Arizona Science and Social Studies Articulated Grade Level Standards Grades K 3

Transcription

1 A Correlation of to the Arizona Science and Social Studies Articulated Grade Level Standards Grades K 3 M/R-8

2 Introduction This document demonstrates how Scott Foresman Reading Street meets the objectives of the Arizona Science and Social Studies Articulated Grade Level Standards. Correlation page references are to the Scott Foresman Reading Street Teacher s Edition. Lessons in the Teacher s Edition contain facsimile pages from the Student Edition and other components. Scott Foresman Reading Street is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Literature Reading Street provides a rich variety of genres that include a balance of fiction and nonfiction. Content area connections support science and social studies instruction every week. With a greater emphasis on informational text, Reading Street prepares students for the kinds of selections they will encounter on state assessments. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decision. Progress is monitored during instruction and identifies students needs along the way. The Unit Benchmark Test measures student performance and can be used to regroup. The End of Year Benchmark Test gives a summative assessment and shows how far students have come. Differentiated Instruction Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Each unit gives a clear road map to differentiate instruction for On Level, Strategic Intervention, and Advanced readers. Group Time throughout each lesson provides scaffolded instruction for all readers. Built in lessons for Strategic Intervention and Advanced learners supplement core instruction every day. Weekly Leveled Readers and Leveled Practice help every student practice and apply comprehension skills and vocabulary in appropriate texts. ELL Instruction Reading Street paves the way with highly focused ELL instruction, practice, and resources to meet all proficiency levels and provides an ELL Reader every week to build vocabulary, provide text support, and enrich language skills.

3 TABLE OF CONTENTS Arizona Science Articulated Grade Level Standards Kindergarten Grade 1..9 Grade Grade Arizona Social Studies Articulated Grade Level Standards Kindergarten Grade 1 41 Grade Grade

4 Scott Foresman Reading Street to Arizona Science Articulated Grade Level Standards Kindergarten Strand 1: Inquiry Process Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Observe common objects using multiple senses. PO 2. Ask questions based on experiences with objects, organisms, and events in the environment. (See M00 S2C1 01) PO 3. Predict results of an investigation based on life, physical, and earth and space sciences (e.g., the five senses, changes in weather). K.1: 85 K.2: 21, 355 K.5: 51, 115 Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry. PO 2. Participate in guided investigations in life, physical, and earth and space sciences. K.1: 85 K.2: 21, 346, 355 K.3: 269, 291, 309 K.5: 51, 115 K.6: 222, 231 Kindergarten 1 Science

5 Scott Foresman Reading Street PO 3. Perform simple measurements using non-standard units of measure to collect data. Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics. (See M00 S4C4 01 and M00 S4C4 03) K.1: 45, 107, 288, 337 K.2: 11, 61, 207 K.3: 34, 51, 61, 135, 229, 309, 361 K.4: 21, 61, 137, 147, 160, 169, 177, 187 K.5: 61 K.6: 21, 51, 61, 113, 135, 145, 167, 348, 357, 365, 375 PO 2. Compare objects according to their measurable characteristics (e.g., longer/shorter, lighter/heavier). K.1: 107 K.2: 123 K.4: 21 Concept 4: Communication Communicate results of investigations. PO 1. Communicate observations with pictographs, pictures, models, and/or words. (See M00 S2C1 02) K.1: 36, 98, 115, 125, 288, 327, 337 K.2: 11, 43, 61, 83, 96, 197, 231, 239, 311, 363 K.3: 34, 51, 61, 73, 175, 197, 229, 299, 309, 321, 331, 353 K.4: 137, 160, 177, 187 K.5: 263 K.6: 34, 51, 61, 135, 158, 185, 222, 231, 323, 348, 357, 375 PO 2. Communicate with other groups to describe the results of an investigation. (See LS-R3 and LS-R5) K.6: 284 Kindergarten 2 Science

6 Scott Foresman Reading Street Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. PO 1. Give examples of how diverse people (e.g., children, parents, weather reporters, cooks, healthcare workers, gardeners) use science in daily life. K.6: 207 PO 2. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jane Goodall [scientist], supports Strand 4; Louis Braille [inventor], supports Strand 4). Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. No performance objectives at this grade level Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. No performance objectives at this grade level Concept 2: Science and Technology in Society Understand the impact of technology. Kindergarten 3 Science

7 Scott Foresman Reading Street PO 1. Describe how simple tools (e.g., scissors, pencils, paper clips, hammers) can make tasks easier. K.1: 98 K.4: 34 K.6: 73, 96, 105 Strand 4: Life Science Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Distinguish between living things and nonliving things. PO 2. Name the following human body parts: head shoulders arms elbows wrists hands fingers legs hips knees ankles feet heels toes (See 1CH-R3 01) Kindergarten 4 Science

8 Scott Foresman Reading Street PO 3. Identify the five senses and their related body parts: sight eyes hearing ears smell nose taste tongue touch skin K.1: 189 K.4: 83 Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Describe that most plants and animals will grow to physically resemble their parents. K.1: 36 K.2: 135, 145, 158, 167 K.3: 34, 43, 61, 135, 175, 197 Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. PO 1. Identify some plants and animals that exist in the local environment. K.2: 83, 96, 261, 363 PO 2. Identify that plants and animals need the following to grow and survive: food water air space K.1: 288 K.2: 105, 333, 346, 373 K.3: 309 K.4: 98 K.6: 167 PO 3. Describe changes observed in a small system (e.g., ant farm, plant terrarium, aquarium). Kindergarten 5 Science

9 Scott Foresman Reading Street Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations. No performance objectives at this grade level Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. PO 1. Identify the following observable properties of objects using the senses: shape texture size color (See M00 S4C1 02 and M00 S4C1 03) K.1: 115, 162, 189 K.3: 335 K.4: 51, 83 PO 2. Compare objects by the following observable properties: size color type of material (See M00 S4C1 02) K.1: 107, 137 K.3: 61, 309 K.4: 61, 286 K.6: 73, 83 Kindergarten 6 Science

10 Scott Foresman Reading Street Concept 2: Position and Motion of Objects Understand spatial relationships and the way objects move. PO 1. Describe spatial relationships (i.e., above, below, next to, left, right, middle, center) of objects. (See M00 S4C1 02 and 3SS-R1 01) Concept 3: Energy and Magnetism Investigate different forms of energy. PO 1. Investigate how applied forces (push and pull) can make things move. K.2: 73 PO 2. Investigate how forces can make things move without another thing touching them (e.g., magnets, static electricity). PO 3. Sort materials according to whether they are or are not attracted by a magnet. PO 4. Identify familiar everyday uses of magnets (e.g., in toys, cabinet locks, decoration). Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of earth materials. PO 1. Identify rocks, soil, and water as basic earth materials. K.1: 337 K.6: 185 Kindergarten 7 Science

11 Scott Foresman Reading Street PO 2. Compare physical properties (e.g., color, texture, capacity to retain water) of basic earth materials. K.1: 337 K.2: 21, 249 K.4: 286 PO 3. Classify a variety of objects as being natural or man-made. PO 4. Identify ways some natural or man-made materials can be reused or recycled (e.g., efficient use of paper, recycle aluminum cans). K.6: 158 Concept 2: Objects in the Sky Identify objects in the sky. No performance objectives at this grade level Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. PO 1. Identify the following aspects of weather: temperature wind precipitation storms K.2: 207, 271, 301 K.4: 263, 273, 286, 295, 313 K.5: 73, 107 PO 2. Describe observable changes in weather. K.2: 207, 271, 284, 301 K.4: 263, 273 K.5: 107 PO 3. Give examples of how the weather affects people s daily activities. K.1: 115 K.2: 207, 284, 293 K.4: 263, 295 Kindergarten 8 Science

12 Scott Foresman Reading Street to Arizona Science Articulated Grade Level Standards Grade One Strand 1: Inquiry Process Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Compare common objects using multiple senses. PO 2. Ask questions based on experiences with objects, organisms, and events in the environment. (See M01 S2C1 01) PO 3. Predict results of an investigation based on life, physical, and earth and space sciences (e.g., animal life cycles, physical properties, earth materials). Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry. PO 2. Participate in guided investigations in life, physical, and earth and space sciences. PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units). (See M01 S4C4 07) Grade One 9 Science

13 Scott Foresman Reading Street PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper). (See W-F4 01) 1.2: 84k Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics. (See M01 S4C4 01) PO 2. Compare the results of the investigation to predictions made prior to the investigation. Concept 4: Communication Communicate results of investigations. PO 1. Communicate the results of an investigation using pictures, graphs, models, and/or words. (See M01 S2C1 02) 1.1: 94k, 114k 1.2: 112k 1.3: 10k, 92k, 118k, 144k 1.4: 72k PO 2. Communicate with other groups to describe the results of an investigation. (See LS-F1) 1.1: Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. Grade One 10 Science

14 Scott Foresman Reading Street PO 1. Give examples of how diverse people (e.g., children, parents, weather reporters, cooks, healthcare workers, gardeners) use science in daily life. 1.1: 49c PO 2. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Sally Ride [scientist], supports Strand 6; Neil Armstrong [astronaut, engineer], supports Strand 6). Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. No performance objectives at this grade level Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. No performance objectives at this grade level Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Identify various technologies (e.g., automobiles, radios, refrigerators) that people use. PO 2. Describe how suitable tools (e.g., magnifiers, thermometers) help make better observations and measurements. Grade One 11 Science

15 Scott Foresman Reading Street Strand 4: Life Science Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Identify the following as characteristics of living things: growth and development reproduction response to stimulus 1.1: 10k, : , : 30 31, : 76k PO 2. Compare the following observable features of living things: movement legs, wings protection skin, feathers, tree bark respiration lungs, gills support plant stems, tree trunks 1.3: PO 3. Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals. Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Identify stages of human life (e.g., infancy, adolescence, adulthood). 1.3: : PO 2. Identify similarities and differences between animals and their parents. (See 1CH-F4) 1.1: 74k, : 118k Grade One 12 Science

16 Scott Foresman Reading Street Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. PO 1. Identify some plants and animals that exist in the local environment. 1.2: 112k PO 2. Compare the habitats (e.g., desert, forest, prairie, water, underground) in which plants and animals live. 1.1: 90 91, 94k, , , 114k, , PO 3. Describe how plants and animals within a habitat are dependent on each other. 1.1: , : 94 95, : 10k, Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations No performance objectives at this grade level Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. PO 1. Classify objects by the following observable properties: shape texture size color weight 1.5: Grade One 13 Science

17 Scott Foresman Reading Street PO 2. Classify materials as solids or liquids. 1.5: Concept 2: Position and Motion of Objects Understand spatial relationships and the way objects move. PO 1. Demonstrate the various ways that objects can move (e.g., straight line, zigzag, back-and-forth, round-and-round, fast, slow). 1.5: Concept 3: Energy and Magnetism Investigate different forms of energy. No performance objectives at this grade level Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of earth materials. PO 1. Describe the following basic earth materials: rocks soil water PO 2. Compare the following physical properties of basic earth materials: color texture capacity to retain water PO 3. Identify common uses (e.g., construction, decoration) of basic earth materials (i.e., rocks, water, soil). 1.4: Grade One 14 Science

18 Scott Foresman Reading Street PO 4. Identify the following as being natural resources: air water soil trees wildfire PO 5. Identify ways to conserve natural resources (e.g., reduce, reuse, recycle, find alternatives). Concept 2: Objects in the Sky Identify objects in the sky. PO 1. Identify evidence that the Sun is the natural source of heat and light on the Earth (e.g., warm surfaces, shadows, shade). PO 2. Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds, birds, airplanes, contrails). 1.3: PO 3. Describe observable changes that occur in the sky, (e.g., clouds forming and moving, the position of the Moon). 1.4: Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. PO 1. Identify the following characteristics of seasonal weather patterns: temperature type of precipitation wind PO 2. Analyze how the weather affects daily activities. 1.3: 144k Grade One 15 Science

19 Scott Foresman Reading Street to the Arizona Science Articulated Grade Level Standards Grade Two Strand 1: Inquiry Process Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Formulate relevant questions about the properties of objects, organisms, and events in the environment. (See M02 S2C1 01) 2.1: 42k PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle). Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry. PO 2. Participate in guided investigations in life, physical, and earth and space sciences. 2.3: 372k, 426k PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units). (See M02 S4C4 06) 2.4: PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper). (See W-F4 01) 2.4: 42k Grade Two 16 Science

20 Scott Foresman Reading Street Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize data using graphs (i.e., pictograph, tally chart), tables, and journals. (See M02 S2C1 02) 2.1: 96k PO 2. Construct reasonable explanations of observations on the basis of data obtained (e.g., Based on the data, does this make sense? Could this really happen?). (See M02 S2C1 04) PO 3. Compare the results of the investigation to predictions made prior to the investigation. (See M02 S2C2 05) PO 4. Generate questions for possible future investigations based on the conclusions of the investigation. Concept 4: Communication Communicate results of investigations. PO 1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or written). (See M02 S2C1 02 and W-F5 01) 2.2: 252k PO 2. Communicate with other groups to describe the results of an investigation. (See LS-F1) Grade Two 17 Science

21 Scott Foresman Reading Street Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Daniel Hale Williams [physician], supports Strand 4; Charles Drew [physician], supports Strand 4; Elizabeth Blackwell [physician], supports Strand 4). PO 2. Identify science-related career opportunities. 2.3: Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. PO 1. Identify components of familiar systems (e.g., organs of the digestive system, bicycle). 2.2: : : PO 2. Identify the following characteristics of a system: consists of multiple parts or subsystems parts work interdependently PO 3. Identify parts of a system too small to be seen (e.g., plant and animal cells). Grade Two 18 Science

22 Scott Foresman Reading Street Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. No performance objectives at this grade level Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Analyze how various technologies impact aspects of people s lives (e.g., entertainment, medicine, transportation, communication). 2.3: 316k, PO 2. Describe important technological contributions made by people, past and present: automobile Henry Ford airplane Wilbur and Orville Wright telephone Alexander G. Bell PO 3. Identify a simple problem that could be solved by using a suitable tool. 2.3: Grade Two 19 Science

23 Scott Foresman Reading Street Strand 4: Life Science Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Identify animal structures that serve different functions (e.g., sensory, defense, locomotion). 2.2: , , : : PO 2. Identify the following major parts of: the digestive system mouth, esophagus, stomach, small and large intestines respiratory system nose, trachea, lungs, diaphragm circulatory system heart, arteries, veins, blood (See 1CH-F3-01) PO 3. Describe the basic functions of the following systems: digestive breakdown and absorption of food, disposal of waste respiratory exchange of oxygen and carbon dioxide circulatory transportation of nutrients and oxygen throughout the body (See 1CH-F3-02) Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Describe the life cycles of various insects. PO 2. Describe the life cycles of various mammals. 2.2: : Grade Two 20 Science

24 Scott Foresman Reading Street PO 3. Compare the life cycles of various organisms. 2.4: 76 77, Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. No performance objectives at this grade level Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations. No performance objectives at this grade level Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. PO 1. Describe objects in terms of measurable properties (e.g., length, volume, weight, temperature) using scientific tools. (See M02 S4C4 01 and M02 S4C4 02) 2.6: PO 2. Classify materials as solids, liquids, or gases. PO 3. Demonstrate that water can exist as a: gas vapor liquid water solid water 2.2: Grade Two 21 Science

25 Scott Foresman Reading Street PO 4. Demonstrate that solids have a definite shape and that liquids and gases take the shape of their containers. Concept 2: Position and Motion of Objects Understand spatial relationships and the way objects move. No performance objectives at this grade level Concept 3: Energy and Magnetism Investigate different forms of energy. No performance objectives at this grade level Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of earth materials. No performance objectives at this grade level Concept 2: Objects in the Sky Identify objects in the sky. No performance objectives at this grade level Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. PO 1. Measure weather conditions (e.g., temperature, precipitation). (See M02 S4C4 04 and M02 S4C4 05) Grade Two 22 Science

26 Scott Foresman Reading Street PO 2. Record weather conditions (e.g., temperature, precipitation). PO 3. Identify the following types of clouds: cumulus stratus cirrus PO 4. Analyze the relationship between clouds, temperature, and weather patterns. 2.1: : : Grade Two 23 Science

27 Scott Foresman Reading Street to the Arizona Science Articulated Grade Level Standards Grade Three Strand 1: Inquiry Process Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Formulate relevant questions about the properties of objects, organisms, and events of the environment using observations and prior knowledge. (See M03 S2C1 01) PO 2. Predict the results of an investigation based on observed patterns, not random guessing. Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry. PO 2. Plan a simple investigation (e.g., one plant receives adequate water, one receives too much water, and one receives too little water) based on the formulated questions. PO 3. Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of a sound, properties of rocks) in life, physical, and earth and space sciences. Grade Three 24 Science

28 Scott Foresman Reading Street PO 4. Use metric and U.S. customary units to measure objects. (See M03 S4C4 04) PO 5. Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (See W-F4 01) 3.3: 304k, 354k 3.4: 36k, 56 57, 112k 3.6: 354k Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Organize data using the following methods with appropriate labels: bar graphs pictographs tally charts (See M03 S2C1 02) PO 2. Construct reasonable interpretations of the collected data based on formulated questions. (See M03 S2C1 03) PO 3. Compare the results of the investigation to predictions made prior to the investigation. (See M03 S2C2 05) PO 4. Generate questions for possible future investigations based on the conclusions of the investigation. PO 5. Record questions for further inquiry based on the conclusions of the investigation. Grade Three 25 Science

29 Scott Foresman Reading Street Concept 4: Communication Communicate results of investigations. PO 1. Communicate investigations and explanations using evidence and appropriate terminology. (See W-F5 01) 3.3: 330k 3.4: 112k 3.6: 354k PO 2. Describe an investigation in ways that enable others to repeat it. (See LS- F1) PO 3. Communicate with other groups to describe the results of an investigation. (See LS-E1) 3.4: 36k Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., John Muir [naturalist], supports Strand 4; Thomas Edison [inventor], supports Strand 5; Mae Jemison [engineer, physician, astronaut], supports Strand 6,; Edmund Halley [scientist], supports Strand 6). PO 2. Describe science-related career opportunities. 3.2: : 73 Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating knowledge. Grade Three 26 Science

30 Scott Foresman Reading Street PO 1. Describe how, in a system (e.g., terrarium, house) with many components, the components usually influence one another. 3.2: : 361, 363, 373 PO 2. Explain why a system may not work if a component is defective or missing. 3.6: 373 Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Describe the major factors that could impact a human population (e.g., famine, drought, disease, improved transportation, medical breakthroughs). PO 2. Describe the beneficial and harmful impacts of natural events and human activities on the environment (e.g., forest fires, flooding, pesticides). 3.2: : 287 Concept 2: Science and Technology in Society Understand the impact of technology. PO 1. Identify ways that people use tools and technologies to solve problems. PO 2. Describe the development of different technologies (e.g., communication, entertainment, transportation, medicine) in response to resources, needs, and values. 3.2: 211 Grade Three 27 Science

31 Scott Foresman Reading Street PO 3. Design and construct a technological solution to a common problem or need using common materials. Strand 4: Life Science Life Science expands students biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1. Describe the function of the following plant structures: roots absorb nutrients stems provide support leaves synthesize food flowers attract pollinators and produce seeds for reproduction 3.2: Concept 2: Life Cycles Understand the life cycles of plants and animals. PO 1. Compare life cycles of various plants (e.g., conifers, flowering plants, ferns). 3.2: 171, 189 PO 2. Explain how growth, death, and decay are part of the plant life cycle. Concept 3: Organisms and Environments Understand the relationships among various organisms and their environment. PO 1. Identify the living and nonliving components of an ecosystem. 3.2: : 295 Grade Three 28 Science

32 Scott Foresman Reading Street PO 2. Examine an ecosystem to identify microscopic and macroscopic organisms. 3.2: 165 PO 3. Explain the interrelationships among plants and animals in different environments: producers plants consumers animals decomposers fungi, insects, bacteria 3.2: : 295 PO 4. Describe how plants and animals cause change in their environment. 3.1: : 165, : 295 PO 5. Describe how environmental factors (e.g., soil composition, range of temperature, quantity and quality of light or water) in the ecosystem may affect a member organism s ability to grow, reproduce, and thrive. 3.1: : 163, 165, 171, 187, : 287, 289, : 119, : 153 Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations. PO 1. Identify adaptations of plants and animals that allow them to live in specific environments. 3.2: 150k 3.3: : 121, : : 315, PO 2. Describe ways that species adapt when introduced into new environments. 3.2: : 315, Grade Three 29 Science

33 Scott Foresman Reading Street PO 3. Cite examples of how a species inability to adapt to changing conditions in the ecosystem led to the extinction of that species. 3.1: : 165 Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Properties of Objects and Materials Classify objects and materials by their observable properties. No performance objectives at this grade level Concept 2: Position and Motion of Objects Understand spatial relationships and the way objects move. No performance objectives at this grade level Concept 3: Energy and Magnetism Investigate different forms of energy. PO 1. Demonstrate that light can be: reflected (with mirrors) refracted (with prisms) absorbed (by dark surfaces PO 2. Describe how light behaves on striking objects that are: transparent (clear plastic) translucent (waxed paper) opaque (cardboard) PO 3. Demonstrate that vibrating objects produce sound. 3.3: 377 Grade Three 30 Science

34 Scott Foresman Reading Street PO 4. Demonstrate that the pitch of a sound depends on the rate of the vibration (e.g., a long rubber band has a lower pitch than a short rubber band). Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Properties of Earth Materials Identify the basic properties of earth materials. PO 1. Identify the layers of the Earth: crust mantle core (inner and outer) 3.3: 380k PO 2. Describe the different types of rocks and how they are formed: metamorphic igneous sedimentary 3.4: 45, 67, 71 PO 3. Classify rocks based on the following physical properties: color texture 3.1: : 45, 60k PO 4. Describe fossils as a record of past life forms. PO 5. Describe how fossils are formed. Grade Three 31 Science

35 Scott Foresman Reading Street PO 6. Describe ways humans use earth materials (e.g., fuel, building materials, growing food). 3.1: : 297 Concept 2: Objects in the Sky Identify objects in the sky. No performance objectives at this grade level. Concept 3: Changes in the Earth and Sky Understand characteristics of weather conditions and climate. No performance objectives at this grade level. Grade Three 32 Science

36 Scott Foresman Reading Street to the Arizona Social Studies Articulated Grade Level Standards Kindergarten Kindergarten History Strands introduce the concept of exploration as a means of discovery and a way of exchanging ideas, goods, and culture. Important presidents and symbols of our country are also introduced. Strand 1: American History Concept 1: Research Skills for History PO 1. Retell personal events to show an understanding of how history is the story of events, people, and places in the past. PO 2. Listen to recounts of historical events and people and discuss how they relate to present day. PO 3. Sequence recounts of historical events and people using the concepts of before and after. K.3: 61, 105, 123, 158, 167, 185, 344, 371 PO 4. Use primary source materials (e.g., photos, artifacts) to study people and events from the past. Concept 2: Early Civilizations PO 1. Recognize that Native Americans are the original inhabitants of North America. Concept 3: Exploration and Colonization PO 1. Recognize that explorers (e.g., Columbus, Leif Ericson) traveled to places in the world that were new to them. Kindergarten 33 Social Studies

37 Scott Foresman Social Studies PO 2. Recognize that exploration resulted in the exchange of new ideas, culture, and goods (e.g., foods, animals, plants, artifacts). Concept 4: Revolution and New Nation PO 1. Recognize that George Washington was our first president. PO 2. Recognize that the Fourth of July is our nation s birthday. Concept 5: Westward Expansion Concept 6: Civil War and Reconstruction PO 1. Identify Abraham Lincoln as a president of the United States who contributed to the rights and freedoms of others. Connect with: Strand 3 Concept 1 Concept 7: Emergence of the Modern United States Concept 8: Great Depression and World War II Concept 9: Postwar United States PO 1. Recognize that astronauts (e.g., John Glenn, Neil Armstrong and the Moon landing, Sally Ride) are explorers of space. Kindergarten 34 Social Studies

38 Scott Foresman Social Studies Concept 10: Contemporary United States PO 1. Discuss current events from various resources (e.g., newspapers, magazines, television, Internet, books, maps). PO 2. Recognize that students in classrooms/schools have diverse backgrounds and customs. K.5: 335 Strand 2: World History Concept 1: Research Skills for History PO 1. Retell personal events to show an understanding of how history is the story of events, people, and places in the past. PO 2. Listen to recounts of historical events and people and discuss how they relate to present day. PO 3. Sequence recounts of historical events and people using the concepts of before and after. PO 4. Use primary source materials (e.g., photos, artifacts) to study people and events from the past. Concept 2: Early Civilizations PO 1. Recognize that groups of people in early civilizations moved from place to place (e.g., Asians, people of the Americas, Africans, Europeans). PO 2. Recognize that early civilizations improved their lives through advancements (i.e., domestication of animals, tools, farming methods, calendars). Concept 3: World in Transition Kindergarten 35 Social Studies

39 Scott Foresman Social Studies Concept 4: Renaissance and Reformation Concept 5: Encounters and Exchange PO 1. Recognize that explorers (e.g., Marco Polo, Magellan) traveled to places in the world that were new to them. PO 2. Recognize that exploration resulted in the exchange of new ideas, culture, and goods (e.g., foods, animals, plants, artifacts). Concept 6: Age of Revolution Concept 7: Age of Imperialism Concept 8: World at War Concept 9: Contemporary World PO 1. Discuss current events from various resources (e.g., newspapers, magazines, television, Internet, books, maps). Strand 3: Civics/Government Concept 1: Foundations of Government PO 1. Recognize that national symbols, and monuments represent American democracy and values: a. American flag b. Bald Eagle c. Statue of Liberty d. White House K.4: 367, 377 Kindergarten 36 Social Studies

40 Scott Foresman Social Studies PO 2. Recognize the Pledge of Allegiance and the National Anthem. PO 3. Identify American presidents (i.e., George Washington, Abraham Lincoln) as leaders of our democracy. Connect with: Strand 1 Concept 4, 6 PO 4. Recognize that people in the United States have varied backgrounds but may share principles, goals, customs and traditions. Concept 2: Structure of Government PO 1. Identify current political leaders of the state and nation: a. President of United States b. Governor of Arizona Connect with: Strand 1 Concept 10 Concept 3: Functions of Government No performance objectives at this grade level Concept 4: Rights, Responsibilities, and Roles of Citizenship PO 1. Identify examples of responsible citizenship in the school setting and in stories about the past and present. PO 2. Recognize the rights and responsibilities of citizenship: a. elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated b. importance of participation and cooperation in a classroom and community c. why there are rules and the consequences for violating them d. responsibility of voting (every vote counts) K.1: 53, 61, 211, 275 K.3: 83 K.5: 21 Kindergarten 37 Social Studies

41 Scott Foresman Social Studies PO 3. Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground). K.1: 75, 305 K.4: 11 PO 4. Identify people who help keep communities and citizens safe (e.g., police, firefighters, nurses, doctors). K.1: 201, 226, 235, 253 K.2: 51 Concept 5: Government Systems of the World Strand 4: Geography Concept 1: The World in Spatial Terms PO 1. Recognize the differences between maps and globes. K.5: 125, 367 PO 2. Construct maps of a familiar place (e.g., classroom, bedroom, playground, neighborhood). K.1: 171 K.4: 187 PO 3. Determine the relative location of objects using the terms near/far, behind/in front, over/under, here/there, left/right, up/down. Connect with: Science Strand 5 Concept 2 Math Strand 4 Concept 1 K.4: 335, 350 K.5: 107, 273, 377 PO 4. Identify land and water on maps, illustrations, images and globes. K.2: 61 K.4: 303, 359 K.5: 125, 241, 251 PO 5. Locate continents and oceans on a map or globe. K.2: 61, 175 K.5: 169, 367 Kindergarten 38 Social Studies

42 Scott Foresman Social Studies Concept 2: Places and Regions PO 1. Recognize through images how people live differently in other places and times. K.1: 125 K.5: 295, 350, 359 Concept 3: Physical Systems (Science Strands are summarized below as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science.) Connect with: Science Strand 4 Concept 3: Identify plants and animals in the local environment. Science Strand 6 Concept 1: Identify the basic properties of earth materials (rocks, soil, water; natural or man made; reusable and recyclable). Science Strand 6 Concept 3: Understand the characteristics of weather and how it affects people. Concept 4: Human Systems PO 1. Discuss the elements (e.g., food, clothing, housing, sports, holidays) of diverse cultures, including those in your own community. K.1: 297 K.6: 11, 43, 61, 261 PO 2. Discuss the land-use of a community (e.g., industrial, residential, commercial, agricultural, recreational). PO 3. Describe how people earn a living in the community and the places they work. Connect with: Strand 5 Concept 1 K.5: 137 Concept 5: Environment and Society PO 1. Identify the origin of natural resources (e.g., fish from sea, minerals from the ground, wood from trees, food from farms). K.6: 185 PO 2. Identify ways of protecting natural resources (reuse, recycle, reduce). Kindergarten 39 Social Studies