Medford School District 549C Science Standards
A Correlation ofto theMedford SchoolDistrict 549CScience StandardsGrades K-5P/S-3
IntroductionThis document demonstrates how Scott Foresman Science meets the Medford SchoolDistrict 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 forScott Foresman Science and guides the instructional design.Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, GuidedInquiry, and Full Inquiry. All three levels engage students in activities that build a strongscience foundation and help them develop a full understanding of the inquiry process.How to Read SciencePowerful connections between reading skills and science process skills in every chapteradvance science literacy for all students.Differentiated InstructionLeveled Readers for every Student Edition chapter teach the same science concepts,vocabulary, and reading skills — at each student’s reading level.Time-Saving StrategiesTime-saving strategies are built right into the Teacher’s Edition that will save the teacherhours 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 theActivity Placemat and Tray , activity setup takes only 30 seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletinboards quickly and easily.TechnologyScott Foresman Science brings teaching and learning together in one convenientspot—the computer. From sfsuccessnet.com to educational CDs and DVDs, thisprogram provides a variety of interactive tools to help support, extend, and enrichclassroom instruction.The Online Teacher’s Edition provides access to the same printed content, so theteacher can plan lessons with the customizable Lesson Planner from home or schoolcomputers. The Online Student Edition allows students, teachers, and parents toaccess the content of the textbook from computers at school or at home.
Table of ContentsKindergarten . . .1Grade One . . 4Grade Two . . 8Grade Three . .12Grade Four . .16Grade Five . . .20
Scott Foresman Scienceto theMedford School District 549CKINDERGARTEN GRADE CURRICULUMScience StandardsThis Science Curriculum Content document, which is aligned to Oregon State Standards, outlines theskills and knowledge that students will learn in Kindergarten.SCIENCE - Students are expected to learn the following:Physical ScienceMatter Resources/Notes Resources/NotesDescribe size and color of objects.Chapter 6, Lesson 1, pg 132ForceExplore the properties of magnets.Chapter 8, Lesson 6, pg 192EnergyExplore properties of hot/cold.Chapter 7, Lesson 3, pg 168Life SciencesOrganismsSort and classify collections using various features.Chapter 1, How to Read Science, p 10, Chapter 3, Lesson 1, pg 54Explore plants and seeds.Chapter 2, Lesson 4, pg 40, Chapter 2, Lesson 5, pg 42Explore a variety of animals.Chapter 2, Lesson 3, pg 38, Chapter 3 Lesson 1, pg 54Recognize 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 20Identify the five senses.Can be developed from Chapter 1, Lesson 2, pg 14Explore their environment via the five senses.Chapter 3, Guided Inquiry, pg 64HeredityRecognize cycles as a pattern (i.e. calendar seasons, butterflies).Chapter 2, Lesson 1, pg 34Diversity/InterdependenceExplore external features of plants and animals in their environment.Chapter 3, Guided Inquiry, pg 64Identify how various animals move (walk, fly, swim, crawl, hop).Chapter 2, Lesson 2, pg 361Kindergarten
Earth and Space ScienceThe Dynamic EarthResources/NotesRecognize differences in Earth materials (i.e. rocks, water, soil).Chapter 4, Lesson 1, pg 86Describe 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, pg116Graph, chart, and record weather data.Chapter 5, Directed Inquiry, pg 104Identify the weatherman as a scientist.Chapter 5, Lesson 1, pg 1082Kindergarten
Scientific InquiryMake observations, ask questions or form hypotheses based on thoseobservations, which can be explored through scientific investigations.Design a simple scientific investigation to answer question or testhypotheses.Collect, organize, and summarize data from investigations.Summarize, analyze, and interpret data from an investigation.Resources/NotesNo Work SampleRequirement.Group process andteacher modeling.NOTE:At all grade levels, each Scott Foresman chapter begins and ends with alaboratory activity. These are identified as a Directed Inquiry and a GuidedInquiry. Each unit ends with a third laboratory activity identified as a FullInquiry. This research-based process of developing students understanding ofInquiry is called Scaffolded Inquiry and was developed by one of the ScottForesman authors, Dr. Karen Ostlud. (Please see pp. EMxxix-EMxxxi in the backof the Teacher's Edition.) See samples of these activities in Chapter 5 pp. 104105, 120-121, 128-129 at grade K.These laboratory activities require that the students apply the appropriateprocesses of authentic science inquiry as presented at the beginning of eachstudent edition. Information is provided for the student on How to Read Science,How Scientists Use Scientific Methods, Collecting and Analyzing Data, UsingScientific Methods, Using Science Process Skills, Science Tools and ScienceSafety.These same process skills are in compliance with the National and OregonScience Standards, and they align with the inquiry section of the sciencestandards, at each grade level, in the Medford School District 549C.Additional activities are provided in the Activity Flip Chart; see grade K, p. 26E foran example.3Kindergarten
Scott Foresman Scienceto theMedford School District 549CFIRST GRADE CURRICULUMScience StandardsThis Science Curriculum Content document, which is aligned to Oregon State Standards, outlines theskills 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 ScienceMatter Resources/Notes Resources/NotesDescribe shapes of objects.Chapter 8, Lesson 1, pg 215, Lesson 2, pg 218, Lesson 3, pg 222Describe whether an object sinks or floats.Chapter 8, Guided Inquiry, pg 232Identify and describe solid, liquids, and gases.Chapter 8, Lesson 2, pg 218Classify examples of solids, liquids, and gases.Chapter 8, Lesson 2, pg 218Compare common states of matter.Chapter 8, Lesson 2, pg 218Understand that water left in an open container disappears, but in aclosed container does not disappear.Chapter 8, Lesson 4, pg 226ForceUnderstand that a push or pull is needed to change the motion of anobject.Chapter 9, Lesson 1, pg 247, Lesson 3, pg 252, Lesson 4, pg 256Recognize that things near the Earth fall to the ground unlesssomething holds them up.Chapter 9, Lesson 1, pg 247, Lesson 3, pg 252EnergyRecognize that the sun is a source of energy, which warms the land,air, and water.Chapter 10, Guided Inquiry, pg 276, Lesson 1, pg 279Life SciencesOrganismsSort and classify objects according to their physical characteristics.Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14Explain 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 106Classify seeds.Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry,pg 106Label parts of a plant (roots, stem, leaf, flower).Chapter 3, Lesson 4, pg 68, Guided Inquiry, pg 744Grade One
Explore the function of plant parts.Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72, Guided Inquiry, pg 74Identify the needs of living organisms and/or plants.Chapter 1, Lesson 2, pg 6, Lesson 3, pg 10Know that people use their senses to find out about their surroundingsand themselves.Lab Zone, pg xxii-xxxiiRecognize that all living things have basic needs to survive.Chapter 1, Lesson 2, pg 6, Lesson 3, pg 10Describe the difference between living and non-living (provideexamples).Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14Provide examples of living and non-living things.Chapter 1, Directed Inquiry, pg 4, Lesson 1, pg 6, Lesson 4, pg 14HeredityRecognize and sequence parts of a cycle.Chapter 4, Lesson 1, pg 86, Lesson 2, pg 92, Lesson 3, pg 94Identify and explore the life cycle of plants.Chapter 4, Lesson 4, pg 98, Lesson 5, pg 100, Lesson 6, pg 104, Guided Inquiry,pg 106Diversity/InterdependenceList items plants need to grow (air, sun, soil, water).Chapter 1, Lesson 2, pg 10Identify various uses of plants.Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72Know that plants can be alike or different in the way they look and inthe things they do.Chapter 3, Lesson 4, pg 68, Lesson 5, pg 72, Guided Inquiry, pg 74Identify various plant habitats.Chapter 3, Lesson 4, pg 68, Chapter 5, Lesson 1, pg 118Understand that living things are found almost everywhere in the worldand 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 38Earth and Space ScienceThe Dynamic Earth Resources/NotesKnow that materials can be recycled and used again in different forms.Chapter 6, Lesson 5, pg 166Know that the Earth is made up of rock, soil, and air.Chapter 6, Lesson 1, pg 151, Lesson 2, pg 154Explore the uses of soil.Chapter 6, Lesson 2, pg 154, Guided Inquiry, pg 168Describe the different types of soil (i.e. sand, clay, loam).Chapter 6, Lesson 2, pg 154, Guided Inquiry, pg 168Describe how people use land and water.Chapter 6, Lesson 4, pg 1605Grade One
Describe physical characteristics of rocks.Chapter 6, Lesson 2, pg 154Categorize rocks according to attributes.Chapter 6, Lesson 2, pg 154Know how to observe daily changes in weather, such as sky cover andprecipitationChapter 7, Lesson 1, pg 183, Guided Inquiry, pg 194Identify the four seasons.Chapter 7, Lesson 4, pg 192Identity 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 188Describe the affects of weather on people.Chapter 7, Lesson 1, pg 183, Lesson 2, pg 186, Lesson 3, pg 188Measure temperature using a thermometer.Chapter 7, Guided Inquiry, pg 194The Earth in SpaceIdentify the sun, moon, stars, and Earth.Chapter 11, Lesson 1, pg 319, Lesson 2, pg 322, Lesson 3, pg 324Know that the sun can be seen during the day.Chapter 11, Lesson 1, pg 319, Lesson 2, pg 322Identify that the moon and stars are usually seen at night.Chapter 11, Lesson 3, pg 324, Guided Inquiry, pg 3286Grade One
Scientific InquiryMake observations, ask questions or form hypotheses based on thoseobservations, which can be explored through scientific investigations.Design a simple scientific investigation to answer question or testhypotheses.Collect, organize, and summarize data from investigations.Summarize, analyze, and interpret data from an investigation.NOTE:No Work SampleRequirement.Group process andteacher modeling.At all grade levels, each Scott Foresman chapter begins and ends with alaboratory activity. These are identified as a Directed Inquiry and aGuided Inquiry. Each unit ends with a third laboratory activity identifiedas a Full Inquiry. This research-based process of developing studentsunderstanding of Inquiry is called Scaffolded Inquiry and was developedby one of the Scott Foresman authors, Dr. Karen Ostlud. (Please see pp.EMxxix-EMxxxi in the back of the Teacher's Edition.) See samples ofthese activities in Chapter 3. pp. 52, 74-75, and Unit A, pp. 140-141 atgrade 1.These laboratory activities require that the students apply theappropriate processes of authentic science inquiry as presented at thebeginning of each student edition. Information is provided for thestudent on How to Read Science, How Scientists Use Scientific Methods,Collecting and Analyzing Data, Using Scientific Methods, Using ScienceProcess Skills, Science Tools and Science Safety. See the Student Edition,pp. xx-xxxii.These same process skills are in compliance with the National andOregon Science Standards, and they align with the inquiry section of thescience standards, at each grade level, in the Medford School District549C.** Graphic Organizers, and other Visual Strategies, are used extensivelythroughout each student text to assist in the application of the processskills.** Reference: Teaching Reading in Science - A supplement to Teaching Readingin the Content Areas. (Teacher's Manual 2nd edition)by Mary Lee Barton and Deborah L. JordanAdditional activities are provided in the Activity Flip Chart, see grade 1, p. 145Efor an example. The online Student Edition offers additional activitiesand are referenced in the student edition. See grade 1, page 177 for anexample. Quick Activities are also provided on overhead transparenciesfor each lesson, see Teacher's Edition, grade 1, page 145C, 146 for anexample.7Grade One
Scott Foresman Scienceto theMedford School District 549CSECOND GRADE CURRICULUMScience StandardsThis Science Curriculum Content document, which is aligned to Oregon State Standards, outlines theskills 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 ScienceMatter Resources/NotesDemonstrate texture and weight of objects.Chapter 8, Lesson 1, pg 236Identify properties of water.Chapter 8, Lesson 2, pg 242, Lesson 3, pg 248, Guided Inquiry, pg 256Identify uses of water.Chapter 6, Lesson 2, pg 178Explore salt water vs. fresh water.Chapter 6, Lesson 2, pg 178Recognize causes of water pollution.Chapter 5, Lesson 5, pg 154Explore water conservation.Chapter 5, Lesson 5, pg 154, Chapter 6, Lesson 2, pg 178ForceRecognize that magnets can be used to make some things movewithout being touched.Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322Explore what materials magnets attract.Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322Explore the properties of magnets.Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322Demonstrate that magnets can exert a force that pushes or pulls.Chapter 10, Lesson 5, pg 318, Guided Inquiry, pg 322EnergyRecognize 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 286Recognize examples of movement, heat, light, and sound.Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286Describe properties of light, sound, movement, and heat energy.Chapter 9, Lesson 1, pg 271, Lesson 3, pg 278, Lesson 5, pg 286Know that things that give off light often give off heat.Chapter 9, Lesson 3, pg 278, Lesson 4, pg 282, Guided Inquiry, pg 2908Grade Two
Life SciencesOrganisms Resources/NotesIdentify 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 52Identify 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 52Sort 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 52Identify 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 52Identify and know that all living things have adaptations that providethe 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 52Know that the senses can warn the individuals about danger; muscleshelp 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 52HeredityArrange, label, and construct a physical or pictorial model to describeanimal life cycle.Chapter 4, Lesson 4, pg 112, Lesson 6, pg 116Understand that living things have life cycles.Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110, Lesson 5, pg 114Recognize and order the life cycle of an animal.Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110Understand that there is variation among individuals of one kind withina population (such as different kinds of wild cats, elephants, etc.)Chapter 4, Lesson 2, pg 108, Lesson 3, pg 110, Lesson 5, pg 114Diversity/InterdependenceUnderstand that different animals have external features that helpthem 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 52Understand that animals eat plants or other animals for food and mayalso use plants (or even other animals for shelter and nesting.Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84Compare 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 52Describe how an organism becomes endangered.Chapter 3, Lesson 5, pg 849Grade Two
Determine ways to prevent the extinction of living things.Chapter 7, Lesson 1, pg 207Identify and begin to classify different habitats in which animals live.Chapter 3, Lesson 2, pg 74, Lesson 3, pg 78, Lesson 5, pg 84Compare 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 52Compare 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 ScienceThe Dynamic EarthResources/NotesKnow that Earth materials can be recycled and used again in differentforms (i.e. rubber, aluminum).Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154Know that water can be found on Earth as a liquid, solid, or gas and cango back and forth from one form to another.Chapter 6, Lesson 2, pg 178Recognize seasonal patterns in weather such as temperature, skycover, and precipitation.Chapter 6, Lesson 1, pg 175, Lesson 7, pg 188, Guided Inquiry, pg 194Describe and illustrate recycling of natural resources.Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154Know that discarded products contribute to the problem of wastedisposal.Chapter 5, Lesson 1, pg 143, Lesson 5, pg 154Construct a model of the water cycle.Chapter 6, Lesson 2, pg 17810Grade Two
Scientific InquiryMake observations, ask questions or form hypotheses based on thoseobservations, which can be explored through scientific investigations.Design a simple scientific investigation to answer question or testhypotheses.Collect, organize, and summarize data from investigations.Summarize, analyze, and interpret data from an investigation.No Work SampleRequirement.Group process andteacher modeling.NOTE:At all grade levels, each Scott Foresman chapter begins and ends with alaboratory activity. These are identified as a Directed Inquiry and a GuidedInquiry. Each unit ends with a third laboratory activity identified as a FullInquiry. This research-based process of developing students understanding ofInquiry is called Scaffolded Inquiry and was developed by one of the ScottForesman authors, Dr. Karen Ostlud. (Please see pp. EMxxix
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
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directly tied to the fourth grade state standards. The print shop order on the following page is for the worksheets needed to teach this unit as written. Each lesson in this unit will take 30- 45 minutes. The s
The survey was sponsored by the Jonathan M. Tisch College of Civic Life and is being provided as a community service to the City of Medford to help inform discussions about policing in the community. Residents were asked to tell us about their own experiences with Medford pol
Akuntansi manajemen mempunyai peranan besar dalam perusahaan, yaitu membantu pihak pihak internal (direktur utama dan masing masing tingkatan manajer dalam setiap unit/departemen) dalam pengambilan keputusan. Oleh karena itu, akuntansi manajemen yang akan kita pelajari dalam buku ini akan membahas hal hal sebagai berikut: 1. Konsep dan fungsi biaya Pihak manajemen dapat memahami berbagai .
