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					    A Correlation of




         to the


 Medford School
   District 549C
Science Standards
     Grades K-5




          P/S-3
                                       Introduction

This document demonstrates how Scott Foresman Science meets the Medford School
District 549C Science Standards. Page references are to the Teacher’s Edition.
Lessons in the Teacher’s Edition contain facsimile Student Edition and ancillary pages.

Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science,
Kindergarten through Grade Six. Extensive research and analysis is the foundation for
Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry™
Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided
Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong
science foundation and help them develop a full understanding of the inquiry process.

How to Read Science
Powerful connections between reading skills and science process skills in every chapter
advance science literacy for all students.

Differentiated Instruction
Leveled Readers for every Student Edition chapter teach the same science concepts,
vocabulary, and reading skills — at each student’s reading level.

Time-Saving Strategies
Time-saving strategies are built right into the Teacher’s Edition that will save the teacher
hours of time in lesson preparation.
   • Quick Teaching Plans cover the standards even when class time is short.
   • Everything needed for each activity comes in its own chapter bag. With the
      Activity Placemat and Tray™, activity setup takes only 30 seconds.
   • Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin
      boards quickly and easily.

Technology
Scott Foresman Science brings teaching and learning together in one convenient
spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this
program provides a variety of interactive tools to help support, extend, and enrich
classroom instruction.

The Online Teacher’s Edition provides access to the same printed content, so the
teacher can plan lessons with the customizable Lesson Planner from home or school
computers. The Online Student Edition allows students, teachers, and parents to
access the content of the textbook from computers at school or at home.
                  Table of Contents




Kindergarten……………………………………………………………….………..………….1


Grade One……………………………………………………………….…………...…………4


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


Grade Three………………………………………………………………………..………….12


Grade Four………………………………………………………………………....………….16


Grade Five………………………………………………………………………...….……….20
                                    Scott Foresman Science
                                             to the
                                  Medford School District 549C
                   KINDERGARTEN GRADE CURRICULUM
                                         Science Standards

  This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the
  skills and knowledge that students will learn in Kindergarten.

  SCIENCE - Students are expected to learn the following:

Physical Science                                                                   √      Resources/Notes
Matter
Describe size and color of objects.
Chapter 6, Lesson 1, pg 132
Force
Explore the properties of magnets.
Chapter 8, Lesson 6, pg 192
Energy
Explore properties of hot/cold.
Chapter 7, Lesson 3, pg 168
Life Sciences                                                                      √      Resources/Notes
Organisms
Sort and classify collections using various features.
Chapter 1, How to Read Science, p 10, Chapter 3, Lesson 1, pg 54
Explore plants and seeds.
Chapter 2, Lesson 4, pg 40, Chapter 2, Lesson 5, pg 42
Explore a variety of animals.
Chapter 2, Lesson 3, pg 38, Chapter 3 Lesson 1, pg 54
Recognize that all living things have basic needs including water, food,
and air.
Chapter 1, Lesson 3, pg 16, Lesson 4, pg 18, Lesson 5, pg 20
Identify the five senses.
Can be developed from Chapter 1, Lesson 2, pg 14
Explore their environment via the five senses.
Chapter 3, Guided Inquiry, pg 64
Heredity
Recognize cycles as a pattern (i.e. calendar seasons, butterflies).
Chapter 2, Lesson 1, pg 34
Diversity/Interdependence
Explore external features of plants and animals in their environment.
Chapter 3, Guided Inquiry, pg 64
Identify how various animals move (walk, fly, swim, crawl, hop).
Chapter 2, Lesson 2, pg 36




                                                    1                                     Kindergarten
Earth and Space Science                                                         √   Resources/Notes
The Dynamic Earth
Recognize differences in Earth materials (i.e. rocks, water, soil).
Chapter 4, Lesson 1, pg 86
Describe and illustrate the changes that occur during each season.
Chapter 5, Lesson 2, pg 110, Lesson 3, pg 112, Lesson 4, pg 114, Lesson 5, pg
116
Graph, chart, and record weather data.
Chapter 5, Directed Inquiry, pg 104
Identify the weatherman as a scientist.
Chapter 5, Lesson 1, pg 108




                                                     2                              Kindergarten
Scientific Inquiry                                                                       √   Resources/Notes
Make observations, ask questions or form hypotheses based on those                            No Work Sample
observations, which can be explored through scientific investigations.                         Requirement.
Design a simple scientific investigation to answer question or test
hypotheses.                                                                                  Group process and
Collect, organize, and summarize data from investigations.                                   teacher modeling.
Summarize, analyze, and interpret data from an investigation.
NOTE:

At all grade levels, each Scott Foresman chapter begins and ends with a
laboratory activity. These are identified as a Directed Inquiry and a Guided
Inquiry. Each unit ends with a third laboratory activity identified as a Full
Inquiry. This research-based process of developing students understanding of
Inquiry is called Scaffolded Inquiry and was developed by one of the Scott
Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back
of the Teacher's Edition.) See samples of these activities in Chapter 5 pp. 104-
105, 120-121, 128-129 at grade K.

These laboratory activities require that the students apply the appropriate
processes of authentic science inquiry as presented at the beginning of each
student edition. Information is provided for the student on How to Read Science,
How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using
Scientific Methods, Using Science Process Skills, Science Tools and Science
Safety.

These same process skills are in compliance with the National and Oregon
Science Standards, and they align with the inquiry section of the science
standards, at each grade level, in the Medford School District 549C.

Additional activities are provided in the Activity Flip Chart; see grade K, p. 26E for
        an example.




                                                          3                                  Kindergarten
                                     Scott Foresman Science
                                              to the
                                   Medford School District 549C
                             FIRST GRADE CURRICULUM
                                          Science Standards

  This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the
  skills and knowledge that students will learn in 1st grade.

  SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed):

Physical Science                                                                    √       Resources/Notes
Matter
Describe shapes of objects.
Chapter 8, Lesson 1, pg 215, Lesson 2, pg 218, Lesson 3, pg 222
Describe whether an object sinks or floats.
Chapter 8, Guided Inquiry, pg 232
Identify and describe solid, liquids, and gases.
Chapter 8, Lesson 2, pg 218
Classify examples of solids, liquids, and gases.
Chapter 8, Lesson 2, pg 218
Compare common states of matter.
Chapter 8, Lesson 2, pg 218
Understand that water left in an open container disappears, but in a
closed container does not disappear.
Chapter 8, Lesson 4, pg 226
Force
Understand that a push or pull is needed to change the motion of an
object.
Chapter 9, Lesson 1, pg 247, Lesson 3, pg 252, Lesson 4, pg 256
Recognize that things near the Earth fall to the ground unless
something holds them up.
Chapter 9, Lesson 1, pg 247, Lesson 3, pg 252
Energy
Recognize that the sun is a source of energy, which warms the land,
air, and water.
Chapter 10, Guided Inquiry, pg 276, Lesson 1, pg 279
Life Sciences                                                                       √       Resources/Notes
Organisms
Sort and classify objects according to their physical characteristics.
Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14
Explain the way a seed grows and how it disperses.
Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry,
pg 106
Classify seeds.
Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry,
pg 106
Label parts of a plant (roots, stem, leaf, flower).
Chapter 3, Lesson 4, pg 68, Guided Inquiry, pg 74




                                                      4                                       Grade One
Explore the function of plant parts.
Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72, Guided Inquiry, pg 74
Identify the needs of living organisms and/or plants.
Chapter 1, Lesson 2, pg 6, Lesson 3, pg 10
Know that people use their senses to find out about their surroundings
and themselves.
Lab Zone, pg xxii-xxxii
Recognize that all living things have basic needs to survive.
Chapter 1, Lesson 2, pg 6, Lesson 3, pg 10
Describe the difference between living and non-living (provide
examples).
Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14
Provide examples of living and non-living things.
Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14
Heredity
Recognize and sequence parts of a cycle.
Chapter 4, Lesson 1, pg 86, Lesson 2, pg 92, Lesson 3, pg 94
Identify and explore the life cycle of plants.
Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry,
pg 106
Diversity/Interdependence
List items plants need to grow (air, sun, soil, water).
Chapter 1, Lesson 2, pg 10
Identify various uses of plants.
Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72
Know that plants can be alike or different in the way they look and in
the things they do.
Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72, Guided Inquiry, pg 74
Identify various plant habitats.
Chapter 3, Lesson 4, pg 68, Chapter 5, Lesson 1, pg 118
Understand that living things are found almost everywhere in the world
and are suited to their environment.
Chapter 2, Directed Inquiry, pg 28, Lesson 1, pg 30, Lesson 2, pg 34, Lesson 3,
pg 36, Lesson 4, pg 38
Earth and Space Science                                                           √   Resources/Notes
The Dynamic Earth
Know that materials can be recycled and used again in different forms.
Chapter 6, Lesson 5, pg 166
Know that the Earth is made up of rock, soil, and air.
Chapter 6, Lesson 1, pg 151, Lesson 2, pg 154
Explore the uses of soil.
Chapter 6, Lesson 2, pg 154, Guided Inquiry, pg 168
Describe the different types of soil (i.e. sand, clay, loam).
Chapter 6, Lesson 2, pg 154, Guided Inquiry, pg 168
Describe how people use land and water.
Chapter 6, Lesson 4, pg 160




                                                     5                                 Grade One
Describe physical characteristics of rocks.
Chapter 6, Lesson 2, pg 154
Categorize rocks according to attributes.
Chapter 6, Lesson 2, pg 154
Know how to observe daily changes in weather, such as sky cover and
precipitation
Chapter 7, Lesson 1, pg 183, Guided Inquiry, pg 194
Identify the four seasons.
Chapter 7, Lesson 4, pg 192
Identity various types of weather (hot, cold, rainy, snowy, windy,
cloudy, clear, sunny).
Chapter 7, Lesson 1, pg 183, Lesson 2, pg 186, Lesson 3, pg 188
Describe the affects of weather on people.
Chapter 7, Lesson 1, pg 183, Lesson 2, pg 186, Lesson 3, pg 188
Measure temperature using a thermometer.
Chapter 7, Guided Inquiry, pg 194
The Earth in Space
Identify the sun, moon, stars, and Earth.
Chapter 11, Lesson 1, pg 319, Lesson 2, pg 322, Lesson 3, pg 324
Know that the sun can be seen during the day.
Chapter 11, Lesson 1, pg 319, Lesson 2, pg 322
Identify that the moon and stars are usually seen at night.
Chapter 11, Lesson 3, pg 324, Guided Inquiry, pg 328




                                              6                       Grade One
Scientific Inquiry                                                                    √
Make observations, ask questions or form hypotheses based on those                        No Work Sample
observations, which can be explored through scientific investigations.                     Requirement.
Design a simple scientific investigation to answer question or test
hypotheses.                                                                               Group process and
Collect, organize, and summarize data from investigations.                                teacher modeling.
Summarize, analyze, and interpret data from an investigation.
NOTE:

At all grade levels, each Scott Foresman chapter begins and ends with a
         laboratory activity. These are identified as a Directed Inquiry and a
         Guided Inquiry. Each unit ends with a third laboratory activity identified
         as a Full Inquiry. This research-based process of developing students
         understanding of Inquiry is called Scaffolded Inquiry and was developed
         by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp.
         EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of
         these activities in Chapter 3. pp. 52, 74-75, and Unit A, pp. 140-141 at
         grade 1.

        These laboratory activities require that the students apply the
        appropriate processes of authentic science inquiry as presented at the
        beginning of each student edition. Information is provided for the
        student on How to Read Science, How Scientists Use Scientific Methods,
        Collecting and Analyzing Data, Using Scientific Methods, Using Science
        Process Skills, Science Tools and Science Safety. See the Student Edition,
        pp. xx-xxxii.

        These same process skills are in compliance with the National and
        Oregon Science Standards, and they align with the inquiry section of the
        science standards, at each grade level, in the Medford School District
        549C.

         ** Graphic Organizers, and other Visual Strategies, are used extensively
        throughout each student text to assist in the application of the process
        skills.
** Reference: Teaching Reading in Science - A supplement to Teaching Reading
                      in the Content Areas. (Teacher's Manual 2nd edition)
                      by Mary Lee Barton and Deborah L. Jordan

Additional activities are provided in the Activity Flip Chart, see grade 1, p. 145E
        for an example. The online Student Edition offers additional activities
        and are referenced in the student edition. See grade 1, page 177 for an
        example. Quick Activities are also provided on overhead transparencies
        for each lesson, see Teacher's Edition, grade 1, page 145C, 146 for an
        example.




                                                         7                                 Grade One
                                    Scott Foresman Science
                                             to the
                                  Medford School District 549C
                           SECOND GRADE CURRICULUM
                                          Science Standards

  This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the
  skills and knowledge that students will learn in 2nd grade.

  SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed):

Physical Science                                                                    √       Resources/Notes
Matter
Demonstrate texture and weight of objects.
Chapter 8, Lesson 1, pg 236
Identify properties of water.
Chapter 8, Lesson 2, pg 242, Lesson 3, pg 248, Guided Inquiry, pg 256
Identify uses of water.
Chapter 6, Lesson 2, pg 178
Explore salt water vs. fresh water.
Chapter 6, Lesson 2, pg 178
Recognize causes of water pollution.
Chapter 5, Lesson 5, pg 154
Explore water conservation.
Chapter 5, Lesson 5, pg 154, Chapter 6, Lesson 2, pg 178
Force
Recognize that magnets can be used to make some things move
without being touched.
Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322
Explore what materials magnets attract.
Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322
Explore the properties of magnets.
Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322
Demonstrate that magnets can exert a force that pushes or pulls.
Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322
Energy
Recognize some common forms of energy such as heat, light,
electricity, and sound energy.
Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286
Recognize examples of movement, heat, light, and sound.
Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286
Describe properties of light, sound, movement, and heat energy.
Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286
Know that things that give off light often give off heat.
Chapter 9, Lesson 3, pg 278, Lesson 4, pg 282, Guided Inquiry, pg 290




                                                      8                                       Grade Two
Life Sciences                                                                    √   Resources/Notes
Organisms
Identify different kinds of animals.
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Identify and classify various animals (i.e. meat eaters, birds,
mammals).
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Sort and classify animals according to their physical characteristics.
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Identify particular adaptations in animals with the function they serve
(i.e. claws, long beaks).
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Identify and know that all living things have adaptations that provide
the basic needs for survival (food, air, water, shelter, protection,
hibernation).
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Know that the senses can warn the individuals about danger; muscles
help them to fight, hide, or get out of danger.
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Heredity
Arrange, label, and construct a physical or pictorial model to describe
animal life cycle.
Chapter 4, Lesson 4, pg 112, Lesson 6, pg 116
Understand that living things have life cycles.
Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110, Lesson 5, pg 114
Recognize and order the life cycle of an animal.
Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110
Understand that there is variation among individuals of one kind within
a population (such as different kinds of wild cats, elephants, etc.)
Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110, Lesson 5, pg 114
Diversity/Interdependence
Understand that different animals have external features that help
them thrive in different kinds of different places.
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Understand that animals eat plants or other animals for food and may
also use plants (or even other animals for shelter and nesting.
Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84
Compare and contrast animal body coverings.
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Describe how an organism becomes endangered.
Chapter 3, Lesson 5, pg 84




                                                      9                               Grade Two
Determine ways to prevent the extinction of living things.
Chapter 7, Lesson 1, pg 207
Identify and begin to classify different habitats in which animals live.
Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84
Compare and contrast how animals move (walk, fly, swim, crawl, hop)
in their environment.
Chapter 2, Lesson 1, pg 39, Lesson 2, pg 42, Lesson 3, pg 44, Lesson 4, pg 46,
Lesson 5, pg 48, Lesson 6, pg 50, Lesson 7, pg 52
Compare and contrast animals according to how they get and eat food.
Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84
Earth and Space Science                                                          √   Resources/Notes
The Dynamic Earth
Know that Earth materials can be recycled and used again in different
forms (i.e. rubber, aluminum).
Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154
Know that water can be found on Earth as a liquid, solid, or gas and can
go back and forth from one form to another.
Chapter 6, Lesson 2, pg 178
Recognize seasonal patterns in weather such as temperature, sky
cover, and precipitation.
Chapter 6, Lesson 1, pg 175, Lesson 7, pg 188, Guided Inquiry, pg 194
Describe and illustrate recycling of natural resources.
Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154
Know that discarded products contribute to the problem of waste
disposal.
Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154
Construct a model of the water cycle.
Chapter 6, Lesson 2, pg 178




                                                    10                                Grade Two
Scientific Inquiry                                                                    √
Make observations, ask questions or form hypotheses based on those                        No Work Sample
observations, which can be explored through scientific investigations.                     Requirement.
Design a simple scientific investigation to answer question or test
hypotheses.                                                                               Group process and
Collect, organize, and summarize data from investigations.                                teacher modeling.
Summarize, analyze, and interpret data from an investigation.
NOTE:

At all grade levels, each Scott Foresman chapter begins and ends with a
laboratory activity. These are identified as a Directed Inquiry and a Guided
Inquiry. Each unit ends with a third laboratory activity identified as a Full
Inquiry. This research-based process of developing students understanding of
Inquiry is called Scaffolded Inquiry and was developed by one of the Scott
Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back
of the Teacher's Edition.) See samples of these activities in Chapter 4. pp. 100,
122-123, Unit A pp. 132-133 at grade 2.

These laboratory activities require that the students apply the appropriate
processes of authentic science inquiry as presented at the beginning of each
student edition. Information is provided for the student on How to Read Science,
How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using
Scientific Methods, Using Science Process Skills, Science Tools and Science
Safety. See the Student Edition, pp. xx-xxxii.

These same process skills are in compliance with the National and Oregon
Science Standards, and they align with the inquiry section of the science
standards, at each grade level, in the Medford School District 549C.

 ** Graphic Organizers, and other Visual Strategies, are used extensively
throughout each student text to assist in the application of the process skills.
** Reference: Teaching Reading in Science - A supplement to Teaching Reading
              in the Content Areas. (Teacher's Manual 2nd edition)
              by Mary Lee Barton and Deborah L. Jordan

Additional activities are provided in the Activity Flip Chart, see grade 2, p. 137E
        for an example. The online Student Edition offers additional activities
        and are referenced in the student edition. See grade 2, page 137 for an
        example. Quick Activities are also provided on overhead transparencies
        for each lesson, see Teacher's Edition, grade 2, pages 137C, 138 for an
        example.




                                                        11                                 Grade Two
                                    Scott Foresman Science
                                             to the
                                  Medford School District 549C
                            THIRD GRADE CURRICULUM
                                          Science Standards

  This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the
  skills and knowledge that students will learn in 3rd grade.

  SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed):

Physical Science                                                                    √       Resources/Notes
Matter
Describe objects in terms of materials they are made of and their
physical properties.
Chapter 10, Directed Inquiry, Page 274; Lesson 1, Page 279
Identify how temperature changes matter.
Chapter 11, Lesson 1, Page 303; Directed Inquiry, Page 300; Chapter 13, Math &
Science, Page 380
Identify and predict the state of matter.
Chapter 11, Lesson 1, Page 303
Identify and differentiate between chemical and physical changes and
give examples of their interchangeability such as: liquid water, water
vapor, fog, clouds.
Chapter 11, Lesson 1, Page 303; Directed Inquiry, Page 300; Lesson 2, Page
306; Lesson 3, Page 310; Guided Inquiry, Page 314
Force
Describe different ways things move, such as straight, zigzag, round
and round, back and forth, and fast and slow.
Chapter 12, Directed Inquiry, Page 324; Lesson 1, Page 327, Math & Science,
Page 346
Begin to identify and use simple machines to do work.
Chapter 12, Lesson 3, Page 338
Observe objects in motion and at rest.
Chapter 12, Lesson 1, Page 327; Lesson 2, Page 332
Demonstrate how levers, pullies, wheels, axles, and ramps work.
Chapter 12, Lesson 3, Page 338; Guided Inquiry, Page 344
Energy
Applications of how energy is used.
Chapter 13, Lesson 3, Page 366; Lesson 4, Page 370; Lesson 5, Page 374;
Connect forms of energy to its use.
Chapter 13, Directed Inquiry, Page 356; Lesson 1, Page 359; Lesson 2, Page
362; Chapter 14, Full Inquiry, Page 412




                                                     12                                     Grade Three
Life Sciences                                                                   √   Resources/Notes
Organisms
Compare/contrast plants by their attributes.
Chapter 1, Directed Inquiry, Page 4; Lesson 3, Page 14
Label flower/plant parts (i.e. stamen, pistil).
Chapter 1, Lesson 1, Page 7
Classify animals by carnivore, omnivore, and herbivore.
Chapter 2, Lesson 1, Page 39
Know that most living things need water, food, and air.
Chapter 1, Lesson 2, Page 10, Lesson 4, Page 18; Chapter 3, Guided Inquiry,
Page 68, Guided Inquiry, Page 90
Understand that the brain enables human beings to think and send
messages to other body parts to help them work properly.
Chapter 4, Lesson 5, Page 120, Lesson 6, Page 124
Heredity
Identify animal life cycles.
Chapter 2, Lesson 2, Page 44
Diagram and label parts of a life cycle of an animal.
Chapter 2, Lesson 2, Page 44-47
Construct a pictorial model to describe an animal life cycle.
Chapter 2, Lesson 2, Page 44-47
Understand that there is variation among individuals of one kind within
a population (such as different kinds of cats and dogs).
Chapter 2, Lesson 1, Page 39
Diversity/Interdependence
Understand that some source of “energy is needed for all organisms to
stay alive and grow.
Chapter 4, Lesson 2, Page 106; Lesson 1, Page 103; Lesson 3, Page 104; Lesson
5, Page 120; Guided Inquiry, Page 128
Explore how adaptations help species survive.
Chapter 2, Lesson 3, Page 48
Explore the producers, consumers, and decomposers and predator-prey
relationships in a given habitat.
Chapter 4, Guided Inquiry, Page 100; Lesson 3, Page 110
Identify effects of seasonal changes on plant and animal life.
Chapter 3, Lesson 1, Page 69, Lesson 3, Page 82, Lesson 4, Page 86
Explore food chains and food webs.
Chapter 3, Lesson 2, Page 76
Identify endangered plants and animals.
Chapter 3, Guided Inquiry, Page 128




                                                    13                              Grade Three
Earth and Space Science                                                      √   Resources/Notes
The Earth in Space
Describe the sun (benefits, characteristics, relation to the Earth).
Chapter 15, Directed Inquiry, Page 420; Chapter 16, Lesson 1, Page 455
Describe the sun as a star, a source of energy that lights and heats the
Earth (land, air, and water).
Chapter 16, Guided Inquiry, Page 466, Chapter 16, Lesson 1, Page 455
Recognize why the sun, moon, and stars all appear to move slowly
across the sky.
Chapter 15, Lesson 2, Page 428
Understand the moon’s relationship and orbit to Earth.
Chapter 15, Lesson 3, Page 432
Recognize that the moon looks a little different every day but looks the
same again about every four weeks.
Chapter 15, Lesson 3, Page 432
Demonstrate Earth’s revolution around the sun.
Chapter 15, Lesson 2, Page 428
Recognize the concept of the Earth’s rotation.
Chapter 15, Lesson 1, Page 423
Demonstrate day and night cycles.
Chapter 15, Lesson 1, Page 423
Recognize that there are nine planets that move in orbit around the
sun.
Chapter 16, Lesson 1, Page 455, Lesson 2, Page 458, Directed Inquiry, Page
452
Recognize there are more stars in the sky than anyone can easily count.
Chapter 15, Lesson 4, Page 436, Guided Inquiry, Page 440
Know that stars are not scattered evenly and they are not always the
same brightness and color.
Chapter 15, Lesson 4, Page 436
Scientific Inquiry                                                           √
Make observations, ask questions or form hypotheses based on those                No Work Sample
observations, which can be explored through scientific investigations.             Requirement.
All Directed, Guided and Full Inquiry laboratory activities encourage
students to use part or all of the Scientific method.                            Group process and
Design a simple scientific investigation to answer question or test              teacher modeling.
hypotheses. Emphasized in each Full Inquiry Activity at the end of each
unit.
Collect, organize, and summarize data from investigations.
Directed, Guided and Full Inquiry laboratory activities are designed so
that students use these process skills.
Summarize, analyze, and interpret data from an investigation.
Directed, Guided and Full Inquiry laboratory activities are designed so
that students use these process skills.




                                                 14                              Grade Three
NOTE:

At all grade levels, each Scott Foresman chapter begins and ends with a
laboratory activity. These are identified as a Directed Inquiry and a Guided
Inquiry. Each unit ends with a third laboratory activity identified as a Full
Inquiry. This research-based process of developing students understanding of
Inquiry is called Scaffolded Inquiry and was developed by one of the Scott
Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back
of the Teacher's Edition.) See samples of these activities in Chapter 10. pp.284,
298-299, 303-311 at grade 4.

These laboratory activities require that the students apply the appropriate
processes of authentic science inquiry as presented at the beginning of each
student edition. Information is provided for the student on How to Read Science,
How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using
Scientific Methods, Using Science Process Skills, Science Tools and Science
Safety. See the Student Edition, pp. xx-xxxii.

These same process skills are in compliance with the National and Oregon
Science Standards, and they align with the inquiry section of the science
standards, at each grade level, in the Medford School District 549C.

 ** Graphic Organizers, and other Visual Strategies, are used extensively
throughout each student text to assist in the application of the process skills.
** Reference: Teaching Reading in Science - A supplement to Teaching Reading
              in the Content Areas. (Teacher's Manual 2nd edition)
              by Mary Lee Barton and Deborah L. Jordan

Additional activities are provided in the Activity Flip Chart, see grade 4, p. 177E
        for an example. The online Student Edition offers additional activities
        and are referenced in the student edition. See grade 4, page 180 for an
        example. Quick Activities are also provided on overhead transparencies
        for each lesson, see Teacher's Edition, grade 4, page 182 for an
        example.




                                                        15                            Grade Three
                                    Scott Foresman Science
                                             to the
                                  Medford School District 549C
                           FOURTH GRADE CURRICULUM
                                          Science Standards

  This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the
  skills and knowledge that students will learn in 4th grade.

  SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed):

Physical Science                                                                    √       Resources/Notes
Matter
Identify substances as they exist in different states of matter.
Chapter 11 – Lesson 1 – pp. 318-321
Distinguish among solids, liquids, and gases.
Chapter 11 – Lesson 1 – pp. 320-321
Identify unique properties of each state of matter.
Chapter 11 – Lesson 2 – pp. 322-327
Force
Identify examples of magnetism and gravity exerting force on an
object.
Chapter 13 – Lesson 3 – pp. 384-389; Chapter 15 – Lesson 3 – pp 446-447
Recognize magnets attract and repel each other and other materials.
Chapter 13 – Lesson 3 – pp. 382-383
Energy
Identify forms of various types of energy and their effects on matter.
Chapter 2 – Lesson 1 – pp. 350-353
Identify various forms of energy; heat, light, sound, and electricity.
Chapter 13 – Lesson 1 – pp. 376-377
Life Sciences                                                                       √       Resources/Notes
Organisms
Group or classify organisms based on a variety of characteristics.
Chapter 1 – Lesson 2 – pp. 12-13
Describe function of organ systems.
Chapter 5 – Lesson 1 – pp. 142-147
Classify organs by the system to which they belong.
Chapter 5 – lesson 2 – pp. 148-155
Describe basic plant and animal structures and their functions.
Chapter 1 – Lesson 2 – pp. 10-13, Lesson 3 – pp. 14-17., Lesson 4 – pp. 18-25
Associate specific structures with their functions in the survival of the
organism.
Chapter 4- Lesson 2 – pp. 114-115
Heredity
Describe the life cycle of common organisms.
Chapter 2 – Lesson 4 – pp. 58-65
Diversity/Interdependence
Describe the relationship between characteristics of specific habitats
and the organisms that live there.
Chapter 3 – Lesson 1 – pp. 82-83



                                                     16                                      Grade Four
Use drawings or models to represent a series of food chains for specific
habitats.
Chapter 3 – Lesson 2 – pp. 86-95
Identify producers, consumers, and decomposers in a given habitat.
Chapter 3 – Lesson 2 – pp. 84-87, Lesson 3 – pp. 90-95
Recognize how all animals depend on plants whether or not they eat
the plants directly.
Chapter 4 – Lesson 1 – pp. 112-113
Describe how adaptations help species survive.
Chapter 1 – Lesson 5 – pp. 26-33
Describe the changes to the environment that have caused the
population of some species to change.
Chapter 4 – Lesson 3 – pp. 118-123
Earth and Space Science                                                        √   Resources/Notes
The Dynamic Earth
Identify properties and uses of Earth materials.
Chapter 10 – pp. 281-283, Lesson 1 – pp. 286-291, Lesson 2 – pp. 292-297
Identify and diagram Earth’s layers; crust, mantle, core.
Chapter 9 – Lesson 1 – pp. 262-267
Identify the ratio of water to land that covers the Earth’s surface.
Chapter 6 – Lesson 1 – pp. 182-183
Identify properties of the Earth: land, water, air, and their importance.
Chapter 6 – Lesson 1 – pp. 182-185, Lesson 2 – pp. 186-189, Lesson 3 – pp.
190-193
Understand that rock is composed of different combinations of
minerals.
Chapter 8 – pp. 234-237, Lesson 1 – pp. 238-241, Lesson 2 – pp. 242-245,
Lesson 3 – pp. 246-249, pp. 250-251
Identify effects of wind and running water on Earth materials (i.e.
erosion by wind).
Chapter 8 – Lesson 2 – pp. 242-245; Chapter 9 – Lesson 2 – pp. 266-267
Recognize that Earth materials are used in different ways based on
differences in their physical and chemical properties.
Chapter 10 – pp. 281-285, Lesson 1 – pp. 286-291, Lesson 2 – pp.292-299, pp.
300-301
Recognize that soils vary in color, texture, components, reaction to
water, and ability to support the growth of plants.
Chapter 10 – Lesson 1 – pp. 290-291
Describe patterns of seasonal weather.
Chapter 6 – pp. 177-181, Lesson 1 – pp. 183-185, Lesson 2 – pp. 186-189,
Lesson 3 – pp. 190-193, Lesson 4 – pp. 194-199
Describe weather in measurable quantities including temperature,
wind, speed, and precipitation.
Chapter 6 – Lesson 4 – pp. 194-197, 202-203; Chapter 7 – Lesson 1 – pp. 214-
221, Lesson 2 – pp. 222-229
Interpret data over a period of time and use information to describe
changes in Weather from day to day, week to week, and season to
season.
Chapter 6 – Lesson 4 – pp. 194-197




                                                   17                              Grade Four
Identify causes of Earth surface change.
Chapter 9 – pp. 257-261, Lesson 1 – pp. 262-265, Lesson 2 – pp. 266-269,
Lesson 3 – pp. 270-275
Identify effects of wind and water on Earth materials using appropriate
models.
Chapter 9 – p. 260
Identify effects of rapid changes on Earth’s surface features including
earthquakes and volcanoes.
Chapter 9 – Lesson 3 – pp. 270-273
Scientific Inquiry                                                         √
Make observations, ask questions or form hypotheses based on those             One required work
observations, which can be explored through scientific investigations.              sample
Design a simple scientific investigation to answer question or test
hypotheses.
Collect, organize, and summarize data from investigations.
Summarize, analyze, and interpret data from an investigation.
One required work sample scored in designing, collecting, and
        analyzing dimensions. Performance standard: Each dimension
        must have a rating of 4 or higher. Designing and collecting
        must be on the same work sample. Analyzing may be on a
        separate work sample.




                                                18                             Grade Four
NOTE:

At all grade levels, each Scott Foresman chapter begins and ends with a
         laboratory activity. These are identified as a Directed Inquiry and a
         Guided Inquiry. Each unit ends with a third laboratory activity identified
         as a Full Inquiry. This research-based process of developing students
         understanding of Inquiry is called Scaffolded Inquiry and was developed
         by one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp.
         EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples of
         these activities in chapter 10. pp.284, 298-299, 303-311 at grade 4.

        These laboratory activities require that the students apply the
        appropriate processes of authentic science inquiry as presented at the
        beginning of each student edition. Information is provided for the
        student on How to Read Science, How Scientists Use Scientific Methods,
        Collecting and Analyzing Data, Using Scientific Methods, Using Science
        Process Skills, Science Tools and Science Safety. See the Student Edition,
        pp. xx-xxxii.

        These same process skills are in compliance with the National and
        Oregon Science Standards, and they align with the inquiry section of the
        science standards, at each grade level, in the Medford School District
        549C.

         ** Graphic Organizers, and other Visual Strategies, are used extensively
        throughout each student text to assist in the application of the process
        skills.
** Reference: Teaching Reading in Science - A supplement to Teaching Reading
                      in the Content Areas. (Teacher's Manual 2nd edition)
                      by Mary Lee Barton and Deborah L. Jordan



Additional activities are provided in the Activity Flip Chart, see grade 4, p. 177E
        for an example. The online Student Edition offers additional activities
        and are referenced in the student edition. See grade 4, page 180 for an
        example.

        Quick Activities are also provided on overhead transparencies for each
        lesson, see Teacher's Edition, grade 4, page 182 for an example.




                                                        19                            Grade Four
                                     Scott Foresman Science
                                              to the
                                   Medford School District 549C
                             FIFTH GRADE CURRICULUM
                                          Science Standards
  This Science Curriculum Content document, which is aligned to Oregon State Standards, outlines the
  skills and knowledge that students will learn in 5th grade.

  In order for students to meet benchmark, they must meet (215) or exceed (231) standards on the state
  assessment. Additionally, they must meet the standard in all required traits on their scientific inquiry
  work sample.

  SCIENCE - Students are expected to learn the following (all prior content is eligible to be assessed):

      *Please note that extensions and additional examples of each standard
      are addressed in the three content leveled readers for each chapter in
      Scott Foresman Science.

Physical Science                                                                     √       Resources/Notes
Matter
Review states of matter.
Chapter 11, Lesson 3, pg 354
Describe the ability of matter to change state by heating and cooling.
Chapter 11, Lesson 3, pg 354
Identify changes in states of matter seen in the environment.
Chapter 13, Lesson 1, pg 406
Force
Describe and compare the motion of objects.
Chapter 13, Lesson 1, pg 406
Recognize and describe the motion of an object in terms of one or more
forces acting on it.
Chapter 13, Lesson 2, pg 410
Measure the force required to lift an object (i.e. in air vs. in water)
Chapter 13, Lesson 2, pg 416
Describe how the design of technological devices is related to the
function of those devices (i.e. Aerodynamic car = better gas mileage).
Chapter 13, Lesson 3, pg 418-426. See also Chapter 18 pg 569
Identify examples of magnetism and gravity exerting force on an
object.
Chapter 13, Lesson 2, pg 410
Recognize things on or near Earth are pulled toward it by Earth’s
gravity.
Chapter 13, Lesson 2, pg 410
Understand that complex machines are made of simple machines.
Chapter 13, Lesson 4, pg 430
Energy
Describe examples of energy transfer.
Chapter 14, pg 441




                                                     20                                       Grade Five
Identify direction of heat transfer on a diagram showing objects at
different temperatures.
Chapter 14, Lesson 4, pg 464
Identify ways to produce heat including light, burning, electricity,
friction, and as a by-product of mechanical and electrical machines.
Chapter 14, pg 441
Identify examples of energy transfer in the environment.
Chapter 14, pg 441
Life Sciences                                                                    √   Resources/Notes
Organisms
Group or classify organisms based on a variety of characteristics.
Chapter 1, pg 1
Describe function of organ systems.
Chapter 3, pg 57
Classify organs by the system to which they belong.
Chapter 3, pg 57. See also chapter 2, pg 33.
Describe basic plant and animal structures and their functions.
Chapter 1, pg 1
Associate specific structures with their functions in the survival of the
organism.
Chapter 1, Lesson 3, pg 18. See also (plants) chapter 4, pg 94.
Heredity
Describe the life cycle of an organism.
Chapter 1, pg 1
Compare and contrast the life cycle of different organisms.
Chapter 3, pg 57.
Recognize organisms are produced by living organisms of similar kind,
and do not appear spontaneously from inanimate materials.
Chapter 3, pg 57. See also Chapter 2, pg 33.
Diversity/Interdependence
Describe the relationship between characteristics of specific habitats
and the organisms that live there.
Chapter 5, pg 121
Use drawings or models to represent a series of food chains for specific
habitats.
Chapter 5, Lesson 5, pg 144. See also Leveled Readers for additional examples.
Recognize how all animals depend on plants whether or not they eat
the plants directly.
Chapter 5, Lesson 5, pg 144
Explain the relationship between animal behavior and species survival.
Chapter 6, Lesson 2, pg 172
Describe the living and nonliving resources in a specific habitat and the
adaptations of organisms to that habitat.
Chapter 6, Lesson 1, pg 166
Describe how adaptations help species survive.
Chapter 6, Lesson 2, pg 172
Identify conditions that might cause a species to become endangered
or extinct.
Chapter 6, Lesson 3, pg 174




                                                    21                                Grade Five
Earth and Space Science                                                   √   Resources/Notes
The Dynamic Earth
Identify properties and uses of Earth materials.
Chapter 10, pg 297
Recognize that the supply of many resources is limited and that
resources can be extended through recycling and decreased use.
Chapter 10, pg 302
Recognize that discarded products contribute to the problem of waste
disposal.
Chapter 10, Lesson 4, pg 318-322
Earth in Space
Describe the Earth’s place in the solar system and the patterns of
movement of objects within the solar system using pictorial models.
Chapter 17, pg 537
Describe Earth’s position and movement in the solar system.
Chapter 17, Lesson 1, pg 542
Recognize that rotation of Earth on its axis every 24 hours produces
the night-day cycle.
Chapter 17, Lesson 1, pg 544
Describe natural objects, events, and processes outside the Earth, both
past and present.
Chapter 17, Lesson 2, pg 550-557. See also Chapter 16
Scientific Inquiry                                                        √
Make observations, ask questions or form hypotheses based on those            One required work
observations, which can be explored through scientific investigations.             sample
See end of unit experiments and Science Fair projects. Example pg 500
Design a simple scientific investigation to answer question or test
hypotheses.
See “Go Further” in end of chapter and end of unit experiments.
Collect, organize, and summarize data from investigations.
See “Go Further” in end of chapter and end of unit experiments.
Summarize, analyze, and interpret data from an investigation.
See “Go Further” in end of chapter and end of unit experiments.
One required work sample scored in designing, collecting, and
analyzing dimensions. Performance standard: Each dimension must
have a rating of 4 or higher. Designing and collecting must be on the
same work sample. Analyzing may be on a separate work sample. See
also performance tasks in the Assessment book.




                                               22                              Grade Five
NOTE:

At all grade levels, each Scott Foresman chapter begins and ends with a
laboratory activity. These are identified as a Directed Inquiry and a Guided
Inquiry. Each unit ends with a third laboratory activity identified as a Full
Inquiry. This research-based process of developing students understanding of
Inquiry is called Scaffolded Inquiry and was developed by one of the Scott
Foresman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the back
of the Teacher's Edition.) See samples of these activities in Chapter 10. pp. 284,
298-299, 303-311 at grade 4.

These laboratory activities require that the students apply the appropriate
processes of authentic science inquiry as presented at the beginning of each
student edition. Information is provided for the student on How to Read Science,
How Scientists Use Scientific Methods, Collecting and Analyzing Data, Using
Scientific Methods, Using Science Process Skills, Science Tools and Science
Safety. See the Student Edition, pp. xx-xxxii.

These same process skills are in compliance with the National and Oregon
Science Standards, and they align with the inquiry section of the science
standards, at each grade level, in the Medford School District 549C.

 ** Graphic Organizers, and other Visual Strategies, are used extensively
throughout each student text to assist in the application of the process skills.
** Reference: Teaching Reading in Science - A supplement to Teaching Reading
              in the Content Areas. (Teacher's Manual 2nd edition)
              by Mary Lee Barton and Deborah L. Jordan

Additional activities are provided in the Activity Flip Chart, see grade 4, p. 177E
for an example. The online Student Edition offers additional activities and are
referenced in the student edition. See grade 4, page 180 for an example.

Quick Activities are also provided on overhead transparencies for each lesson,
see Teacher's Edition, grade 4, page 182 for an example.




                                                         23                           Grade Five

				
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