–251, 252–253, 256, 290–291, 336, 362–363, 378–381, 420, 482–485, 486–489, 508, 511–517, 524–529, 580–581, 588–589

______________________________________________________________________ Grade Five 39


______________________________________________________________________ Grade Five 40

2. Investigate the interactions of technology in science and societal situations

displaying graphically the improvements and their impact in local and global agriculture, transportation, health, sanitation, engineering, and manufacturing settings over time, or explaining different perceptions about discoveries, innovations, and trends in places, events, and regions. 32, 79, 82–83, 86–87, 88, 116–117, 120, 130–135, 156–157, 164, 174–177, 178–179, 184, 202–207, 224, 242–245, 256, 290–291, 298–299, 306–313, 318–321, 328, 336, 386–393, 412, 418–425, 446–453, 472, 478–481, 510–517, 568, 570–571, 572, 574–579, 580–583, 584–587, 588–591, 592–593, 596–597, 598–599, 600, 601, 602

3. Investigate the interactions of societal decisions in science and technology

innovations and discoveries exploring the family, local, national, or global impact of them, examining conceptual, mathematical and policy implications of energy conservation programs for classrooms, schools, homes, and communities, or describing the changes in tools, careers, resource use, and productivity over the centuries. 32, 86–87, 88, 167–169, 174–177, 184, 202–207, 242–245, 256, 302–305, 328, 478–481, UD2–UD3, 574–579, 580–583, 584–587


Illinois Science Performance Descriptors Grade 6—Stage F


1. Formulate hypotheses generating if-then, cause-effect statements and predictions, or choosing and explaining selection of the controlled variables. 42–43, 84, 116, 130–131, 154–155, 204–207, 208, 282–283, 314–315, 325, 356–359, 360, 378–379, 380–381, 408–409, 421, 442–443, 466–467, 514–515, 524–527, 528, 604–607

2. Design and conduct scientific investigation, incorporating appropriate

safety precautions, available technology and equipment, researching historic and current foundations for similar studies, or replicating all processes in multiple trials. 4, 18–19, 20–21, 42–43, 52, 74–75, 116, 130–131, 154–155, 164, 192–193, 204–207, 208, 233, 234–235, 244, 282–283, 314–315, 346–347, 356–359, 360, 378–379, 380–381, 388, 408–409, 420, 442–443, 466–467, 476, 514–515, 524–527, 528, 604–607

3. Collect and organize data accurately, using consistent measuring and

recording techniques with necessary precision, using appropriate metric units, documenting data accurately from collecting instruments, or graphing data appropriately. 20–21, 42–43, 44–45, 52, 74–75, 84, 116, 154–155, 157, 164, 192–193, 204–207, 208, 258–259, 282–283, 292, 314–315, 346–347, 356–359, 360, 378–379, 380–381, 388, 408–409, 420, 442–443, 466–467, 470, 476, 514–515, 524–527, 528, 604–607

4. Interpret and represent results of analysis to produce findings,

differentiating observations that support or refute a hypothesis, identifying the unexpected data within the data set, or proposing explanations for discrepancies in the data set. 20–21, 74–75, 84, 116, 130–131, 154–155, 192–193, 204–207, 208, 282–283, 356–359, 378–379, 408–409, 442–443, 453, 501, 514–515, 524–527, 604–607

______________________________________________________________________ Grade Six 41


5. Report the process and results of an investigation, using available technologies for presentations, distinguishing observations that support the original hypothesis, analyzing a logical proof or explanation of findings, or generating additional questions which address procedures, similarities, discrepancies or conclusions for further investigations. 42–43, 52, 74–75, 116, 130–131, 154–155, 192–193, 204–207, 208, 282–283, 292, 314–315, 346–347, 356–359, 360, 365, 378–379, 388, 408–409, 442–443, 466–467, 476, 514–515, 524–527, 604–607


1. Formulate proposals for technological designs which model or test scientific principles, generating investigation ideas to apply curricular science principles (e.g., how to test phase changes of substances or acceleration in free fall, or effect of ice/glaciers on rocks), brainstorming pertinent variables, researching historic designs, or conducting peer review and choice for design and criteria selection. 42–43, 106–107, 130–131, 192–193, 204–207, 208, 360, 378–379, 408–409, 442–443, 452, 466–467, 468–469, 500, 532, 580, 604–607

2. Plan and construct technological design, incorporating the safety and

procedural guidelines into the construction plan, or maximizing resource capabilities. 28, 42–43, 106–107, 130–131, 192–193, 204–207, 208, 258–259, 268, 282–283, 314–315, 360, 378–379, 388, 408–409, 414–415, 442–443, 452, 465, 466–467, 468–469, 490–491, 500, 528, 532, 544–545, 556, 570–571, 580, 594–595, 600, 604–607

3. Collect and record data accurately using consistent metric measuring and

recording techniques with necessary precision, or documenting data from collecting instruments accurately in selected format. 42–43, 106–107, 195, 204–207, 208, 282–283, 314–315, 360, 364, 378–379, 388, 408–409, 442–443, 452, 466–467, 468–469, 492–493, 500, 528, 532, 544–545, 570–571, 594–595, 604–607

4. Interpret and represent results of analysis to produce findings, comparing

data sets for supporting or refuting scientific principle, evaluating multiple criteria for overall design success, or proposing explanations for sources of error in the data set for process or product design flaws. 42–43, 130–131, 192–193, 204–207, 208, 282–283, 314–315, 360, 378–379, 388, 408–409, 442–443, 452, 466–467, 468–469, 490–491, 500, 528, 544–545, 570–571, 594–595, 604–607, 608

______________________________________________________________________ Grade Six 42


5. Communicate the results of design investigation presenting an oral and/or written report, explaining the test of the scientific principle, using available technologies, relating anecdotal and quantitative observations, or generating additional design modifications which can be tested later. 28, 42–43, 106–107, 130–131, 192–193, 195, 204–207, 208, 282–283, 314–315, 360, 378–379, 388, 408–409, 442–443, 452, 459, 461, 463, 464, 466–467, 468–469, 472, 490–491, 500, 544–545, 556, 570–571, 580, 594–595, 604–607, 608


1. Apply scientific inquiries or technological designs to examine the cellular unit recognizing how cells function independently to keep the organism alive at the single cell level and dependently at specialized levels, or comparing the metabolic and reproductive processes, structures and functions of single and multi-cellular organisms, to examine the patterns of change and stability over time, investigating the development of organisms and their environmental adaptations over broad time periods, or comparing the physical characteristics of two to three generations of familial characteristics. UA2–UA3, UA4, 2–3, 7–8, 10–13, 14–17, 26–27, 30, 31–33, 34–37, 38–41, 42–43, 52, 54–57, 59, 60–61, 62–67, 76–77, 80, 82–83, 84, 86–89, 98–101, 114–115, 122–124, 127–128, 129, 130–131, 140, 146–147, 148–153, 161–163, 178–179, 194–195

2. Apply scientific inquiries or technological designs to explore the basic roles

of genes and chromosomes in transmitting traits over generations, describing how physical traits are transmitted through sexual or asexual reproductive processes, charting 'pedigree' probabilities for transmissions, identifying examples of selective breeding for particular traits, or analyzing how familiar human diseases are related to genetic mutations. 49, 50–51, 52, 55–57, 58–61, 62–67, 68–73, 74–75, 76–77, 89, 112

3. Apply scientific inquiries or technological designs to examine stimulus-

response reactions in organisms, comparing growth responses in plants, comparing simple locomotive or metabolic responses in simple or complex life forms. UA1, 55, 64, 93, 96–97, 98–99, 104–105, 118, 122–125, 126–129, 130–131, 132, 164, 170–171, 204–207

______________________________________________________________________ Grade Six 43



1. Apply scientific inquiries or technological designs to study the impact of multiple factors that affect organisms in a habitat, describing how behaviors are influenced by internal and external factors, sketching the interrelationships among/between the land, water and air components to life in the system, predicting the consequences of the disruption of a food pyramid, identifying the interrelationships and variables that affect population sizes and behaviors, or identifying different niches and relationships found among organisms in an Illinois habitat. 6–9, 13, 130–131, 137, 138–139, 143–147, 160, 161, 162–163, 165, 169, 170–175, 176–179, 182–185, 189–191, 192–193, 194–195, 198–199, 254–257, 300

2. Apply scientific inquiries or technological designs to apply the competitive,

adaptive and survival potential of organisms, describing how fossils are used to determine patterns of evolution, observing how plant and animal characteristics help organisms survive in their environments, or analyzing how environmental factors threaten or enhance the survival potential of populations. 6–9, 122–123, 146–147, 166–169, 176–181, 186–191, 198–199, UB4, 220–221, 252–253, 264, 306–309


1. Apply scientific inquiries or technological designs to demonstrate the interactions of energy forms explaining how interactions of matter and energy affect the changes of state, tracing electrical current in simple direct and alternating circuits, or diagramming how sound, heat and light energy forms are detected by humans and other organisms. UC2–UC3, 361, 362–363, 366–371, 372–377, 380–381, 408–409, 473, 474–475, 478, 482–484, 488–489, 490–491, 492–493, 497, 498–499, 500, 502–505, 510–513, 514–515, 516–517, 524–527, 528

2. Apply scientific inquiries or technological designs to explore the basic

structure of matter illustrating the structure of elements and simple compounds, measuring the masses of chemical reactants and products to show that the sum equals the parts, investigating the compressibility and expansion of gases at colder and hotter temperatures, or analyzing the electrical nature of charges, attraction, and repulsion. 362–363, 371, 373–377, 380–381, 385, 386–387, 388, 389, 390–393, 394–399, 400–405, 410–411, 486

______________________________________________________________________ Grade Six 44



1. Apply scientific inquiries or technological designs to examine gravitational forces, correlating how an object's mass and distances affect weight in Earth and planetary examples, identifying the effects of the Sun's gravitational force in the solar system, or predicting direct and inverse proportional trends from data of gravitational attraction. 414–415, 417, 418–419, 423–424, 428–431, 442–443, 539, 540–541

2. Apply scientific inquiries or technological designs to incorporate the impact

of force on motion, associating Newton's three laws of motion to mass, distance, and acceleration, making metric mathematical calculations of average speed, velocity, and acceleration, or comparing resistance and friction factors in electrical, magnetic, fluid, and physical systems. UA2–UA3, 417, 418–419, 422–427, 432–435, 436–441, 444–445, 450–451, 457, 546–547


1. Apply scientific inquiries or technological designs to examine the large-scale dynamic forces, events and processes that affect Earth's land and populations, demonstrating tectonic movements related to earthquakes, tsunamies and volcanoes, or researching past, current and projected Earth system phenomena that affect populations. UB2–UB3, 209, 210–211, 212, 215, 218–219, 220–223, 224–227, 228–231, 232–233, 265, 266–267, 270–273, 277, 278–279, 288, 324, 344–345, 360, 600

2. Apply scientific inquiries or technological designs to examine the large-scale dynamic forces, events and processes that affect Earth's water/atmospheric systems and populations, researching hurricane paths, global temperature trends, ocean temperatures and their effects on populations, researching past, current and projected Earth system phenomena that affect populations, or exploring the concepts associated with the 'greenhouse effect' on Earth. 265, 266–267, 270, 271–273, 274–277, 288, 322–323, 331, 332–335, 336–339, 342–343, 350–351

3. Apply scientific inquiries or technological designs to relate various pollution and resource relationships, examining community and national policies for regulating recycling, pollution, and production of resources, or evaluating biodegradability of natural and synthetic materials according to composition and risk/benefits. UA2–UA3, 188–191, 289, 290–291, 292, 293, 294, 295–301, 304–305, 306–309, 312–313, 314–315, 316–317

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1. Apply scientific inquiries or technological designs to analyze the solar system and planetary characteristics, comparing gravitational, atmospheric, compositional, and energy factors necessary for planetary habitation, describing evidence for presence of water beyond Earth, or predicting factors and materials necessary for interplanetary travel and study. 216–217, UD2–UD3, 242–243, 249, 250, 252, 253, 534–537, 538–543, 547, 550–551, 560–563, 566–567

2. Apply scientific inquiries or technological designs to examine the features

of the universe introducing the calculations associated with the scale of the universe in terms of the speed of light, describing the star groupings according to masses, color, apparent color, distances and brightness, identifying these characteristics about our star and its layers, or comparing the capabilities of different kinds of telescopes and imaging technologies. 529, 530–531, 533, 534–535, 539, 544–545, 552, 553, 554–555, 557, 558–563, 564–569, 572–573, 576


1. Apply appropriate principles of safety, outlining safety precautions, clean-up and disposal procedures, as well as specimen care and handling for inquiry or design investigations, role-playing responses for individual or group reactions in threatening weather, hazardous chemical contamination, or other unsafe situations, or conducting safety tests or surveys about potential safety hazards in the classroom, school building, or home. 4, 42–43, 52, 116, 130–131, 154–155, 164, 192–193, 204–207, 226, 233, 244, 282–283, 314–315, 356–359, 378–379, 380–381, 388, 408–409, 420, 442–443, 466–467, 476, 524–527, 528, 604–607

2. Apply scientific habits of mind, generating questions and strategies to test

science concepts using critical and creative thinking, researching historic examples of valid and faulty hypothesis generation and investigations, contrasting the scientific methods of observational and experimental investigations, or proposing how and why more than one possible conclusion should be considered and can be drawn from scientific investigations. 18–19, 42–43, 48, 52, 59, 74–75, 106–107, 116, 130–131, 140, 154–155, 164, 192–193, 204–207, 208, 220–223, 244, 282–283, 292, 314–315, 316–317, 356–359, 360, 364, 378–379, 384, 388, 392–393, 408–409, 427, 442–443, 448, 452, 476, 477, 524–527, 528, 590–591, 596–597, 604–607

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3. Analyze cases of scientific studies, studying historic examples of valid inquiry investigations associated with the life, environmental, physical, earth and space sciences, contrasting faulty studies with deviations from established scientific methods, contrasting the scientific methods between observational, remote and experimental investigations, or suggesting how societal influences have affected scientific inquiry positively and negatively. 24, 32–33, 48, 59, 61, 69, 136, 143, 198–199, 219, 220–223, 225, 314–315, 316–317, 320, 340–341, 392–393, 496


1. Apply scientific technologies, incorporating technology and probe ware into classroom research, investigations, and contextual studies, or projecting possible technological advances in the near and long-term future. 28, 32–33, 61, 80, 84, 112, 216, 219, 223, 227, 236–237, 244, 288, 314–315, 316–317, 340–341, 391, UD4, 546–547, 550–551, 586–587, 590–593

2. Research the interactions of technology in science and societal situations,

explaining ways that ecosystems have been changed as results of technological innovations, inferring technological impact in published medical, economic, and population statistics (e.g., birth/death rates, disease transmission), or explaining how changes in transportation, communication, production, and other technologies affect the location of economic activities. 20–21, 61, 68, 72, 73, 112, 143, 169, 174, 187, 188–191, 198–199, 204–207, 227, 236–237, 300–301, 302–305, 306–307, 310–313, 314–315, 316–317, 327–328, 340–341, 350–351, UC1, 373, 401, 404, 489, UD1

3. Analyze the societal interactions resulting from scientific discoveries and

technological innovations, researching the scientific milestones that have revolutionized thinking over time, grouping technological innovations to historic time periods and changes in communities and countries, or comparing public perceptions about the costs and impact of pure science research and applied science solutions. 15, 18–19, 24, 32–33, 48, 59, 61, 80, 112, 191, 198–199, 200, 223, 227, 240, 258–259, 264, 301, 302–304, 314–315, 340–341, 352, UC4, 373, 391, 392–393, 401, 404, 416, 427, 428–430, 436–440, 448, 481, 486–487, 520, UD1, UD2–UD3, 537, 546–547, 550–551, 576, 583–586, 604–607

Documents

Scott Foresman Science - Pearson Education