Organization: Pearson Education Product Name: Elevate Science Florida Grade 2 Product Version: v1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-928a999b-51c9-378f-bc47-f6ed80ff555d Timestamp: Tuesday, May 29, 2018 10:36 AM EDT Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. - SC.2.P.13.4 Energy change is understood in terms of forces--pushes or pulls. - SC.2.P.13.B Some forces act through physical contact, while others act at a distance. - SC.2.P.13.C It takes energy to change the motion of objects. - SC.2.P.13.A Energy is involved in all physical processes and is a unifying concept in many areas of science. - SC.2.P.10.A Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. - SC.2.N.1.A Energy exists in many forms and has the ability to do work or cause a change. - SC.2.P.10.B All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. - SC.2.L.14.B Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. - SC.2.P.8.1 All plants and animals, including humans, are alike in some ways and different in others. - SC.2.L.14.A Observe and describe water in its solid, liquid, and gaseous states. - SC.2.P.8.4 Energy flows from the sun through producers to consumers. - SC.2.L.17.C Measure and compare temperatures taken every day at the same time. - SC.2.P.8.5 Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. - SC.2.P.9.1 Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. - SC.2.L.17.A Identify objects and materials as solid, liquid, or gas. - SC.2.P.8.2 Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. - SC.2.L.16.B Recognize that solids have a definite shape and that liquids and gases take the shape of their container. - SC.2.P.8.3 Humans can better understand the natural world through careful observation. - SC.2.L.14.C Offspring of plants and animals are similar to, but not exactly like, their parents or each other. - SC.2.L.16.A Measure and compare the volume of liquids using containers of various shapes and sizes. - SC.2.P.8.6 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. - SC.2.E.6.2 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. - SC.2.E.7.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. - SC.2.L.14.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. - SC.2.E.6.1 All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. - SC.2.P.8.A Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. - SC.2.L.17.2 Compare and contrast the basic needs that all living things, including humans, have for survival. - SC.2.L.17.1 Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. - SC.2.P.8.B Matter can undergo a variety of changes. - SC.2.P.9.A Matter can be changed physically or chemically. - SC.2.P.9.B Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. - SC.2.L.16.1 Demonstrate that magnets can be used to make some things move without touching them. - SC.2.P.13.2 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). - SC.2.N.1.5 Explain how scientists alone or in groups are always investigating new ways to solve problems. - SC.2.N.1.6 Recognize that objects are pulled toward the ground unless something holds them up. - SC.2.P.13.3 Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. - SC.2.N.1.3 Investigate the effect of applying various pushes and pulls on different objects. - SC.2.P.13.1 Explain how particular scientific investigations should yield similar conclusions when repeated. - SC.2.N.1.4 State the importance of preparing for severe weather, lightning, and other weather related events. - SC.2.E.7.5 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. - SC.2.P.10.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. - SC.2.N.1.1 Investigate that air is all around us and that moving air is wind. - SC.2.E.7.4 Compare the observations made by different groups using the same tools. - SC.2.N.1.2 Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). - SC.2.E.7.3 Classify soil types based on color, texture (size 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I_fd7d014a-579c-3ce1-a3db-31af62deaa92_1_R/BasicLTI.xml I_fdbc947e-a98b-3906-8971-6ba271f5a649_1_R/BasicLTI.xml I_fe08d3fb-7143-357f-8dfd-aa9e1387c8fe_1_R/BasicLTI.xml I_fe5beeb4-e7a9-33cf-aeb7-5f4a4788c277_1_R/BasicLTI.xml I_fe5beeb4-e7a9-33cf-aeb7-5f4a4788c277_R/BasicLTI.xml I_fed76fa7-281b-37f6-935f-1cecc3c2139a_1_R/BasicLTI.xml I_fed76fa7-281b-37f6-935f-1cecc3c2139a_3_R/BasicLTI.xml I_ff5cd266-89d7-3ad2-8c80-9ec9eab50772_R/BasicLTI.xml I_ffd225fe-91a4-3565-902b-1b1d2799d8d2_1_R/BasicLTI.xml I_ffe347f2-d94b-32fa-ac1d-9a7420b25d95_R/BasicLTI.xml Title: Pearson Elevate Science Florida Edition Grade 2 Navigating Your Digital Course Program Overview Realize Reader Navigation and Features Elevate Science Florida Edition Grade 2 Student Digital Book Earth's Surface and Weather Topic Launch: Earth's Surface and Weather eText: Earth's Surface and Weather Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Compare the observations made by different groups using the same tools. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Quest Kickoff eText: Earth's Surface and Weather Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Quest Kickoff: Be a Soil Detective Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Quest Checklist: Earth's Surface and Weather Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Quest Rubric: Earth's Surface and Weather Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. eText: Draw Conclusions Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. uConnect Lab eText: Which water is hotter? Curriculum Standards: Compare the observations made by different groups using the same tools. túConectas: Lab: ¿Qué agua está más caliente? Curriculum Standards: Compare the observations made by different groups using the same tools. uConnect Lab: Which water is hotter? Curriculum Standards: Compare the observations made by different groups using the same tools. Song: What's the Weather? Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Coloring Activity: What's the Weather Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Enrichment: Weather Safety Kit Rocks and Minerals Connect Jumpstart Discovery eText: Rocks and Minerals Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate eText: How can you classify rocks? Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. uInvestigate Lab eText: How can you classify rocks? Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo puedes clasificar las rocas? Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How can you classify rocks? Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Synthesize Interactivity: Rock Formation and Type Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Demonstrate eText Quest Check-In: Rocks Break Down Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Explain how scientists alone or in groups are always investigating new ways to solve problems. Editable Quiz: Rocks and Minerals Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Prueba para editar: Las rocas y los minerales Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Quiz: Rocks and Minerals Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Soil Connect eText: Jumpstart Discovery! Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Investigate eText: Soil Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. eText uInvestigate Lab: Which soil do beans grow best in? Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. túInvestigas: Lab: ¿En qué suelo crecen mejor los frijoles? Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. uInvestigate Lab: Which soil do beans grow best in? Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Synthesize Interactivity: How Soil Forms Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Quest Check-In eText: Plants Grow in Soil Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. eText uEngineer It!: Improve Soil to Grow Soybeans Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. uEngineer It! Interactivity: Improve Soil to Grow Soybeans Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Demonstrate Editable Quiz: Soil Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Prueba para editar: El suelo Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Quiz: Soil Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Changes in Weather Connect Jumpstart Discovery! eText: Changes in Weather Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Measure and compare temperatures taken every day at the same time. Investigate eText: Changes in Weather Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. uInvestigate Lab eText: How does weather repeat? Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. túInvestigas: Lab: ¿Cómo se repite el estado del tiempo? Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. uInvestigate Lab: How does weather repeat? Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Synthesize Interactivity: Seasons Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Quest Check-In eText: Different Seasons, Different Weather Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Measure and compare temperatures taken every day at the same time. Demonstrate Editable Quiz: Changes in Weather Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Measure and compare temperatures taken every day at the same time. Prueba para editar: Cambios en el estado del tiempo Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Measure and compare temperatures taken every day at the same time. Quiz: Changes in Weather Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Measure and compare temperatures taken every day at the same time. The Sun Connect eText: Jumpstart Discovery! Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Explain how particular scientific investigations should yield similar conclusions when repeated. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: The Sun Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Explain how particular scientific investigations should yield similar conclusions when repeated. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab eText: Where did the water go? Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). túInvestigas: Lab: ¿Adónde se fue el agua? Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab: Where did the water go? Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Synthesize Interactivity: The Sun Affects Temperature Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Demonstrate Quest Check-In Lab eText: How does the sun affect loam and sand? Curriculum Standards: Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Explain how particular scientific investigations should yield similar conclusions when repeated. Misión Control: Lab: ¿Cómo afecta el Sol a la marga y la arena? Curriculum Standards: Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Explain how particular scientific investigations should yield similar conclusions when repeated. Quest Check-In Lab: How does the sun affect loam and sand? Curriculum Standards: Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Explain how particular scientific investigations should yield similar conclusions when repeated. Editable Quiz: The Sun Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Prueba para editar: El Sol Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Quiz: The Sun Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Air Connect Jumpstart Discovery eText: Air Curriculum Standards: Investigate that air is all around us and that moving air is wind. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Investigate eText: Air Curriculum Standards: Investigate that air is all around us and that moving air is wind. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab eText: How can a building survive strong winds? Curriculum Standards: Investigate that air is all around us and that moving air is wind. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). túInvestigas: Lab: ¿Cómo sobrevive un edificio a los vientos fuertes? Curriculum Standards: Investigate that air is all around us and that moving air is wind. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab: How can a building survive strong winds? Curriculum Standards: Investigate that air is all around us and that moving air is wind. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Synthesize Interactivity: Air and Wind Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Quest Check-In eText: Wind and Soil Work Together Curriculum Standards: Investigate that air is all around us and that moving air is wind. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Demonstrate Editable Quiz: Air Curriculum Standards: Investigate that air is all around us and that moving air is wind. Prueba para editar: El aire Curriculum Standards: Investigate that air is all around us and that moving air is wind. Quiz: Air Curriculum Standards: Investigate that air is all around us and that moving air is wind. Stay Safe in Severe Weather Connect eText: Jumpstart Discovery! Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Stay Safe in Severe Weather Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab eText: How does air move in a storm? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo se mueve el aire en una tormenta? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How does air move in a storm? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Synthesize Interactivity: Safety in Severe Weather Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Demonstrate Quest Check-In Lab eText: What happens to a sand dune during a storm? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Misión Control: Lab: ¿Qué le pasa a una duna de arena durante una tormenta? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Check-In Lab: What happens to a sand dune during a storm? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Editable Quiz: Stay Safe in Severe Weather Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Prueba para editar: Mantenerse a salvo en tiempo severo Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Quiz: Stay Safe in Severe Weather Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Topic Close: Earth's Surface and Weather eText: Earth's Surface and Weather Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Compare the observations made by different groups using the same tools. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Quest Findings eText: Be a Soil Detective Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Quest Findings: Be a Soil Detective Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. eText: Career Connection: Soil Scientist Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. eText Test: Earth's Surface and Weather Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Editable Test: Earth's Surface and Weather Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Examen para editar: La Tierra y el estado del tiempo Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Test: Earth's Surface and Weather Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. uDemonstrate Lab eText: How can I collect weather data? Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Compare the observations made by different groups using the same tools. túDemuestras: Lab: ¿Cómo puedo reunir datos sobre el estado del tiempo? Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Compare the observations made by different groups using the same tools. uDemonstrate Lab: How can I collect weather data? Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Compare the observations made by different groups using the same tools. Properties of Matter Topic Launch: Properties of Matter eText: Properties of Matter Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and describe water in its solid, liquid, and gaseous states. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Quest Kickoff eText: Toy Building Kit Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and describe water in its solid, liquid, and gaseous states. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Quest Kickoff: Toy Building Kit Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Quest Checklist: Toy Building Kit Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Quest Rubric: Toy Building Kit Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). eText: Cause and Effect Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Some forces act through physical contact, while others act at a distance. uConnect Lab eText: Which Object is Bigger? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. túConectas: Lab: ¿Qué objeto es más grande? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. uConnect Lab: Which Object is Bigger? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Song: They're All Matter! Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Coloring Activity: They're All Matter! Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Enrichment: Plasma: Another Type of Matter Describe Matter Connect eText: Jumpstart Discovery! Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and describe water in its solid, liquid, and gaseous states. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Describe Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and describe water in its solid, liquid, and gaseous states. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Video: Describe Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and describe water in its solid, liquid, and gaseous states. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab eText: What is Different? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿En qué se diferencian? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: What is Different? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Synthesize Interactivity: Explore Solids, Liquids and Gases Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Quest Check-In: Build with Solids, Liquids, and Gases Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. uEngineer It! eText: Design a Nutcracker Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. uEngineer It! Video: Design a Nutcracker Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Demonstrate Editable Quiz: Describe Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Prueba para editar: Describir la materia Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Quiz: Describe Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Enrichment: Absorbency Properties of Matter Connect eText: Jumpstart Discovery! Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Investigate eText: Properties of Matter Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. STEM uInvestigate Lab eText: What Can Beavers Teach Engineers? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. túInvestigas: Lab: ¿Qué pueden enseñar los castores a los ingenieros? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. STEM uInvestigate Lab: What Can Beavers Teach Engineers? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Synthesize Interactivity: Observe Properties of Matter Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Quest Check-In: Observe, Measure, Test Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Demonstrate Editable Quiz: Properties of Matter Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Prueba para editar: Las propiedades de la materia Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Quiz: Properties of Matter Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Enrichment: The Three Little Pigs Use Solids Connect eText: Jumpstart Discovery! Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Investigate eText: Use Solids Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. uInvestigate Lab eText: Which Package fits the Blocks? Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. túInvestigas: Lab: ¿En qué recipiente entran los bloques? Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. uInvestigate Lab: Which Package fits the Blocks? Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Synthesize Interactivity: The Most Useful Tool for a Job Curriculum Standards: Compare the observations made by different groups using the same tools. Demonstrate eText: Quest Check-In Lab: How do you use shapes when building? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Misión Control: Lab: ¿Cómo usas las formas para construir? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Quest Check-In Lab: How do you use shapes when building? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Editable Quiz: Use Solids Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Prueba para editar: Usos de los sólidos Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Quiz: Use Solids Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Enrichment: Properties of Gases Use Liquids and Gases Connect eText: Jumpstart Discovery! Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and describe water in its solid, liquid, and gaseous states. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Investigate eText: Use Liquids and Gases Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and describe water in its solid, liquid, and gaseous states. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. uInvestigate Lab eText: How can you make a bigger bubble? Curriculum Standards: Identify objects and materials as solid, liquid, or gas. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. túInvestigas: Lab: ¿Cómo puedes hacer una burbuja más grande? Curriculum Standards: Identify objects and materials as solid, liquid, or gas. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. uInvestigate Lab: How can you make a bigger bubble? Curriculum Standards: Identify objects and materials as solid, liquid, or gas. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Synthesize Interactivity: Experiment with Solids, Liquids and Gases Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Quest Check-In: Liquid and Gas Toys Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Demonstrate Editable Quiz: Liquid and Gas Toys Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Prueba para editar: Usos de los líquidos y los gases Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Quiz: Liquid and Gas Toys Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Topic Close: Properties of Matter eText: STEM Math Connection: Measure Temperature Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Quest Findings eText: Toy Building Kit Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Quest Findings: Toy Building Kit Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. eText: Career Connection: Toy Engineer Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. eText Test: Properties of Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Editable Test: Properties of Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Examen para editar: Propiedades de la materia Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Test: Properties of Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. STEM uDemonstrate Lab eText: What makes something sink or float? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. túDemuestras: Lab: ¿Qué hace que algo se hunda o flote? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. STEM uDemonstrate Lab: What makes something sink or float? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Changing Matter Topic Opener: Changing Matter eText: Changing Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Kickoff eText: Building Bridges Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Kickoff: Building Bridges Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Quest Checklist: Building Bridges Quest Rubric: Building Bridges eText: Sequence Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. STEM uConnect Lab eText: How can you use all of the materials? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. túConectas: Lab: ¿Cómo puedes usar todos los materiales? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. STEM uConnect Lab: How can you use all of the materials? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. Song: "The Crayon" Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. Coloring Activity: "The Crayon" Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. Enrichment: Compare Changes in Matter Observe Changes in Matter Connect eText: Jumpstart Discovery! Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Observe Changes in Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Video: Observe Changes in Matter uInvestigate Lab eText: How can you change objects? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo puedes cambiar los objetos? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How can you change objects? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Video: Observe Changes in Matter Synthesize Interactivity: Time for a Change Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Check-In: Matter Can Change Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Demonstrate Editable Quiz: Observe Changes in Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Prueba para editar: Observar los cambios de la materia Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Quiz: Observe Changes in Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Enrichment: Healing or Cooling? Temperature and Matter Connect eText: Jumpstart Discovery! Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Investigate eText: Temperature and Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Video: Temperature and Matter uInvestigate Lab eText: How does heating and cooling change matter? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. túInvestigas: Lab: ¿Cómo cambia la materia cuando se calienta y se enfría? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. uInvestigate Lab: How does heating and cooling change matter? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Synthesize Interactivity: Turn Up The Heat and Chill Out Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Quest Check-In: How does temperature change matter over time? Curriculum Standards: Matter can undergo a variety of changes. Matter can be changed physically or chemically. Measure and compare temperatures taken every day at the same time. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Demonstrate Editable Quiz: Temperature and Matter Curriculum Standards: Matter can undergo a variety of changes. Matter can be changed physically or chemically. Measure and compare temperatures taken every day at the same time. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Prueba para editar: La temperatura y la materia Curriculum Standards: Matter can undergo a variety of changes. Matter can be changed physically or chemically. Measure and compare temperatures taken every day at the same time. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Quiz: Temperature and Matter Curriculum Standards: Matter can undergo a variety of changes. Matter can be changed physically or chemically. Measure and compare temperatures taken every day at the same time. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Matter Within Objects Connect eText: Jumpstart Discovery! Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Matter Within Objects Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Video: Matter Within Objects STEM uInvestigate Lab eText: What can you build? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Qué puedes construir? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. STEM uInvestigate Lab: What can you build? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Synthesize Interactivity: Choices Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uEngineer It! eText: Improve a Sippy Cup Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uEngineer It! Interactivity: Chill Out Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Demonstrate eText: Quest Check-In Lab: What materials make a bridge strong? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Misión Control: Lab: ¿Qué materiales hacen que un puente sea resistente? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Check-In Lab: What materials make a bridge strong? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Editable Quiz: Matter Within Objects Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Prueba para editar: La materia en los objetos Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Quiz: Matter Within Objects Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Topic Close: Changing Matter eText: STEM Math Connection: Compare Numbers Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Findings eText: Building Bridges Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Findings: Building Bridges Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. eText: Career Connection: Structural Engineer eText Test: Changing Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Editable Test: Changing Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Examen para editar: La materia cambiante Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Test: Changing Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. STEM uDemonstrate Lab eText: How can you make something new? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. túDemuestras: Lab: ¿Cómo puedes hacer algo nuevo? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. STEM uDemonstrate Lab: How can you make something new? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. Energy, Force, and Motion Topic Launch: Energy, Force, and Motion Topic Opener eText: Energy, Force, and Motion Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Explain how particular scientific investigations should yield similar conclusions when repeated. Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Quest Kickoff eText: Design an Obstacle Course Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Quest Kickoff: Design an Obstacle Course Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Quest Checklist: Design an Obstacle Course Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Quest Rubric: Design an Obstacle Course Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. eText: Use Evidence from Text uConnect Lab eText: What forces are used in tug-of-war? Curriculum Standards: Explain how particular scientific investigations should yield similar conclusions when repeated. Investigate the effect of applying various pushes and pulls on different objects. Energy change is understood in terms of forces--pushes or pulls. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. túConectas: Lab: ¿Qué fuerzas se usan en el juego de jalar la cuerda? Curriculum Standards: Explain how particular scientific investigations should yield similar conclusions when repeated. Investigate the effect of applying various pushes and pulls on different objects. Energy change is understood in terms of forces--pushes or pulls. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. uConnect Lab: What forces are used in tug-of-war? Curriculum Standards: Explain how particular scientific investigations should yield similar conclusions when repeated. Investigate the effect of applying various pushes and pulls on different objects. Energy change is understood in terms of forces--pushes or pulls. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Song: Where Do We Get Energy? Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Coloring Activity: Where Do We Get Energy? Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Enrichment: Electricity from Solar Energy Using Energy Connect eText: Jumpstart Discovery! Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Using Energy Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Video: Using Energy Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab eText: How can an object change from being still to having motion? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. túInvestigas: Lab: ¿Cómo puede un objeto pasar de estar quieto a estar en movimiento? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. uInvestigate Lab: How can an object change from being still to having motion? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Synthesize Interactivity: How People Use Energy Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Quest Check-In: Forms of Energy Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Energy is involved in all physical processes and is a unifying concept in many areas of science. Demonstrate Editable Quiz: Using Energy Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Energy is involved in all physical processes and is a unifying concept in many areas of science. Prueba para editar: Usar la energía Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Energy is involved in all physical processes and is a unifying concept in many areas of science. Quiz: Using Energy Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Energy is involved in all physical processes and is a unifying concept in many areas of science. Motion and Force Connect eText: Jumpstart Discovery! Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Investigate the effect of applying various pushes and pulls on different objects. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Motion and Force Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Investigate the effect of applying various pushes and pulls on different objects. Explain how scientists alone or in groups are always investigating new ways to solve problems. STEM uInvestigate Lab eText: How can you make an object that moves? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo puedes hacer qué un objeto se mueva? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. STEM uInvestigate Lab: How can you make an object that moves? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Synthesize Interactivity: Motion and Force in Everyday Life Curriculum Standards: Some forces act through physical contact, while others act at a distance. Quest Check-In: Push or Pull Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Demonstrate Editable Quiz: Motion and Force Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Some forces act through physical contact, while others act at a distance. Prueba para editar: El movimiento y la fuerza Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Some forces act through physical contact, while others act at a distance. Quiz: Motion and Force Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Some forces act through physical contact, while others act at a distance. How Objects Move Connect eText: Jumpstart Discovery! Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Investigate eText: How Objects Move Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. uInvestigate Lab eText: How can you change how fast or slow an object moves? Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. túInvestigas: Lab: ¿Cómo puedes cambiar qué tan rápido o lento se mueve un objeto? Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. uInvestigate Lab: How can you change how fast or slow an object moves? Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Synthesize Interactivity: Force and Motion Curriculum Standards: It takes energy to change the motion of objects. Quest Check-In: Amount of Force Curriculum Standards: It takes energy to change the motion of objects. Demonstrate Editable Quiz: How Objects Move Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Prueba para editar: Cómo se mueven los objetos Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Quiz: How Objects Move Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Magnets Connect eText: Jumpstart Discovery! Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. Investigate eText: Magnets Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. uInvestigate Lab eText: How strong is a magnet? Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. túInvestigas: Lab: ¿Cuánta fuerza tiene un imán? Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. uInvestigate Lab: How strong is a magnet? Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. Synthesize Interactivity: Magnets Attract and Repel Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Quest Check-In: Uses of a Magnet Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Demonstrate Editable Quiz: Magnets Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Some forces act through physical contact, while others act at a distance. Prueba para editar: Los imanes Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Some forces act through physical contact, while others act at a distance. Quiz: Magnets Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Some forces act through physical contact, while others act at a distance. Gravity Connect eText: Jumpstart Discovery! Curriculum Standards: Some forces act through physical contact, while others act at a distance. Recognize that objects are pulled toward the ground unless something holds them up. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Investigate eText: Gravity Curriculum Standards: Some forces act through physical contact, while others act at a distance. Recognize that objects are pulled toward the ground unless something holds them up. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab eText: How does the speed of two falling objects compare? Curriculum Standards: Recognize that objects are pulled toward the ground unless something holds them up. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). túInvestigas: Lab: ¿Cómo comparar la rapidez de dos objetos que caen? Curriculum Standards: Recognize that objects are pulled toward the ground unless something holds them up. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab: How does the speed of two falling objects compare? Curriculum Standards: Recognize that objects are pulled toward the ground unless something holds them up. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Synthesize Interactivity: How Gravity Affects Objects Curriculum Standards: Some forces act through physical contact, while others act at a distance. Demonstrate eText: STEM Quest Check-In Lab: How does gravity affect the way water flows? STEM Misión Control: Lab: ¿Cómo afecta la gravedad el modo en que fluye el agua? STEM Quest Check-In Lab: How does gravity affect the way water flows? Editable Quiz: Gravity Curriculum Standards: Some forces act through physical contact, while others act at a distance. Recognize that objects are pulled toward the ground unless something holds them up. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Prueba para editar: La gravedad Curriculum Standards: Some forces act through physical contact, while others act at a distance. Recognize that objects are pulled toward the ground unless something holds them up. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Quiz: Gravity Curriculum Standards: Some forces act through physical contact, while others act at a distance. Recognize that objects are pulled toward the ground unless something holds them up. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Topic Close: Energy, Force and Motion eText: Solve It With Science: How can me make a better magnet? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Measure and compare temperatures taken every day at the same time. Quest Findings eText: Design an Obstacle Course Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Findings: Design an Obstacle Course Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. uEngineer It! Video: Energy, Force, and Motion uEngineer It! Video: Energy, Force, and MotionThis video explores the engineering and design process. Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. eText: Career Connection: Civil Engineer Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. eText Test: Energy, Force, and Motion Curriculum Standards: It takes energy to change the motion of objects. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Editable Test: Energy, Force, and Motion Curriculum Standards: It takes energy to change the motion of objects. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Examen para editar: La energía, la fuerza y el movimiento Curriculum Standards: It takes energy to change the motion of objects. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Test: Energy, Force, and Motion Curriculum Standards: It takes energy to change the motion of objects. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. uDemonstrate Lab eText: How does speed affect how far an object moves? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Explain how particular scientific investigations should yield similar conclusions when repeated. túDemuestras: Lab: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Explain how particular scientific investigations should yield similar conclusions when repeated. uDemonstrate Lab: How does speed affect how far an object moves? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Explain how particular scientific investigations should yield similar conclusions when repeated. Plants & Animals Topic Launch: Plants & Animals eText: Plants & Animals Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Kickoff eText: Help Make a Healthcare Guide Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Quest Kickoff: Help Make a Healthcare Guide Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Quest Checklist: Help Make a Healthcare Guide Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Quest Rubric: Help Make a Healthcare Guide Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. eText: Compare and Contrast uConnect Lab eText: What do living things need? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. túConectas: Lab: ¿Qué necesitan los seres vivos? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. uConnect Lab: What do living things need? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Song: Plants Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Coloring Activity: Plants Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Enrichment: Dragonfly Life Cycle Animal and Plant Life Cycles Connect eText: Jumpstart Discovery! Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Investigate eText: Animal and Plant Life Cycles Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Video: Animal and Plant Life Cycles uInvestigate Lab eText: What is inside a seed or a bulb? Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. túInvestigas: Lab: ¿Qué hay dentro de una semilla o bulbo? Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. uInvestigate Lab: What is inside a seed or a bulb? Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Synthesize Interactivity: Life Cycles Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Quest Check-In eText: Care Throughout the Life Cycle Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Demonstrate Editable Quiz: Plants & Animals Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Prueba para editar: Las plantas y los animales Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Quiz: Plants & Animals Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Enrichment: Spores Plant Needs Connect Jumpstart Discovery eText: Plant Needs Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Plant Needs Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Video: Plant Needs uInvestigate Lab eText: What do plants need to grow? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. túInvestigas: Lab: ¿Qué necesitan las plantas para crecer? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. uInvestigate Lab: What do plants need to grow? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Synthesize Interactivity: How Plant Parts Help Plants Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Demonstrate eText: Quest Check-In Lab: How can you see the parts of a plant work? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Misión Control: Lab: ¿Cómo puedes ver cómo funcionan las partes de las plantas? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Quest Check-In Lab: How can you see the parts of a plant work? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Editable Quiz: Plant Needs Curriculum Standards: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare and contrast the basic needs that all living things, including humans, have for survival. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Prueba para editar: Necesidades de las plantas Curriculum Standards: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare and contrast the basic needs that all living things, including humans, have for survival. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Quiz: Plant Needs Curriculum Standards: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare and contrast the basic needs that all living things, including humans, have for survival. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Enrichment: Ecotones Animal Needs Connect eText: Jumpstart Discovery! Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Animal Needs Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Video: Animal Needs uInvestigate Lab eText: What do animals need? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. túInvestigas: Lab: ¿Qué necesitan los animales? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. uInvestigate Lab: What do animals need? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Synthesize Interactivity: Find Out What Animals Need Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Quest Check-In: Some Animals Need Plants Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Demonstrate Editable Quiz: Animal Needs Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Prueba para editar: Necesidades de los animales Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Quiz: Animal Needs Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Human Body Connect eText: Jumpstart Discovery! Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Human Body Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab eText: How can you make a model of your body? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo puedes hacer un modelo de tu cuerpo? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How can you make a model of your body? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Explain how scientists alone or in groups are always investigating new ways to solve problems. Synthesize Interactivity: How Human Body Parts Work Together Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Quest Check-In: Use It and Move It Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. uEngineer It! eText: Controlling a Robot Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. uEngineer It! Interactivity: Controlling a Robot Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Demonstrate Editable Quiz: Human Body Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Prueba para editar: El cuerpo humano Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Quiz: Human Body Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Topic Close: Plants & Animals eText: Extreme Science: Snow Leopards Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Quest Findings eText: Help Make a Healthcare Guide Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Quest Findings: Help Make a Healthcare Guide Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. eText: Career Connection: Biologist Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. eText Test: Plants & Animals Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Editable Test: Plants & Animals Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Examen para editar: Las plantas y los animales Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Test: Plants & Animals Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. uDemonstrate Lab eText: How does a plant make oxygen? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Explain how scientists alone or in groups are always investigating new ways to solve problems. túDemuestras: Lab: ¿Cómo produce oxígeno una planta? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Explain how scientists alone or in groups are always investigating new ways to solve problems. uDemonstrate Lab: How does a plant make oxygen? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Explain how scientists alone or in groups are always investigating new ways to solve problems. Habitats Topic Launch: Habitats eText: Habitats Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare the observations made by different groups using the same tools. Quest Kickoff eText: Protect a Habitat Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Quest Kickoff: Protect a Habitat Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Quest Checklist: Protect a Habitat Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Rubric: Protect a Habitat Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. eText: Main Ideas and Details uConnect Lab eText: What is out there? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Explain how scientists alone or in groups are always investigating new ways to solve problems. túConectas: Lab: ¿Qué hay allí afuera? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Explain how scientists alone or in groups are always investigating new ways to solve problems. uConnect Lab: What is out there? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Explain how scientists alone or in groups are always investigating new ways to solve problems. Song: Living Everywhere Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Coloring Activity: Living Everywhere Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Enrichment: Habitat Size Does Not Matter Identify Habitats Connect eText: Jumpstart Discovery! Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Investigate eText: Identify Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Video: Identify Habitats uInvestigate Lab eText: Who lives in a grassland? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Quién vive en la pradera? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Hoja para apoyar el laboratorio: ¿Quién vive en la pradera? Lab Blackline Master: Who lives in a grassland? uInvestigate Lab: Who lives in a grassland? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Synthesize Interactivity: Your Home Is Your Habitat Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. uEngineer It! eText: Plan a Habitat on Mars! Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. uEngineer It! Video: Plan a Habitat on Mars! Demonstrate Quest Check-In Lab eText: Which habitat is best? Curriculum Standards: Compare the observations made by different groups using the same tools. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Lab Blackline Master: Which habitat is best? Misión Control: Lab: ¿Qué hábitat es mejor? Curriculum Standards: Compare the observations made by different groups using the same tools. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Hoja para apoyar el laboratorio: ¿Qué hábitat es mejor? Quest Check-In Lab: Which habitat is best? Curriculum Standards: Compare the observations made by different groups using the same tools. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Editable Quiz: Identify Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Prueba para editar: Identificar los hábitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Quiz: Identify Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Enrichment: Forests Near Me Living Things in Land Habitats Connect eText: Jumpstart Discovery! Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Investigate eText: Living Things in Land Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Video: Living Things in Land Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. uInvestigate Lab eText: What do land plants need? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. túInvestigas: Lab: ¿Qué necesitan las plantas de tierra? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. uInvestigate Lab: What do land plants need? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Synthesize Interactivity: Compare Different Land Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Quest Check-In: Habitat Diversity Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Demonstrate Editable Quiz: Living Things in Land Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Prueba para editar: Los seres vivos y los hábitats de tierra Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Quiz: Living Things in Land Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Enrichment: Mangroves Living Things in Water Habitats Connect eText: Jumpstart Discovery! Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate eText: Living Things in Water Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Video: Living Things in Water Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. STEM uInvestigate Lab eText: How do plants survive in water? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. túInvestigas: Lab: ¿Cómo sobreviven las plantas en el agua? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. STEM uInvestigate Lab: How do plants survive in water? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Synthesize Interactivity: Explore Interactions in Water Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Quest Check-In: Why Some Animals Live In Water Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Demonstrate Editable Quiz: Living Things in Water Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Prueba para editar: Los seres vivos y los hábitats de agua Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Quiz: Living Things in Water Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Topic Close: Habitats eText: STEM Math Connection: Add and Subtract Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Quest Findings eText: Protect a Habitat Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Quest Findings: Protect a Habitat Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. eText: Career Connection: Ecologist Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. eText Test: Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Editable Test: Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Examen para editar: Los hábitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Test: Habitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. uDemonstrate Lab eText: How can you compare diversity in two habitats? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túDemuestras: Lab: ¿Cómo puedes comparar la diversidad en dos hábitats? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uDemonstrate Lab: How can you compare diversity in two habitats? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Program Resources Elevate Science Glossary Program-Level Tests Editable BenchmarkTest: Life Science Curriculum Standards: Offspring of plants and animals are similar to, but not exactly like, their parents or each other. Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Examen de referencia para editar: Ciencias de la vida Curriculum Standards: Offspring of plants and animals are similar to, but not exactly like, their parents or each other. Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Benchmark Test: Life Science Curriculum Standards: Offspring of plants and animals are similar to, but not exactly like, their parents or each other. Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Editable BenchmarkTest: Earth Science Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Measure and compare temperatures taken every day at the same time. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Examen de de referencia para editar: Ciencias de la Tierra Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Measure and compare temperatures taken every day at the same time. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Benchmark Test: Earth Science Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Measure and compare temperatures taken every day at the same time. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Editable BenchmarkTest: Physical Science Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. It takes energy to change the motion of objects. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. Some forces act through physical contact, while others act at a distance. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. All plants and animals, including humans, are alike in some ways and different in others. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. Examen de referencia para editar: Ciencias físicas Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. It takes energy to change the motion of objects. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. Some forces act through physical contact, while others act at a distance. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. All plants and animals, including humans, are alike in some ways and different in others. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. Benchmark Test: Physical Science Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. It takes energy to change the motion of objects. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. Some forces act through physical contact, while others act at a distance. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. All plants and animals, including humans, are alike in some ways and different in others. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. Printable End-of-Year Test Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate that air is all around us and that moving air is wind. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Some forces act through physical contact, while others act at a distance. State the importance of preparing for severe weather, lightning, and other weather related events. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the basic needs that all living things, including humans, have for survival. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. Examen de fin de año para imprimir Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate that air is all around us and that moving air is wind. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Some forces act through physical contact, while others act at a distance. State the importance of preparing for severe weather, lightning, and other weather related events. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the basic needs that all living things, including humans, have for survival. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. End-of -Year Test Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate that air is all around us and that moving air is wind. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Some forces act through physical contact, while others act at a distance. State the importance of preparing for severe weather, lightning, and other weather related events. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the basic needs that all living things, including humans, have for survival. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. Program Games Interactivity: Desert Hike Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Matter can undergo a variety of changes. Interactivity: Pet Store Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. All plants and animals, including humans, are alike in some ways and different in others. Interactivity: What's in Your Garden? What Does It Do? Interactivity: Zoom around the Zoo Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Labs Florida Elevate Science Grade 2 Master Materials List for Lab Activities Earth's Surface and Weather Misión Control: Lab: ¿Cómo afecta el Sol a la marga y la arena? Curriculum Standards: Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Explain how particular scientific investigations should yield similar conclusions when repeated. Quest Check-In Lab: How does the sun affect loam and sand? Curriculum Standards: Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Explain how particular scientific investigations should yield similar conclusions when repeated. Misión Control: Lab: ¿Qué le pasa a una duna de arena durante una tormenta? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Check-In Lab: What happens to a sand dune during a storm? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo puedes clasificar las rocas? Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How can you classify rocks? Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿En qué suelo crecen mejor los frijoles? Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. uInvestigate Lab: Which soil do beans grow best in? Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. túInvestigas: Lab: ¿Cómo se repite el estado del tiempo? Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. uInvestigate Lab: How does weather repeat? Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. túInvestigas: Lab: ¿Adónde se fue el agua? Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab: Where did the water go? Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). túInvestigas: Lab: ¿Cómo sobrevive un edificio a los vientos fuertes? Curriculum Standards: Investigate that air is all around us and that moving air is wind. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab: How can a building survive strong winds? Curriculum Standards: Investigate that air is all around us and that moving air is wind. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). túInvestigas: Lab: ¿Cómo se mueve el aire en una tormenta? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How does air move in a storm? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túConectas: Lab: ¿Qué agua está más caliente? Curriculum Standards: Compare the observations made by different groups using the same tools. uConnect Lab: Which water is hotter? Curriculum Standards: Compare the observations made by different groups using the same tools. túDemuestras: Lab: ¿Cómo puedo reunir datos sobre el estado del tiempo? Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Compare the observations made by different groups using the same tools. uDemonstrate Lab: How can I collect weather data? Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Compare the observations made by different groups using the same tools. Properties of Matter Misión Control: Lab: ¿Cómo usas las formas para construir? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Quest Check-In Lab: How do you use shapes when building? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. túInvestigas: Lab: ¿Qué pueden enseñar los castores a los ingenieros? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. STEM uInvestigate Lab: What Can Beavers Teach Engineers? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. túInvestigas: Lab: ¿En qué recipiente entran los bloques? Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. uInvestigate Lab: Which Package fits the Blocks? Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. túInvestigas: Lab: ¿Cómo puedes hacer una burbuja más grande? Curriculum Standards: Identify objects and materials as solid, liquid, or gas. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. uInvestigate Lab: How can you make a bigger bubble? Curriculum Standards: Identify objects and materials as solid, liquid, or gas. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. túInvestigas: Lab: ¿En qué se diferencian? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: What is Different? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túConectas: Lab: ¿Qué objeto es más grande? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. uConnect Lab: Which Object is Bigger? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. túDemuestras: Lab: ¿Qué hace que algo se hunda o flote? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. STEM uDemonstrate Lab: What makes something sink or float? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Changing Matter Misión Control: Lab: ¿Qué materiales hacen que un puente sea resistente? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Quest Check-In Lab: What materials make a bridge strong? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo puedes cambiar los objetos? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How can you change objects? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo cambia la materia cuando se calienta y se enfría? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. uInvestigate Lab: How does heating and cooling change matter? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. túInvestigas: Lab: ¿Qué puedes construir? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. STEM uInvestigate Lab: What can you build? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túConectas: Lab: ¿Cómo puedes usar todos los materiales? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. STEM uConnect Lab: How can you use all of the materials? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. túDemuestras: Lab: ¿Cómo puedes hacer algo nuevo? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. STEM uDemonstrate Lab: How can you make something new? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. Energy, Force, and Motion STEM Misión Control: Lab: ¿Cómo afecta la gravedad el modo en que fluye el agua? STEM Quest Check-In Lab: How does gravity affect the way water flows? túInvestigas: Lab: ¿Cómo puedes hacer qué un objeto se mueva? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. STEM uInvestigate Lab: How can you make an object that moves? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Cómo puedes cambiar qué tan rápido o lento se mueve un objeto? Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. uInvestigate Lab: How can you change how fast or slow an object moves? Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. túInvestigas: Lab: ¿Cuánta fuerza tiene un imán? Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. uInvestigate Lab: How strong is a magnet? Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. túInvestigas: Lab: ¿Cómo comparar la rapidez de dos objetos que caen? Curriculum Standards: Recognize that objects are pulled toward the ground unless something holds them up. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). uInvestigate Lab: How does the speed of two falling objects compare? Curriculum Standards: Recognize that objects are pulled toward the ground unless something holds them up. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). túInvestigas: Lab: ¿Cómo puede un objeto pasar de estar quieto a estar en movimiento? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. uInvestigate Lab: How can an object change from being still to having motion? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. túConectas: Lab: ¿Qué fuerzas se usan en el juego de jalar la cuerda? Curriculum Standards: Explain how particular scientific investigations should yield similar conclusions when repeated. Investigate the effect of applying various pushes and pulls on different objects. Energy change is understood in terms of forces--pushes or pulls. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. uConnect Lab: What forces are used in tug-of-war? Curriculum Standards: Explain how particular scientific investigations should yield similar conclusions when repeated. Investigate the effect of applying various pushes and pulls on different objects. Energy change is understood in terms of forces--pushes or pulls. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. túDemuestras: Lab: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Explain how particular scientific investigations should yield similar conclusions when repeated. uDemonstrate Lab: How does speed affect how far an object moves? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Explain how particular scientific investigations should yield similar conclusions when repeated. Plants & Animals Misión Control: Lab: ¿Cómo puedes ver cómo funcionan las partes de las plantas? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Quest Check-In Lab: How can you see the parts of a plant work? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. túInvestigas: Lab: ¿Cómo puedes hacer un modelo de tu cuerpo? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Explain how scientists alone or in groups are always investigating new ways to solve problems. uInvestigate Lab: How can you make a model of your body? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Qué hay dentro de una semilla o bulbo? Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. uInvestigate Lab: What is inside a seed or a bulb? Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. túInvestigas: Lab: ¿Qué necesitan las plantas para crecer? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. uInvestigate Lab: What do plants need to grow? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. túInvestigas: Lab: ¿Qué necesitan los animales? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. uInvestigate Lab: What do animals need? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. túConectas: Lab: ¿Qué necesitan los seres vivos? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. uConnect Lab: What do living things need? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. túDemuestras: Lab: ¿Cómo produce oxígeno una planta? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Explain how scientists alone or in groups are always investigating new ways to solve problems. uDemonstrate Lab: How does a plant make oxygen? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Explain how scientists alone or in groups are always investigating new ways to solve problems. Habitats Lab Blackline Master: Which habitat is best? Misión Control: Lab: ¿Qué hábitat es mejor? Curriculum Standards: Compare the observations made by different groups using the same tools. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Hoja para apoyar el laboratorio: ¿Qué hábitat es mejor? Quest Check-In Lab: Which habitat is best? Curriculum Standards: Compare the observations made by different groups using the same tools. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. túInvestigas: Lab: ¿Quién vive en la pradera? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Hoja para apoyar el laboratorio: ¿Quién vive en la pradera? Lab Blackline Master: Who lives in a grassland? uInvestigate Lab: Who lives in a grassland? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. túInvestigas: Lab: ¿Qué necesitan las plantas de tierra? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. uInvestigate Lab: What do land plants need? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. túInvestigas: Lab: ¿Cómo sobreviven las plantas en el agua? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. STEM uInvestigate Lab: How do plants survive in water? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. túConectas: Lab: ¿Qué hay allí afuera? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Explain how scientists alone or in groups are always investigating new ways to solve problems. uConnect Lab: What is out there? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Explain how scientists alone or in groups are always investigating new ways to solve problems. túDemuestras: Lab: ¿Cómo puedes comparar la diversidad en dos hábitats? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. uDemonstrate Lab: How can you compare diversity in two habitats? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Recursos en español Pearson Florida Elevar las ciencias Texto en línea del estudiante Grado 2 La superficie de la Tierra y el estado del tiempo Presentación del tema: La Tierra y el estado del tiempo túConectas: Lab: ¿Qué agua está más caliente? Curriculum Standards: Compare the observations made by different groups using the same tools. Las rocas y los minerales túInvestigas: Lab: ¿Cómo puedes clasificar las rocas? Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Prueba para editar: Las rocas y los minerales Curriculum Standards: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. El suelo túInvestigas: Lab: ¿En qué suelo crecen mejor los frijoles? Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Prueba para editar: El suelo Curriculum Standards: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Cambios en el estado del tiempo túInvestigas: Lab: ¿Cómo se repite el estado del tiempo? Curriculum Standards: Compare the observations made by different groups using the same tools. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Prueba para editar: Cambios en el estado del tiempo Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Measure and compare temperatures taken every day at the same time. El Sol túInvestigas: Lab: ¿Adónde se fue el agua? Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Misión Control: Lab: ¿Cómo afecta el Sol a la marga y la arena? Curriculum Standards: Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Explain how particular scientific investigations should yield similar conclusions when repeated. Prueba para editar: El Sol Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. El aire túInvestigas: Lab: ¿Cómo sobrevive un edificio a los vientos fuertes? Curriculum Standards: Investigate that air is all around us and that moving air is wind. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Prueba para editar: El aire Curriculum Standards: Investigate that air is all around us and that moving air is wind. Mantenerse a salvo en tiempo severo túInvestigas: Lab: ¿Cómo se mueve el aire en una tormenta? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Misión Control: Lab: ¿Qué le pasa a una duna de arena durante una tormenta? Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Prueba para editar: Mantenerse a salvo en tiempo severo Curriculum Standards: State the importance of preparing for severe weather, lightning, and other weather related events. Cierre del tema: La Tierra y el estado del tiempo túDemuestras: Lab: ¿Cómo puedo reunir datos sobre el estado del tiempo? Curriculum Standards: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Compare the observations made by different groups using the same tools. Examen para editar: La Tierra y el estado del tiempo Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Propiedades de la materia Presentación del tema: Propiedades de la materia túConectas: Lab: ¿Qué objeto es más grande? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Describir la materia túInvestigas: Lab: ¿En qué se diferencian? Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Prueba para editar: Describir la materia Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Las propiedades de la materia túInvestigas: Lab: ¿Qué pueden enseñar los castores a los ingenieros? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Prueba para editar: Las propiedades de la materia Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Usos de los sólidos túInvestigas: Lab: ¿En qué recipiente entran los bloques? Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Misión Control: Lab: ¿Cómo usas las formas para construir? Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Prueba para editar: Usos de los sólidos Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Usos de los líquidos y los gases túInvestigas: Lab: ¿Cómo puedes hacer una burbuja más grande? Curriculum Standards: Identify objects and materials as solid, liquid, or gas. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Prueba para editar: Usos de los líquidos y los gases Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Cierre del tema: Las propiedades de la materia túDemuestras: Lab: ¿Qué hace que algo se hunda o flote? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Examen para editar: Propiedades de la materia Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. La materia cambiante Presentación del tema: La materia cambiante túConectas: Lab: ¿Cómo puedes usar todos los materiales? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. Observar los cambios de la materia túInvestigas: Lab: ¿Cómo puedes cambiar los objetos? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Prueba para editar: Observar los cambios de la materia Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. La temperatura y la materia túInvestigas: Lab: ¿Cómo cambia la materia cuando se calienta y se enfría? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Prueba para editar: La temperatura y la materia Curriculum Standards: Matter can undergo a variety of changes. Matter can be changed physically or chemically. Measure and compare temperatures taken every day at the same time. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. La materia en los objetos túInvestigas: Lab: ¿Qué puedes construir? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Misión Control: Lab: ¿Qué materiales hacen que un puente sea resistente? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Prueba para editar: La materia en los objetos Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Cierre del tema: La materia cambiante túDemuestras: Lab: ¿Cómo puedes hacer algo nuevo? Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Compare the observations made by different groups using the same tools. Examen para editar: La materia cambiante Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Matter can undergo a variety of changes. Matter can be changed physically or chemically. La energía, la fuerza y el movimiento Presentación del tema: La energía, la fuerza y el movimiento túConectas: Lab: ¿Qué fuerzas se usan en el juego de jalar la cuerda? Curriculum Standards: Explain how particular scientific investigations should yield similar conclusions when repeated. Investigate the effect of applying various pushes and pulls on different objects. Energy change is understood in terms of forces--pushes or pulls. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Usar la energía túInvestigas: Lab: ¿Cómo puede un objeto pasar de estar quieto a estar en movimiento? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Prueba para editar: Usar la energía Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Energy is involved in all physical processes and is a unifying concept in many areas of science. El movimiento y la fuerza túInvestigas: Lab: ¿Cómo puedes hacer qué un objeto se mueva? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Prueba para editar: El movimiento y la fuerza Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Some forces act through physical contact, while others act at a distance. Cómo se mueven los objetos túInvestigas: Lab: ¿Cómo puedes cambiar qué tan rápido o lento se mueve un objeto? Curriculum Standards: Compare the observations made by different groups using the same tools. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Prueba para editar: Cómo se mueven los objetos Curriculum Standards: It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Los imanes túInvestigas: Lab: ¿Cuánta fuerza tiene un imán? Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Compare the observations made by different groups using the same tools. Prueba para editar: Los imanes Curriculum Standards: Demonstrate that magnets can be used to make some things move without touching them. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Some forces act through physical contact, while others act at a distance. La gravedad túInvestigas: Lab: ¿Cómo comparar la rapidez de dos objetos que caen? Curriculum Standards: Recognize that objects are pulled toward the ground unless something holds them up. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). STEM Misión Control: Lab: ¿Cómo afecta la gravedad el modo en que fluye el agua? Prueba para editar: La gravedad Curriculum Standards: Some forces act through physical contact, while others act at a distance. Recognize that objects are pulled toward the ground unless something holds them up. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Cierre del tema: La energía, la fuerza y el movimiento túDemuestras: Lab: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Curriculum Standards: Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Explain how particular scientific investigations should yield similar conclusions when repeated. Examen para editar: La energía, la fuerza y el movimiento Curriculum Standards: It takes energy to change the motion of objects. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Las plantas y los animales Presentación del tema: Las plantas y los animales túConectas: Lab: ¿Qué necesitan los seres vivos? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Ciclos de vida de plantas y animales túInvestigas: Lab: ¿Qué hay dentro de una semilla o bulbo? Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Humans can better understand the natural world through careful observation. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Prueba para editar: Las plantas y los animales Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Necesidades de las plantas túInvestigas: Lab: ¿Qué necesitan las plantas para crecer? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Misión Control: Lab: ¿Cómo puedes ver cómo funcionan las partes de las plantas? Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Prueba para editar: Necesidades de las plantas Curriculum Standards: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare and contrast the basic needs that all living things, including humans, have for survival. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Necesidades de los animales túInvestigas: Lab: ¿Qué necesitan los animales? Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Prueba para editar: Necesidades de los animales Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. El cuerpo humano túInvestigas: Lab: ¿Cómo puedes hacer un modelo de tu cuerpo? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Explain how scientists alone or in groups are always investigating new ways to solve problems. Prueba para editar: El cuerpo humano Curriculum Standards: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Cierre del tema: Las plantas y los animales túDemuestras: Lab: ¿Cómo produce oxígeno una planta? Curriculum Standards: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare and contrast the basic needs that all living things, including humans, have for survival. Explain how scientists alone or in groups are always investigating new ways to solve problems. Examen para editar: Las plantas y los animales Curriculum Standards: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Compare and contrast the basic needs that all living things, including humans, have for survival. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Los hábitats Presentación del tema: Los hábitats túConectas: Lab: ¿Qué hay allí afuera? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Explain how scientists alone or in groups are always investigating new ways to solve problems. Identificar los hábitats túInvestigas: Lab: ¿Quién vive en la pradera? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Hoja para apoyar el laboratorio: ¿Quién vive en la pradera? Misión Control: Lab: ¿Qué hábitat es mejor? Curriculum Standards: Compare the observations made by different groups using the same tools. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Hoja para apoyar el laboratorio: ¿Qué hábitat es mejor? Prueba para editar: Identificar los hábitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Los seres vivos y los hábitats de tierra túInvestigas: Lab: ¿Qué necesitan las plantas de tierra? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Compare the observations made by different groups using the same tools. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Prueba para editar: Los seres vivos y los hábitats de tierra Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Los seres vivos y los hábitats de agua túInvestigas: Lab: ¿Cómo sobreviven las plantas en el agua? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Prueba para editar: Los seres vivos y los hábitats de agua Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Cierre del tema: Los hábitats túDemuestras: Lab: ¿Cómo puedes comparar la diversidad en dos hábitats? Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Examen para editar: Los hábitats Curriculum Standards: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Evaluación de nivel del programa Examen de referencia para editar: Ciencias de la vida Curriculum Standards: Offspring of plants and animals are similar to, but not exactly like, their parents or each other. Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. Examen de de referencia para editar: Ciencias de la Tierra Curriculum Standards: Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Measure and compare temperatures taken every day at the same time. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Examen de referencia para editar: Ciencias físicas Curriculum Standards: Measure and compare the volume of liquids using containers of various shapes and sizes. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. It takes energy to change the motion of objects. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. Some forces act through physical contact, while others act at a distance. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Recognize that objects are pulled toward the ground unless something holds them up. All plants and animals, including humans, are alike in some ways and different in others. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. Examen de fin de año para imprimir Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Observe and describe water in its solid, liquid, and gaseous states. Investigate that air is all around us and that moving air is wind. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Some forces act through physical contact, while others act at a distance. State the importance of preparing for severe weather, lightning, and other weather related events. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Energy exists in many forms and has the ability to do work or cause a change. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the basic needs that all living things, including humans, have for survival. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Identify objects and materials as solid, liquid, or gas. Matter can undergo a variety of changes. Matter can be changed physically or chemically. Demonstrate that magnets can be used to make some things move without touching them. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. It takes energy to change the motion of objects. Energy change is understood in terms of forces--pushes or pulls. Measure and compare temperatures taken every day at the same time. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Energy is involved in all physical processes and is a unifying concept in many areas of science. Pearson Readers Earth's Surface and Weather Learn About Earth's Surface and Weather Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Compare the observations made by different groups using the same tools. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Earth's Surface and Weather Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Compare the observations made by different groups using the same tools. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. All About Earth's Surface and Weather Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Compare the observations made by different groups using the same tools. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. STEM Engineering Reader: Earth's Surface and Weather Properties of Matter Learn About Properties of Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. Properties of Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. All About Properties of Matter Curriculum Standards: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Identify objects and materials as solid, liquid, or gas. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Observe and describe water in its solid, liquid, and gaseous states. STEM Engineering Reader: Properties of Matter Curriculum Standards: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Identify objects and materials as solid, liquid, or gas. Changing Matter Learn About Changing Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Changing Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. All About Changing Matter Curriculum Standards: Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Measure and compare temperatures taken every day at the same time. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. STEM Engineering Reader: Changing Matter Curriculum Standards: Matter can undergo a variety of changes. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Energy, Force, and Motion Energy, Force, and Motion Around Us Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Explain how particular scientific investigations should yield similar conclusions when repeated. Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Energy, Force, and Motion Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Explain how particular scientific investigations should yield similar conclusions when repeated. Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. The World of Energy, Force, and Motion Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Explain how particular scientific investigations should yield similar conclusions when repeated. Energy exists in many forms and has the ability to do work or cause a change. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. STEM Engineering Reader: Energy, Force, and Motion Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Energy change is understood in terms of forces--pushes or pulls. Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that magnets can be used to make some things move without touching them. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Compare the observations made by different groups using the same tools. Explain how particular scientific investigations should yield similar conclusions when repeated. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Plants and Animals Plants and Animals Around Us Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Plants and Animals Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. The World of Plants and Animals Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. STEM Engineering Reader: Plants and Animals Curriculum Standards: Compare and contrast the basic needs that all living things, including humans, have for survival. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare the observations made by different groups using the same tools. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Explain how scientists alone or in groups are always investigating new ways to solve problems. Habitats Learn About Habitats Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare the observations made by different groups using the same tools. Habitats Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare the observations made by different groups using the same tools. All About Habitats Curriculum Standards: Explain how scientists alone or in groups are always investigating new ways to solve problems. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Ask 'how do you know?' in appropriate situations and attempt reasonable answers when asked the same question by others. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare the observations made by different groups using the same tools. STEM Engineering Reader: Habitats Curriculum Standards: Energy flows from the sun through producers to consumers. Compare and contrast the basic needs that all living things, including humans, have for survival. Credits, Pearson Elevate Science Florida Edition Grade 2 Teacher Resources Container Assessment Download Center Intended Role: Instructor Letter Home: Earth's Surface and Weather Intended Role: Instructor Carta al hogar: La Tierra y el estado del tiempo Intended Role: Instructor Teacher eText: Earth's Surface and Weather Intended Role: Instructor PD Modeling Video: Earth's Surface and Weather Intended Role: Instructor Teacher Support: Be a Soil Detective Intended Role: Instructor uConnect Lab Placemat: Which water is hotter? Intended Role: Instructor uConnect Lab Teacher Support: Which water is hotter? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué agua está más caliente? Intended Role: Instructor Teacher eText: Rocks and Minerals Intended Role: Instructor Answer Key: Weather Safety Kit Intended Role: Instructor uInvestigate Lab Placemat: How can you classify rocks? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes clasificar las rocas? Intended Role: Instructor Teacher Support: How can you classify rocks? Intended Role: Instructor Answer Key: Rock Formation and Type Intended Role: Instructor Answer Key: Rock Formation and Type Intended Role: Instructor Quiz Answer Key: Rocks and Minerals Intended Role: Instructor Clave de respuestas de la prueba: Las rocas y los minerales Intended Role: Instructor Teacher eText: Soil Intended Role: Instructor uInvestigate Lab placemat: Which soil do beans grow best in? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué suelo crecen mejor los frijoles? Intended Role: Instructor Teacher Support: Which soil do beans grow best in? Intended Role: Instructor Video: Soil Intended Role: Instructor Answer Key: How Soil Forms Intended Role: Instructor Answer Key: How Soil Forms Intended Role: Instructor Answer Key: Improve Soil to Grow Soybeans Intended Role: Instructor Quiz Answer Key: Soil Intended Role: Instructor Clave de respuestas de la prueba: El suelo Intended Role: Instructor Teacher eText: Changes in Weather Intended Role: Instructor uInvestigate Lab Placemat: How does weather repeat? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo se repite el estado del tiempo? Intended Role: Instructor Teacher Support: How does weather repeat? Intended Role: Instructor Answer Key: Seasons Intended Role: Instructor Answer Key: Seasons Intended Role: Instructor Quiz Answer Key: Changes in Weather Intended Role: Instructor Clave de respuestas de la prueba: Cambios en el estado del tiempo Intended Role: Instructor Teacher eText: The Sun Intended Role: Instructor uInvestigate Lab Placemat: Where did the water go? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Adónde se fue el agua? Intended Role: Instructor Teacher Support: Where did the water go? Intended Role: Instructor Answer Key: The Sun Affects Temperature Intended Role: Instructor Quest Check-In Lab Placemat: How does the sun affect loam and sand? Intended Role: Instructor Teacher Support: How does the sun affect loam and sand? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo afecta el Sol a la marga y la arena? Intended Role: Instructor Quiz Answer Key: The Sun Intended Role: Instructor Clave de respuestas de la prueba: El Sol Intended Role: Instructor Teacher eText: The Sun Intended Role: Instructor uInvestigate Lab Placemat: How can a building survive strong winds? Intended Role: Instructor Teacher Support: How can a building survive strong winds? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo sobrevive un edificio a los vientos fuertes? Intended Role: Instructor Answer Key: Air and Wind Intended Role: Instructor Quiz Answer Key: Air Intended Role: Instructor Clave de respuestas de la prueba: El aire Intended Role: Instructor Teacher eText: Stay Safe in Severe Weather Intended Role: Instructor uInvestigate Lab Placemat: How does air move in a storm? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo se mueve el aire en una tormenta? Intended Role: Instructor Teacher Support: How does air move in a storm? Intended Role: Instructor Answer Key: Safety in Severe Weather Intended Role: Instructor Quest Check-In Lab Placemat: What happens to a sand dune during a storm? Intended Role: Instructor Teacher Support: What happens to a sand dune during a storm? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué le pasa a una duna de arena durante una tormenta? Intended Role: Instructor Quiz Answer Key: Stay Safe in Severe Weather Intended Role: Instructor Clave de respuestas de la prueba: Mantenerse a salvo en tiempo severo Intended Role: Instructor Teacher eText: Earth's Surface and Weather Intended Role: Instructor Test Answer Key: Earth's Surface and Weather Intended Role: Instructor Clave de respuestas del examen: La Tierra y el estado del tiempo Intended Role: Instructor uDemonstrate Lab Placemat: How can I collect weather data? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedo reunir datos sobre el estado del tiempo? Intended Role: Instructor uDemonstrate Lab Activity Card: How can I collect weather data? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedo reunir datos sobre el estado del tiempo? Intended Role: Instructor Teacher Support: How can I collect weather data? Intended Role: Instructor Letter Home: Properties of Matter Intended Role: Instructor Carta al hogar: Propiedades de la materia Intended Role: Instructor Teacher eText: Properties of Matter Intended Role: Instructor PD Modeling Video: Properties of Matter Intended Role: Instructor uConnect Lab Placemat: Which Object is Bigger? Intended Role: Instructor Teacher Support: Which Object is Bigger? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué objeto es más grande? Intended Role: Instructor Teacher eText: Describe Matter Intended Role: Instructor Answer Key: Plasma: Another Type of Matter Intended Role: Instructor uInvestigate Lab Placemat: What is Different? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué se diferencian? Intended Role: Instructor Teacher Support: What is Different? Intended Role: Instructor Quiz Answer Key: Describe Matter Intended Role: Instructor Clave de respuestas de la prueba: Describir la materia Intended Role: Instructor Teacher eText: Properties of Matter Intended Role: Instructor Answer Key: Absorbency Intended Role: Instructor STEM uInvestigate Lab Placemat: What Can Beavers Teach Engineers? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pueden enseñar los castores a los ingenieros? Intended Role: Instructor Teacher Support: What Can Beavers Teach Engineers? Intended Role: Instructor Video: Observe Changes in Matter Intended Role: Instructor Answer Key: Observe Properties of Matter Intended Role: Instructor Quiz Answer Key: Properties of Matter Intended Role: Instructor Clave de respuestas de la prueba: Las propiedades de la materia Intended Role: Instructor Teacher eText: Use Solids Intended Role: Instructor Answer Key: The Three Little Pigs Intended Role: Instructor uInvestigate Lab Placemat: Which Package fits the Blocks? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué recipiente entran los bloques? Intended Role: Instructor Teacher Support: Which Package fits the Blocks? Intended Role: Instructor Video: Use Solids Intended Role: Instructor Quest Check-In Lab Placemat: How do you use shapes when building? Intended Role: Instructor Teacher Support: How do you use shapes when building? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo usas las formas para construir? Intended Role: Instructor Quiz Answer Key: Use Solids Intended Role: Instructor Clave de respuestas de la prueba: Usos de los sólidos Intended Role: Instructor Teacher eText: Use Liquids and Gases Intended Role: Instructor Answer Key: Properties of Gases Intended Role: Instructor uInvestigate Lab Placemat: How can you make a bigger bubble? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer una burbuja más grande? Intended Role: Instructor Teacher Support: How can you make a bigger bubble? Intended Role: Instructor Video: Use Liquids and Gases Intended Role: Instructor Quiz Answer Key: Liquid and Gas Toys Intended Role: Instructor Clave de respuestas de la prueba: Usos de los líquidos y los gases Intended Role: Instructor Teacher eText: Properties of Matter Intended Role: Instructor Teacher Support: Toy Building Kit Intended Role: Instructor Test Answer Key: Properties of Matter Intended Role: Instructor Clave de respuestas del examen: Propiedades de la materia Intended Role: Instructor STEM uDemonstrate Lab Placemat: What makes something sink or float? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Qué hace que algo se hunda o flote? Intended Role: Instructor uDemonstrate Lab Activity Card: What makes something sink or float? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Qué hace que algo se hunda o flote? Intended Role: Instructor Teacher Support: What makes something sink or float? Intended Role: Instructor Letter Home: Changing Matter Intended Role: Instructor Carta al hogar: La materia cambiante Intended Role: Instructor Teacher eText: Changing Matter Intended Role: Instructor PD Modeling Video: Changing Matter Intended Role: Instructor Teacher Support: Building Bridges Intended Role: Instructor STEM uConnect Lab Placemat: How can you use all of the materials? Intended Role: Instructor Teacher Support: How can you use all of the materials? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes usar todos los materiales? Intended Role: Instructor Teacher eText: Observe Changes in Matter Intended Role: Instructor Answer Key: Compare Changes in Matter Intended Role: Instructor uInvestigate Lab Placemat: How can you change objects? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes cambiar los objetos? Intended Role: Instructor Teacher Support: How can you change objects? Intended Role: Instructor Answer Key: Time for a Change Intended Role: Instructor Quiz Answer Key: Observe Changes in Matter Intended Role: Instructor Clave de respuestas de la prueba: Observar los cambios de la materia Intended Role: Instructor Teacher eText: Temperature and Matter Intended Role: Instructor Answer Key: Healing or Cooling? Intended Role: Instructor uInvestigate Lab Placemat: How does heating and cooling change matter? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo cambia la materia cuando se calienta y se enfría? Intended Role: Instructor Teacher Support: How does heating and cooling change matter? Intended Role: Instructor Answer Key: Turn Up the Heat and Chill Out Intended Role: Instructor Quiz Answer Key: Temperature and Matter Intended Role: Instructor Clave de respuestas de la prueba: La temperatura y la materia Intended Role: Instructor Teacher eText: Matter Within Objects Intended Role: Instructor STEM uInvestigate Lab Placemat: What can you build? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué puedes construir? Intended Role: Instructor Teacher Support: What can you build? Intended Role: Instructor Answer Key: Choices Matter Intended Role: Instructor Answer Key: Chill Out Intended Role: Instructor Quest Check-In Lab Placemat: What materials make a bridge strong? Intended Role: Instructor Teacher Support: What materials make a bridge strong? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué materiales hacen que un puente sea resistente? Intended Role: Instructor Quiz Answer Key: Matter Within Objects Intended Role: Instructor Clave de respuestas de la prueba: La materia en los objetos Intended Role: Instructor Teacher eText: Changing Matter Intended Role: Instructor Teacher Support: Building Bridges Intended Role: Instructor Test Answer Key: Changing Matter Intended Role: Instructor Clave de respuestas del examen: La materia cambiante Intended Role: Instructor STEM uDemonstrate Lab Placemat: How can you make something new? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedes hacer algo nuevo? Intended Role: Instructor uDemonstrate Lab Activity Card: How can you make something new? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedes hacer algo nuevo? Intended Role: Instructor Teacher Support: How can you make something new? Intended Role: Instructor Letter Home: Energy, Force, and Motion Intended Role: Instructor Carta al hogar: La energía, la fuerza y el movimiento Intended Role: Instructor Teacher eText: Energy, Force, and Motion Intended Role: Instructor PD Modeling Video: Energy, Force, and Motion Intended Role: Instructor Teacher Support: Design an Obstacle Course Intended Role: Instructor uConnect Lab Placemat: What forces are used in tug-of-war? Intended Role: Instructor Teacher Support: What forces are used in tug-of-war? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué fuerzas se usan en el juego de jalar la cuerda? Intended Role: Instructor Teacher eText: Using Energy Intended Role: Instructor Answer Key: Electricity from Solar Energy Intended Role: Instructor uInvestigate Lab Placemat: How can an object change from being still to having motion? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puede un objeto pasar de estar quieto a estar en movimiento? Intended Role: Instructor Teacher Support: How can an object change from being still to having motion? Intended Role: Instructor Answer Key: How People Use Energy Intended Role: Instructor Quiz Answer Key: Using Energy Intended Role: Instructor Clave de respuestas de la prueba: Usar la energía Intended Role: Instructor Teacher eText: Motion and Force Intended Role: Instructor STEM uInvestigate Lab Placemat: How can you make an object that moves? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer qué un objeto se mueva? Intended Role: Instructor Teacher Support: How can you make an object that moves? Intended Role: Instructor Answer Key: Motion and Force in Everyday Life Intended Role: Instructor Quiz Answer Key: Motion and Force Intended Role: Instructor Clave de respuestas de la prueba: El movimiento y la fuerza Intended Role: Instructor Teacher eText: How Objects Move Intended Role: Instructor uInvestigate Lab Placemat: How can you change how fast or slow an object moves? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes cambiar qué tan rápido o lento se mueve un objeto? Intended Role: Instructor Teacher Support: How can you change how fast or slow an object moves? Intended Role: Instructor Answer Key: Force and Motion Intended Role: Instructor Quiz Answer Key: How Objects Move Intended Role: Instructor Clave de respuestas de la prueba: Cómo se mueven los objetos Intended Role: Instructor Teacher eText: Magnets Intended Role: Instructor uInvestigate Lab Placemat: How strong is a magnet? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cuánta fuerza tiene un imán? Intended Role: Instructor Teacher Support: How strong is a magnet? Intended Role: Instructor Answer Key: Magnets Attract and Repel Intended Role: Instructor Quiz Answer Key: Magnets Intended Role: Instructor Clave de respuestas de la prueba: Los imanes Intended Role: Instructor Teacher eText: Gravity Intended Role: Instructor uInvestigate Lab Placemat: How does the speed of two falling objects compare? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo comparar la rapidez de dos objetos que caen? Intended Role: Instructor Teacher Support: How does the speed of two falling objects compare? Intended Role: Instructor Answer Key: How Gravity Affects Objects Intended Role: Instructor STEM Quest Check-In Lab Placemat: How does gravity affect the way water flows? Intended Role: Instructor Teacher Support: How does gravity affect the way water flows? Intended Role: Instructor Mantel individual de STEM Misión Control: Lab: ¿Cómo afecta la gravedad el modo en que fluye el agua? Intended Role: Instructor Quiz Answer Key: Gravity Intended Role: Instructor Clave de respuestas de la prueba: La gravedad Intended Role: Instructor Teacher eText: Energy, Force, and Motion Intended Role: Instructor Teacher Support: Design an Obstacle Course Intended Role: Instructor Test Answer Key: Energy, Force, and Motion Intended Role: Instructor Clave de respuestas del examen: La energía, la fuerza y el movimiento Intended Role: Instructor uDemonstrate Lab Placemat: How does speed affect how far an object moves? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Intended Role: Instructor uDemonstrate Lab Activity Card: How does speed affect how far an object moves? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Intended Role: Instructor Teacher Support: How does speed affect how far an object moves? Intended Role: Instructor Letter Home: Plants & Animals Intended Role: Instructor Carta al hogar: Las plantas y los animales Intended Role: Instructor Teacher eText: Plants & Animals Intended Role: Instructor PD Modeling Video: Plants & Animals Intended Role: Instructor uConnect Lab Placemat: What do living things need? Intended Role: Instructor Teacher Support: What do living things need? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué necesitan los seres vivos? Intended Role: Instructor Teacher eText: Animal and Plant Life Cycles Intended Role: Instructor Answer Key: Dragonfly Life Cycle Intended Role: Instructor uInvestigate Lab Placemat: What is inside a seed or a bulb? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué hay dentro de una semilla o bulbo? Intended Role: Instructor Teacher Support: What is inside a seed or a bulb? Intended Role: Instructor Answer Key: Life Cycles Intended Role: Instructor Quiz Answer Key: Plants & Animals Intended Role: Instructor Clave de respuestas de la prueba: Las plantas y los animales Intended Role: Instructor Teacher eText: Plant Needs Intended Role: Instructor Answer Key: Spores Intended Role: Instructor uInvestigate Lab Placemat: What do plants need to grow? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan las plantas para crecer? Intended Role: Instructor Teacher Support: What do plants need to grow? Intended Role: Instructor Answer Key: How Plant Parts Help Plants Intended Role: Instructor Quest Check-In Lab Placemat: How can you see the parts of a plant work? Intended Role: Instructor Teacher Support: How can you see the parts of a plant work? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puedes ver cómo funcionan las partes de las plantas? Intended Role: Instructor Quiz Answer Key: Plant Needs Intended Role: Instructor Clave de respuestas de la prueba: Necesidades de las plantas Intended Role: Instructor Teacher eText: Animal Needs Intended Role: Instructor Answer Key: Ecotones Intended Role: Instructor uInvestigate Lab Placemat: What do animals need? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan los animales? Intended Role: Instructor Teacher Support: What do animals need? Intended Role: Instructor Quiz Answer Key: Animal Needs Intended Role: Instructor Clave de respuestas de la prueba: Necesidades de los animales Intended Role: Instructor Teacher eText: Human Body Intended Role: Instructor uInvestigate Lab Placemat: How can you make a model of your body? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer un modelo de tu cuerpo? Intended Role: Instructor Teacher Support: How can you make a model of your body? Intended Role: Instructor Answer Key: Controlling a Robot Intended Role: Instructor Quiz Answer Key: Human Body Intended Role: Instructor Clave de respuestas de la prueba: El cuerpo humano Intended Role: Instructor Teacher eText: How does a plant make oxygen? Intended Role: Instructor Teacher Support: Plants & Animals Intended Role: Instructor Test Answer Key: Plants & Animals Intended Role: Instructor Clave de respuestas del examen: Las plantas y los animales Intended Role: Instructor uDemonstrate Lab Placemat: How does a plant make oxygen? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo produce oxígeno una planta? Intended Role: Instructor uDemonstrate Lab Activity Card: How does a plant make oxygen? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo produce oxígeno una planta? Intended Role: Instructor Teacher Support: How does a plant make oxygen? Intended Role: Instructor Letter Home: Habitats Intended Role: Instructor Carta al hogar: Los hábitats Intended Role: Instructor Teacher eText: Habitats Intended Role: Instructor PD Modeling Video: Habitats Intended Role: Instructor Teacher Support: Protect a Habitat Intended Role: Instructor uConnect Lab Placemat: What is out there? Intended Role: Instructor Teacher Support: What is out there? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué hay allí afuera? Intended Role: Instructor Teacher eText: Identify Habitats Intended Role: Instructor Answer Key: Habitat Size Does Not Matter Intended Role: Instructor uInvestigate Lab Placemat: Who lives in a grassland? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Quién vive en la pradera? Intended Role: Instructor Teacher Support: Who lives in a grassland? Intended Role: Instructor Answer Key: Your Home Is Your Habitat Intended Role: Instructor Quest Check-In Lab Placemat: Which habitat is best? Intended Role: Instructor Teacher Support: Which habitat is best? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué hábitat es mejor? Intended Role: Instructor Quiz Answer Key: Identify Habitats Intended Role: Instructor Clave de respuestas de la prueba: Identificar los hábitats Intended Role: Instructor Teacher eText: Living Things in Land Habitats Intended Role: Instructor Answer Key: Forests Near Me Intended Role: Instructor uInvestigate Lab Placemat: What do land plants need? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan las plantas de tierra? Intended Role: Instructor Teacher Support: What do land plants need? Intended Role: Instructor Answer Key: Compare Different Land Habitats Intended Role: Instructor Quiz Answer Key: Living Things in Land Habitats Intended Role: Instructor Clave de respuestas de la prueba: Los seres vivos y los hábitats de tierra Intended Role: Instructor Teacher eText: Living Things in Water Habitats Intended Role: Instructor Answer Key: Mangroves Intended Role: Instructor STEM uInvestigate Lab Placemat: How do plants survive in water? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo sobreviven las plantas en el agua? Intended Role: Instructor Teacher Support: How do plants survive in water? Intended Role: Instructor Answer Key: Explore Interactions in Water Habitats Intended Role: Instructor Quiz Answer Key: Living Things in Water Habitats Intended Role: Instructor Clave de respuestas de la prueba: Los seres vivos y los hábitats de agua Intended Role: Instructor Teacher eText: Habitats Intended Role: Instructor Teacher Support: Protect a Habitat Intended Role: Instructor Test Answer Key: Habitats Intended Role: Instructor Clave de respuestas del examen: Los hábitats Intended Role: Instructor uDemonstrate Lab Placemat: How can you compare diversity in two habitats? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedes comparar la diversidad en dos hábitats? Intended Role: Instructor UDemonstrate Lab Activity Card: How can you compare diversity in two habitats? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedes comparar la diversidad en dos hábitats? Intended Role: Instructor Teacher Support: How can you compare diversity in two habitats? Intended Role: Instructor Google Expedition Teacher Guide: Animal Survival Intended Role: Instructor Teacher eText: Nature of Science Handbook Intended Role: Instructor Benchmark Test Answer Key: Life Science Intended Role: Instructor Clave de respuestas del examen de referencia: Ciencias de la vida Intended Role: Instructor Benchmark Test Answer Key: Earth Science Intended Role: Instructor Clave de respuestas del examen de referencia: Ciencias de la Tierra Intended Role: Instructor Benchmark Test Answer Key: Physical Science Intended Role: Instructor Clave de respuestas del examen de referencia: Ciencias físicas Intended Role: Instructor End-of -Year Test Answer Key: Intended Role: Instructor Respuestas del examen de fin de año Intended Role: Instructor Quest Check-In Lab Placemat: How does the sun affect loam and sand? Intended Role: Instructor Teacher Support: How does the sun affect loam and sand? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo afecta el Sol a la marga y la arena? Intended Role: Instructor Quest Check-In Lab Placemat: What happens to a sand dune during a storm? Intended Role: Instructor Teacher Support: What happens to a sand dune during a storm? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué le pasa a una duna de arena durante una tormenta? Intended Role: Instructor uInvestigate Lab Placemat: How can you classify rocks? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes clasificar las rocas? Intended Role: Instructor Teacher Support: How can you classify rocks? Intended Role: Instructor uInvestigate Lab placemat: Which soil do beans grow best in? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué suelo crecen mejor los frijoles? Intended Role: Instructor Teacher Support: Which soil do beans grow best in? Intended Role: Instructor uInvestigate Lab Placemat: How does weather repeat? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo se repite el estado del tiempo? Intended Role: Instructor Teacher Support: How does weather repeat? Intended Role: Instructor uInvestigate Lab Placemat: Where did the water go? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Adónde se fue el agua? Intended Role: Instructor Teacher Support: Where did the water go? Intended Role: Instructor uInvestigate Lab Placemat: How can a building survive strong winds? Intended Role: Instructor Teacher Support: How can a building survive strong winds? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo sobrevive un edificio a los vientos fuertes? Intended Role: Instructor uInvestigate Lab Placemat: How does air move in a storm? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo se mueve el aire en una tormenta? Intended Role: Instructor Teacher Support: How does air move in a storm? Intended Role: Instructor uConnect Lab Placemat: Which water is hotter? Intended Role: Instructor uConnect Lab Teacher Support: Which water is hotter? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué agua está más caliente? Intended Role: Instructor uDemonstrate Lab Placemat: How can I collect weather data? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedo reunir datos sobre el estado del tiempo? Intended Role: Instructor uDemonstrate Lab Activity Card: How can I collect weather data? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedo reunir datos sobre el estado del tiempo? Intended Role: Instructor Teacher Support: How can I collect weather data? Intended Role: Instructor Quest Check-In Lab Placemat: How do you use shapes when building? Intended Role: Instructor Teacher Support: How do you use shapes when building? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo usas las formas para construir? Intended Role: Instructor STEM uInvestigate Lab Placemat: What Can Beavers Teach Engineers? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pueden enseñar los castores a los ingenieros? Intended Role: Instructor Teacher Support: What Can Beavers Teach Engineers? Intended Role: Instructor uInvestigate Lab Placemat: Which Package fits the Blocks? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué recipiente entran los bloques? Intended Role: Instructor Teacher Support: Which Package fits the Blocks? Intended Role: Instructor uInvestigate Lab Placemat: How can you make a bigger bubble? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer una burbuja más grande? Intended Role: Instructor Teacher Support: How can you make a bigger bubble? Intended Role: Instructor uInvestigate Lab Placemat: What is Different? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué se diferencian? Intended Role: Instructor Teacher Support: What is Different? Intended Role: Instructor uConnect Lab Placemat: Which Object is Bigger? Intended Role: Instructor Teacher Support: Which Object is Bigger? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué objeto es más grande? Intended Role: Instructor STEM uDemonstrate Lab Placemat: What makes something sink or float? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Qué hace que algo se hunda o flote? Intended Role: Instructor uDemonstrate Lab Activity Card: What makes something sink or float? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Qué hace que algo se hunda o flote? Intended Role: Instructor Teacher Support: What makes something sink or float? Intended Role: Instructor Quest Check-In Lab Placemat: What materials make a bridge strong? Intended Role: Instructor Teacher Support: What materials make a bridge strong? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué materiales hacen que un puente sea resistente? Intended Role: Instructor uInvestigate Lab Placemat: How can you change objects? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes cambiar los objetos? Intended Role: Instructor Teacher Support: How can you change objects? Intended Role: Instructor uInvestigate Lab Placemat: How does heating and cooling change matter? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo cambia la materia cuando se calienta y se enfría? Intended Role: Instructor Teacher Support: How does heating and cooling change matter? Intended Role: Instructor STEM uInvestigate Lab Placemat: What can you build? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué puedes construir? Intended Role: Instructor Teacher Support: What can you build? Intended Role: Instructor STEM uConnect Lab Placemat: How can you use all of the materials? Intended Role: Instructor Teacher Support: How can you use all of the materials? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes usar todos los materiales? Intended Role: Instructor STEM uDemonstrate Lab Placemat: How can you make something new? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedes hacer algo nuevo? Intended Role: Instructor uDemonstrate Lab Activity Card: How can you make something new? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedes hacer algo nuevo? Intended Role: Instructor Teacher Support: How can you make something new? Intended Role: Instructor STEM Quest Check-In Lab Placemat: How does gravity affect the way water flows? Intended Role: Instructor Teacher Support: How does gravity affect the way water flows? Intended Role: Instructor Mantel individual de STEM Misión Control: Lab: ¿Cómo afecta la gravedad el modo en que fluye el agua? Intended Role: Instructor STEM uInvestigate Lab Placemat: How can you make an object that moves? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer qué un objeto se mueva? Intended Role: Instructor Teacher Support: How can you make an object that moves? Intended Role: Instructor uInvestigate Lab Placemat: How can you change how fast or slow an object moves? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes cambiar qué tan rápido o lento se mueve un objeto? Intended Role: Instructor Teacher Support: How can you change how fast or slow an object moves? Intended Role: Instructor uInvestigate Lab Placemat: How strong is a magnet? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cuánta fuerza tiene un imán? Intended Role: Instructor Teacher Support: How strong is a magnet? Intended Role: Instructor uInvestigate Lab Placemat: How does the speed of two falling objects compare? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo comparar la rapidez de dos objetos que caen? Intended Role: Instructor Teacher Support: How does the speed of two falling objects compare? Intended Role: Instructor uInvestigate Lab Placemat: How can an object change from being still to having motion? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puede un objeto pasar de estar quieto a estar en movimiento? Intended Role: Instructor Teacher Support: How can an object change from being still to having motion? Intended Role: Instructor uConnect Lab Placemat: What forces are used in tug-of-war? Intended Role: Instructor Teacher Support: What forces are used in tug-of-war? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué fuerzas se usan en el juego de jalar la cuerda? Intended Role: Instructor uDemonstrate Lab Placemat: How does speed affect how far an object moves? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Intended Role: Instructor uDemonstrate Lab Activity Card: How does speed affect how far an object moves? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Intended Role: Instructor Teacher Support: How does speed affect how far an object moves? Intended Role: Instructor Quest Check-In Lab Placemat: How can you see the parts of a plant work? Intended Role: Instructor Teacher Support: How can you see the parts of a plant work? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puedes ver cómo funcionan las partes de las plantas? Intended Role: Instructor uInvestigate Lab Placemat: How can you make a model of your body? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer un modelo de tu cuerpo? Intended Role: Instructor Teacher Support: How can you make a model of your body? Intended Role: Instructor uInvestigate Lab Placemat: What is inside a seed or a bulb? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué hay dentro de una semilla o bulbo? Intended Role: Instructor Teacher Support: What is inside a seed or a bulb? Intended Role: Instructor uInvestigate Lab Placemat: What do plants need to grow? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan las plantas para crecer? Intended Role: Instructor Teacher Support: What do plants need to grow? Intended Role: Instructor uInvestigate Lab Placemat: What do animals need? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan los animales? Intended Role: Instructor Teacher Support: What do animals need? Intended Role: Instructor uConnect Lab Placemat: What do living things need? Intended Role: Instructor Teacher Support: What do living things need? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué necesitan los seres vivos? Intended Role: Instructor uDemonstrate Lab Placemat: How does a plant make oxygen? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo produce oxígeno una planta? Intended Role: Instructor uDemonstrate Lab Activity Card: How does a plant make oxygen? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo produce oxígeno una planta? Intended Role: Instructor Teacher Support: How does a plant make oxygen? Intended Role: Instructor Quest Check-In Lab Placemat: Which habitat is best? Intended Role: Instructor Teacher Support: Which habitat is best? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué hábitat es mejor? Intended Role: Instructor uInvestigate Lab Placemat: Who lives in a grassland? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Quién vive en la pradera? Intended Role: Instructor Teacher Support: Who lives in a grassland? Intended Role: Instructor uInvestigate Lab Placemat: What do land plants need? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan las plantas de tierra? Intended Role: Instructor Teacher Support: What do land plants need? Intended Role: Instructor STEM uInvestigate Lab Placemat: How do plants survive in water? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo sobreviven las plantas en el agua? Intended Role: Instructor Teacher Support: How do plants survive in water? Intended Role: Instructor uConnect Lab Placemat: What is out there? Intended Role: Instructor Teacher Support: What is out there? Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué hay allí afuera? Intended Role: Instructor uDemonstrate Lab Placemat: How can you compare diversity in two habitats? Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedes comparar la diversidad en dos hábitats? Intended Role: Instructor UDemonstrate Lab Activity Card: How can you compare diversity in two habitats? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedes comparar la diversidad en dos hábitats? Intended Role: Instructor Teacher Support: How can you compare diversity in two habitats? Intended Role: Instructor Pearson Florida Elevar las ciencias Libro del maestro con respuestas Grado 2 Intended Role: Instructor Guía de recursos en español Intended Role: Instructor Carta al hogar: La Tierra y el estado del tiempo Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué agua está más caliente? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes clasificar las rocas? Intended Role: Instructor Clave de respuestas de la prueba: Las rocas y los minerales Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué suelo crecen mejor los frijoles? Intended Role: Instructor Clave de respuestas de la prueba: El suelo Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo se repite el estado del tiempo? Intended Role: Instructor Clave de respuestas de la prueba: Cambios en el estado del tiempo Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Adónde se fue el agua? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo afecta el Sol a la marga y la arena? Intended Role: Instructor Clave de respuestas de la prueba: El Sol Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo sobrevive un edificio a los vientos fuertes? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo se mueve el aire en una tormenta? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué le pasa a una duna de arena durante una tormenta? Intended Role: Instructor Clave de respuestas de la prueba: Mantenerse a salvo en tiempo severo Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedo reunir datos sobre el estado del tiempo? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedo reunir datos sobre el estado del tiempo? Intended Role: Instructor Clave de respuestas del examen: La Tierra y el estado del tiempo Intended Role: Instructor Carta al hogar: Propiedades de la materia Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué objeto es más grande? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué se diferencian? Intended Role: Instructor Clave de respuestas de la prueba: Describir la materia Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué pueden enseñar los castores a los ingenieros? Intended Role: Instructor Clave de respuestas de la prueba: Las propiedades de la materia Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿En qué recipiente entran los bloques? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo usas las formas para construir? Intended Role: Instructor Clave de respuestas de la prueba: Usos de los sólidos Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer una burbuja más grande? Intended Role: Instructor Clave de respuestas de la prueba: Usos de los líquidos y los gases Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Qué hace que algo se hunda o flote? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Qué hace que algo se hunda o flote? Intended Role: Instructor Clave de respuestas del examen: Propiedades de la materia Intended Role: Instructor Carta al hogar: La materia cambiante Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Cómo puedes usar todos los materiales? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes cambiar los objetos? Intended Role: Instructor Clave de respuestas de la prueba: Observar los cambios de la materia Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo cambia la materia cuando se calienta y se enfría? Intended Role: Instructor Clave de respuestas de la prueba: La temperatura y la materia Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué puedes construir? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué materiales hacen que un puente sea resistente? Intended Role: Instructor Clave de respuestas de la prueba: La materia en los objetos Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedes hacer algo nuevo? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedes hacer algo nuevo? Intended Role: Instructor Clave de respuestas del examen: La materia cambiante Intended Role: Instructor Carta al hogar: La energía, la fuerza y el movimiento Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué fuerzas se usan en el juego de jalar la cuerda? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puede un objeto pasar de estar quieto a estar en movimiento? Intended Role: Instructor Clave de respuestas de la prueba: Usar la energía Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer qué un objeto se mueva? Intended Role: Instructor Clave de respuestas de la prueba: El movimiento y la fuerza Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes cambiar qué tan rápido o lento se mueve un objeto? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cuánta fuerza tiene un imán? Intended Role: Instructor Clave de respuestas de la prueba: Los imanes Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo comparar la rapidez de dos objetos que caen? Intended Role: Instructor Mantel individual de STEM Misión Control: Lab: ¿Cómo afecta la gravedad el modo en que fluye el agua? Intended Role: Instructor Clave de respuestas de la prueba: La gravedad Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo afecta la rapidez la distancia que recorre un objeto? Intended Role: Instructor Clave de respuestas del examen: La energía, la fuerza y el movimiento Intended Role: Instructor Carta al hogar: Las plantas y los animales Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué necesitan los seres vivos? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué hay dentro de una semilla o bulbo? Intended Role: Instructor Clave de respuestas de la prueba: Las plantas y los animales Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan las plantas para crecer? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Cómo puedes ver cómo funcionan las partes de las plantas? Intended Role: Instructor Clave de respuestas de la prueba: Necesidades de las plantas Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan los animales? Intended Role: Instructor Clave de respuestas de la prueba: Necesidades de los animales Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo puedes hacer un modelo de tu cuerpo? Intended Role: Instructor Clave de respuestas de la prueba: El cuerpo humano Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo produce oxígeno una planta? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo produce oxígeno una planta? Intended Role: Instructor Clave de respuestas del examen: Las plantas y los animales Intended Role: Instructor Carta al hogar: Los hábitats Intended Role: Instructor Mantel individual de túConectas: Lab: ¿Qué hay allí afuera? Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Quién vive en la pradera? Intended Role: Instructor Mantel individual de Misión Control: Lab: ¿Qué hábitat es mejor? Intended Role: Instructor Clave de respuestas de la prueba: Identificar los hábitats Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Qué necesitan las plantas de tierra? Intended Role: Instructor Clave de respuestas de la prueba: Los seres vivos y los hábitats de tierra Intended Role: Instructor Mantel individual de túInvestigas: Lab: ¿Cómo sobreviven las plantas en el agua? Intended Role: Instructor Clave de respuestas de la prueba: Los seres vivos y los hábitats de agua Intended Role: Instructor Mantel individual de túDemuestras: Lab: ¿Cómo puedes comparar la diversidad en dos hábitats? Intended Role: Instructor túDemuestras: Lab Tarjeta de actividades: ¿Cómo puedes comparar la diversidad en dos hábitats? Intended Role: Instructor Clave de respuestas del examen: Los hábitats Intended Role: Instructor Clave de respuestas del examen de referencia: Ciencias de la vida Intended Role: Instructor Clave de respuestas del examen de referencia: Ciencias de la Tierra Intended Role: Instructor Clave de respuestas del examen de referencia: Ciencias físicas Intended Role: Instructor Respuestas del examen de fin de año Intended Role: Instructor Pearson Elevate Science Florida Leveled and Content Reader Lesson Plans Intended Role: Instructor