Organization: Pearson Education Product Name: Interactive Science Grade 1 for Realize Product Version: v1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-adb02e44-6d36-3287-ac67-680c8eeb65b1 Timestamp: Friday, January 18, 2019 11:35 AM EST 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: Build simple models to represent events and design solutions. - SEP-3-5-2-2 Generate and compare multiple solutions that use patterns to transfer information.* - PE-4-PS4-3. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. - DCI-1-ESS1.A.1 Objects can be seen if light is available to illuminate them or if they give off their own light. - DCI-1-PS4.B.1 Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. - DCI-1-PS4.B.2 Create multiple solutions to design problems. - SEP-3-5-6-2 The student is expected to identify and compare the parts of plants. - 1.10B The student is expected to examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. - K.9B The student is expected to compare ways that young animals resemble their parents. - 1.10C Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. - SEP-K-2-3-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. - PE-1-LS1-2 The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. - 2.6A Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* - PE-2-ESS2-1 Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. - SEP-K-2-3-3 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* - PE-1-LS1-1 The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. - 2.10B Obtain information to identify where water is found on Earth and that it can be solid or liquid. - PE-2-ESS2-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide. - PE-4-PS3-3 The student is expected to sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring. - 1.9A Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. - PE-1-LS3-1 Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. - DCI-1-LS3.A.1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. - PE-5-ESS2-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. - PE-K-ESS3-1 The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. - 2.6D The student is expected to investigate and record some of the unique stages that insects undergo during their life cycle. - 2.10C Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* - PE-K-PS3-2 The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. - 2.6C Make observations to determine the effect of sunlight on Earth?s surface. - PE-K-PS3-1 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* - PE-K-ESS3-3 The student is expected to observe and identify how magnets are used in everyday life. - 2.6B Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. - DCI-K-ESS2.D.1 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. - PE-2-ETS1-3 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. - PE-2-ETS1-1 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. - PE-4-PS4-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. - PE-4-LS1-2. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. - PE-3-PS2-3 Plan and conduct an investigation to determine if plants need sunlight and water to grow. - PE-2-LS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. - PE-3-PS2-1 Make observations of plants and animals to compare the diversity of life in different habitats. - PE-2-LS4-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. - PE-2-PS1-1 Use models to describe that energy in animals? food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. - PE-5-PS3-1 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. - PE-5-PS1-4 Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. - 5.6A Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. - PE-5-LS2-1 The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. - 1.6A Develop a model to describe that matter is made of particles too small to be seen. - PE-5-PS1-1 All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. - DCI-1-LS1.A.1 The student is expected to predict and describe how a magnet can be used to push or pull an object. - 1.6B An object can be seen when light reflected from its surface enters the eyes. - DCI-4-PS4.B.3 Seasonal patterns of sunrise and sunset can be observed, described, and predicted. - DCI-1-ESS1.B.1 Ask questions specifying qualitative relationships. - SEP-3-5-1-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. - PE-4-PS4-1. Plan and carry out investigations to answer questions or test solutions to problems to include investigations that control variables and provide evidence to support explanations or design solutions. - SEP-3-5-3-1 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. - PE-2-PS1-3 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* - PE-2-PS1-2 Sound can make matter vibrate, and vibrating matter can make sound. - DCI-1-PS4.A.1 People also use a variety of devices to communicate over long distances. - DCI-1-PS4.C.1 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. - PE-2-PS1-4 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. - PE-3-LS1-1 Obtain, evaluate, and communicate information using observations and texts to communicate new information. - SEP-K-2-8-1 Obtain information using observations and texts to communicate new information. - SEP-K-2-8-2 Analyze and interpret data from maps to describe patterns of Earth?s features. - PE-4-ESS2-2. Analyze data by collecting, recording, and sharing observations. - SEP-K-2-4-1 Construct explanations to use evidence and ideas in constructing evidence_based accounts of natural phenomena. - SEP-K-2-6-1 Plants depend on water and light to grow. - DCI-2-LS2.A.1 Design solutions to use evidence and ideas in constructing designing solutions. - SEP-K-2-6-2 Make observations at different times of year to relate the amount of daylight to the time of year. - PE-1-ESS1-2 Use observations of the sun, moon, and stars to describe patterns that can be predicted. - PE-1-ESS1-1 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. - PE-5-ESS1-2 Use and share observations of local weather conditions to describe patterns over time. - PE-K-ESS2-1 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. - PE-K-ESS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. - PE-K-PS2-2 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. - PE-1-PS4-3 Make observations to construct an evidence-based account that objects can be seen only when illuminated. - PE-1-PS4-2 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. - PE-1-PS4-1 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. - PE-5-ETS1-2 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. - PE-5-ETS1-3 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* - PE-1-PS4-4 The student is expected to explore interactions between magnets and various materials. - K.6B Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. - DCI-K-ESS3.A.1 Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. - DCI-1-LS1.D.1 Adult plants and animals can have young. 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I_fe282f0f-7592-330c-9864-424006ccbe73_1_R/BasicLTI.xml I_fecebbbc-1b13-305d-a798-41aa342aa6d4_1_R/BasicLTI.xml I_ff0529fb-9379-3552-b654-5819cadc715c_R/BasicLTI.xml I_ff7d06fd-c243-35f5-ab86-dd459092e8c3_1_R/BasicLTI.xml Title: Interactive Science Grade 1 for Realize Tools Glossary Assessment Download Center Accessible Student Edition Quests, Labs, STEM, and Program Resources Quest Keep Out the Sun! Quest Kick-Off Light and Sight Quest Check Blocking Light Quest Check Lab How We Use Light Quest Check Design a Curtain Quest Findings Hands On and Virtual Labs Chapter 1 Energy Chapter 1 Opener Student Voice What does light do? Try It! What does light do? Try It! Activity Placemat Lesson 2 What gives off heat? Texture and Heat Explore It! Texture and Heat Activity Placemat Lesson 4 What is sound? How can you make sound? Explore It! How can you make sound? Activity Placemat Chapter-Level Labs How does light move through water? Apply It! How does light move through water? Activity Placemat What sounds can bottles make? Investigate It! Activity Card What sounds can bottles make? Directed Inquiry What other sounds can you make? Guided Inquiry How could you further explore sounds? Open Inquiry Chapter 2 Plants and Animals Chapter 2 Opener Student Voice Flowers: Alike and Different Try It! Flowers: Alike and Different Try It! Activity Placemat Lesson 3 How do plants grow? How does a seed grow? Explore It! How does a seed grow? Explore It! Activity Placemat Lesson 5 How are living things like their parents? Compare Babies and Parents Explore It! Compare babies and parents Explore It! Activity Placemat Lesson 6 How are groups of living things different? How are bodies different? Explore It! Activity Placemat How are bodies different? Explore It! Chapter-Level Labs How do different seeds grow? Directed Inquiry How do seeds grow in soil? Guided Inquiry How do different seeds grow? Investigate It! Activity Card Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. What do seeds need to grow? Open Inquiry How can a mouse's color help keep it safe from hawks? Apply It! Chapter 3 Patterns in Space Chapter 3 Opener Student Voice How does the sun's movement cause shadows to change? Try It! How does the sun's movement cause shadows to change? Try It! Activity Placemat Lesson 2 What causes day and night? How does the shape of the moon appear to change? Explore It! How does the shape of the moon appear to change? Explore It! Activity Placemat Chapter-Level Labs Does the sun warm land or water faster? Apply It! Does the sun warm land or water faster? Apply It! Activity Placemat How can larger planets look smaller? Guided Inquiry How could you further explore stars? Open Inquiry Why can we see things in the sky? Directed Inquiry Why can we see things in the sky? Investigate It! Activity Card Skills Handbook Part 1 The Nature of Science Skills Handbook Part 1 Opener Student Voice How do you use your senses to identify objects? Try It! How do you use your senses to identify objects? Try It! Activity Placemat Lesson 2 What skills do scientists use? How can you observe objects? Explore It! How can you observe objects? Explore It! Activity Placemat Lesson 3 How do scientists use tools? Why do scientists use tools? Explore It! Why do scientists use tools? Explore It! Activity Placemat Lesson 4 How do scientists find answers? How do scientists answer questions? Explore It! How do scientists answer questions? Explore It! Activity Placemat Lesson 5 How do scientists share data? What are some ways to record and share data? Explore It! What are some ways to record and share data? Explore It! Activity Placemat Chapter-Level Labs How can the mass of a liquid be found? Guided Inquiry How could you further explore the mass of an object? Open Inquiry How do you know the mass of objects? Directed Inquiry How do you know the mass of objects? Investigate It! Activity Card Skills Handbook Part 2 The Design Process Skills Handbook Part 2 Opener Student Voice How can you design a top? Try It! How can you design a top? Try It! Activity Placemat Lesson 1 What is technology? Which tool works better? Explore It! Which tool works better? Explore It! Activity Placemat Lesson 3 What is the design process? Which design works best? Explore It! Which design works best? Explore It! Activity Placemat Chapter-Level Labs How can you build a boat? Directed Inquiry How can you build a boat? Investigate It! Activity Card How can you compare boat designs? Open Inquiry How can you make a clay boat? Guided Inquiry What do pill bugs need? Design It! What do pill bugs need? Design It! Activity Placemat Performance Expectations Activities Waves: Light and Sound 1 Performance Expectation Activity BLM Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Waves: Light and Sound 2 Performance Expectation Activity BLM Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations to determine the effect of sunlight on Earth?s surface. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Construct explanations to use evidence and ideas in constructing evidence_based accounts of natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Construct explanations to use evidence and ideas in constructing evidence-based accounts of natural phenomena. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. Make observations of plants and animals to compare the diversity of life in different habitats. Construct explanations to use evidence and ideas in constructing evidence-based accounts of natural phenomena. Waves: Light and Sound 3 Performance Expectation Activity BLM Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Waves: Light and Sound 4 Performance Expectation Activity BLM Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* Design solutions to use evidence and ideas in constructing designing solutions. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Design solutions to use evidence and ideas in constructing designing solutions. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Design solutions to use evidence and ideas in constructing designing solutions. Structure, Function, and Information Processing 1 Performance Expectation Activity BLM Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Plants depend on water and light to grow. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* Design solutions to use evidence and ideas in constructing designing solutions. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Design solutions to use evidence and ideas in constructing designing solutions. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Design solutions to use evidence and ideas in constructing designing solutions. Structure, Function, and Information Processing 2 Performance Expectation Activity BLM Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Obtain, evaluate, and communicate information using observations and texts to communicate new information. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. Make observations of plants and animals to compare the diversity of life in different habitats. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Obtain, evaluate, and communicate information using observations and texts to communicate new information. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* Use and share observations of local weather conditions to describe patterns over time. Obtain information using observations and texts to communicate new information. Obtain information using observations and texts to communicate new information. Obtain information to identify where water is found on Earth and that it can be solid or liquid. Obtain information using observations and texts to communicate new information. Structure, Function, and Information Processing 3 Performance Expectation Activity BLM Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Make observations to determine the effect of sunlight on Earth?s surface. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Construct explanations to use evidence and ideas in constructing evidence_based accounts of natural phenomena. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Construct explanations to use evidence and ideas in constructing evidence-based accounts of natural phenomena. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. Make observations of plants and animals to compare the diversity of life in different habitats. Construct explanations to use evidence and ideas in constructing evidence-based accounts of natural phenomena. Space Systems: Patterns and Cycles 1 Performance Expectation Activity BLM Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Analyze data by collecting, recording, and sharing observations. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. Space Systems: Patterns and Cycles 2 Performance Expectation Activity BLM Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Make observations at different times of year to relate the amount of daylight to the time of year. STEM Chapter 1: Let's Talk! STEM Activity Chapter 2: Mix It Up! STEM Activity Chapter 3: How Does A Greenhouse Work? STEM Activity Skills Handbook Part 1: What's Over the Wall? STEM Activity Skills Handbook Part 2: Reach, Grab, Pull STEM Activity Program Resources Reader's Theater A Visit to Chemistry Class Reader's Theatre The Materials Engineer Reader's Theatre The Meteorologist Reader's Theatre The Geologist Reader's Theatre The Animal Scientist Reader's Theatre The Naturalist Reader's Theatre A Biologist at the Zoo Reader's Theatre Career Day Reader's Theatre What Scientists Do Reader's Theatre Science Songs and Coloring Book Pages Pull the Sled! Science Song Pull the Sled! Sci Song Coloring Activity Listen to the Sounds! Science Song Listen to the Sounds! Sci Song Coloring Activity A "Matter" of Lemonade Science Song A "Matter" of Lemonade Sci Song Coloring Activity Can I Go Outside and Play? Science Song Can I Go Outside and Play? Sci Song Coloring Activity Something Special Science Song Something Special Sci Song Coloring Activity Water, Air, and Land Science Song Water, Air, and Land Sci Song Coloring Activity Is it Living? I'd Like to Know! Science Song Is it Living? I'd Like to Know! Sci Song Coloring Activity Feed the Birds! Science Song Feed the Birds! Sci Song Coloring Activity I Want to Know! Science Song I Want to Know Sci Song Coloring Activity Multidisciplinary Flipchart Measuring Tools Technology All Around Living and Nonliving Important Needs Shoebox Habitats Plant Parts Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Look at Me Grow! Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. How Many? Baby Animal Match Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Rocks and Soil How We Use Resources Rock Counters Rainfall Chart Trees in Four Seasons Water Cycle Puppet Show Animals Change Day and Night Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Solids and Liquids Describing Properties Changing Objects Save Energy Inclined Planes All Around Push and Pull Magnetic or Not Magnetic? Number of Wheels More or Less? Simple Machine Riddles Partner Questions Curriculum Standards: Ask questions and predict outcomes about the changes in energy that occur when objects collide. Ask questions specifying qualitative relationships. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Ask questions specifying qualitative relationships. Make an Earth Collage Before and After Grade 1 Tests and Test-Taking Strategies Grade 1 Test Prep Overview Grade 1 Test-Taking Strategies Grade 1 Physical Science Test Grade 1 Life Science Test Grade 1 Earth Science Test What are some groups of living things? 60-Sec Video Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. How do plants grow? 60-Sec Video How do some animals grow? 60-Sec Video Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. What is the sun? 60-Sec Video What gives off heat? Invention: Thomas Edison What is sound? Did you know? My Planet Diary Tell About the Seasons Student Tutorial Which things are nonliving? Student Tutorial Electricity can change objects Student Tutorial What is light? Active eBook Lsn Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. What are some parts of a plant? Active eBook Lsn How do some animals grow? Active eBook Lsn What are some groups of living things? Active eBook Lsn Grade 1 Online Benchmark Test 1 Grade 1 Printable Benchmark Test 1 Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Grade 1 Science, Engineering, and Technology Skills Handbook Test Rob Invents the Thirsty Jogger Untamed Science™ Video What questions do scientists ask? Create a Test What is technology? Curriculum Standards: People also use a variety of devices to communicate over long distances. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* What is the design process? What skills do scientists use? Active eBook Lsn How do scientists use tools? Active eBook Lsn How do scientists find answers? Active eBook Lsn Scientific Investigation and Reasoning Student Tutorial Reading Charts, Tables, and Graphs Student Tutorial Volume of Liquids and Solids Student Tutorial Predicting Weather Student Tutorial Science Questions Student Tutorial Grade 1 Online Benchmark Test 2 Grade 1 Printable Benchmark Test 2 Grade 1 End-of-Year Practice Test A How do plants grow? 60-Sec Video How do some animals grow? 60-Sec Video Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. What are some groups of living things? 60-Sec Video Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. What is the sun? 60-Sec Video What Kind of Light Is Moonlight? Untamed Science™ Video Rob Invents the Thirsty Jogger Untamed Science™ Video What gives off heat? Invention: Thomas Edison What is sound? What is sound energy? How does a seed grow? What are some parts of plants? Fact or Fiction: Eggs Plants in Space What is the sun? How can the sun make temperatures change? What gives off heat? Active eBook Lsn What are some groups of living things? Active eBook Lsn Curriculum Standards: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. What are some parts of a plant? Active eBook Lsn Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* How do some animals grow? Active eBook Lsn Curriculum Standards: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. What causes day and night? Active eBook Lsn Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. How do scientists use tools? Active eBook Lsn How do scientists find answers? Active eBook Lsn How do scientists share data? Active eBook Lsn Making a Hypothesis Student Tutorial Scientific Investigation and Reasoning Student Tutorial A Fair Student Tutorial Comparing and Contrasting Student Tutorial Science Questions Student Tutorial Using the Five Senses Student Tutorial Tell About the Seasons Student Tutorial Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Needs of Living Things Student Tutorial Curriculum Standards: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Grade 1 Online End-of-Year Practice Test B Grade 1 Printable End-of-Year Practice Test B Curriculum Standards: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Chapter 1 Energy Chapter 1 Energy Opener Is That a Magnet on Your Fridge? Untamed Science™ Video Curriculum Standards: The student is expected to explore interactions between magnets and various materials. The student is expected to explore interactions between magnets and various materials. The student is expected to predict and describe how a magnet can be used to push or pull an object. The student is expected to predict and describe how a magnet can be used to push or pull an object. What does light do? Try It! What does light do? Try It! Activity Placemat Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Lesson 1 How do we use energy? Engage and Explore How do we use energy? Did you know? My Planet Diary Explain and Elaborate Energy Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. How is energy used? 60-Sec Video Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. How do we use energy? Editable Pres Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. How do we use energy? Graphic Organizer Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to observe and identify how magnets are used in everyday life. The student is expected to trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp. The student is expected to compare patterns of movement of objects such as sliding, rolling, and spinning. Energy in Use How do we use energy? Active eBook Lsn Evaluate How do we use energy? Lesson Check Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. How do we use energy? Lesson Quiz Lesson 2 What gives off heat? Engage and Explore Texture, Friction, and Heat Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. What gives off heat? Texture and Heat Explore It! Texture and Heat Activity Placemat Explain and Elaborate What gives off heat? 60-Sec Video Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. Heat Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. What gives off heat? Editable Pres Curriculum Standards: The student is expected to examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. What gives off heat? Graphic Organizer Curriculum Standards: The student is expected to examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. Heat Changes Curriculum Standards: The student is expected to compare changes in materials caused by heating and cooling. The student is expected to demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting. The student is expected to compare changes in materials caused by heating and cooling. The student is expected to demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. What gives off heat? Active eBook Lsn Evaluate What gives off heat? Lesson Check What gives off heat? Lesson Quiz Lesson 3 What is light? Engage and Explore What is light? Invention: Thomas Edison Invention: Thomas Edison My Planet Diary Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Explain and Elaborate What is light? 60-Sec Video Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. What is light? Editable Pres Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. What is light? Graphic Organizer Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. Energy You Can See Searching With Light Virtual Lab Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. An object can be seen when light reflected from its surface enters the eyes. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. What is light? Active eBook Lsn Evaluate What is light? Lesson Check Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. What is light? Lesson Quiz Lesson 4 What is sound? Engage and Explore How can you make sound? Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. What is sound? How can you make sound? Explore It! How can you make sound? Activity Placemat Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Explain and Elaborate What is sound? 60-Sec Video Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. What is sound? Editable Pres Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. What is sound? Graphic Organizer Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. Properties of Sound Curriculum Standards: The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Students are expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. The student is expected to investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. What is sound energy? What is sound? Active eBook Lsn Evaluate What is sound? Lesson Check Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. What is sound? Lesson Quiz Chapter Labs and STEM What sounds can bottles make? Investigate It! Activity Card What sounds can bottles make? Directed Inquiry Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. What sounds can bottles make? Guided Inquiry Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. What sounds can bottles make? Open Inquiry Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Ask questions specifying qualitative relationships. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Ask questions specifying qualitative relationships. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Plan and carry out investigations to answer questions or test solutions to problems to include investigations that control variables and provide evidence to support explanations or design solutions. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Plan and carry out investigations to answer questions or test solutions to problems to include investigations that control variables and provide evidence to support explanations or design solutions. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. How does light move through water? Apply It! Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Ask questions specifying qualitative relationships. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Ask questions specifying qualitative relationships. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Plan and carry out investigations to answer questions or test solutions to problems to include investigations that control variables and provide evidence to support explanations or design solutions. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Plan and carry out investigations to answer questions or test solutions to problems to include investigations that control variables and provide evidence to support explanations or design solutions. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. How does light move through water? Activity Placemat Curriculum Standards: Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Ask questions specifying qualitative relationships. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Ask questions specifying qualitative relationships. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Plan and carry out investigations to answer questions or test solutions to problems to include investigations that control variables and provide evidence to support explanations or design solutions. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Plan and carry out investigations to answer questions or test solutions to problems to include investigations that control variables and provide evidence to support explanations or design solutions. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. Let's Talk! STEM Activity Curriculum Standards: Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Generate and compare multiple solutions that use patterns to transfer information.* Analyze and interpret data from maps to describe patterns of Earth?s features. Create multiple solutions to design problems. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Create multiple solutions to design problems. Chapter Leveled Readers Energy Around Us Energy in Our World Electricity Everywhere Energy Around Us Flipbook Energy in Our World Flipbook Electricity Everywhere Flipbook Chapter Assessment Printable Chapter Test Curriculum Standards: Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. Make observations to construct an evidence-based account that objects can be seen only when illuminated. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Sound can make matter vibrate, and vibrating matter can make sound. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. How Matter Changes Student Tutorial Invention: Thomas Edison What is sound energy? Did you know? My Planet Diary What gives off heat? Active eBook Lsn Chapter Test Chapter 2 Plants and Animals Chapter 2 Plants and Animals Opener Living or Nonliving Untamed Science™ Video Curriculum Standards: The student is expected to sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring. The student is expected to sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring. Flowers: Alike and Different Try It! Flowers: Alike and Different Try It! Activity Placemat Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Lesson 1 What are some groups of living things? Engage and Explore What are some groups of living things? Did You Know: Brain Coral Did You Know: Brain Coral My Planet Diary Explain and Elaborate Groups of Living Things What are some groups of living things? 60-Sec Video Different Animals What are some groups of living things? Active eBook Lsn Evaluate What are some groups of living things? Lesson Check What are some groups of living things? Lesson Quiz Lesson 2 What are some parts of a plant? Engage and Explore What are some parts of plants? Did you know? My Planet Diary Explain and Elaborate Plant Parts Curriculum Standards: The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. What are some parts of plants? Editable Pres Curriculum Standards: The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. What are some parts of plants? Graphic Organizer Curriculum Standards: The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. Parts of a Plant Pearson Flipped Video for Science™ Curriculum Standards: The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. What are some parts of plants? 60-Sec Video Curriculum Standards: The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. The student is expected to identify and compare the parts of plants. The student is expected to observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. Plants in Space Plant Parts and Human Objects Virtual Lab Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* Design solutions to use evidence and ideas in constructing designing solutions. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Design solutions to use evidence and ideas in constructing designing solutions. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Design solutions to use evidence and ideas in constructing designing solutions. What are some parts of a plant? Active eBook Lsn Evaluate What are some parts of a plant? Lesson Check Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* What are some parts of a plant? Lesson Quiz Lesson 3 How do plants grow? Engage and Explore How do plants grow? How does a seed grow? How does a seed grow? Explore It! Curriculum Standards: Plants depend on water and light to grow. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* How does a seed grow? Explore It! Activity Placemat Curriculum Standards: Plants depend on water and light to grow. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Explain and Elaborate Life Cycle of a Pepper Plant How do plants grow? 60-Sec Video How do plants grow? Active eBook Lsn Evaluate How do plants grow? Lesson Check Curriculum Standards: Plants depend on water and light to grow. How do plants grow? Lesson Quiz Lesson 4 How do some animals grow? Engage and Explore How do some animals grow? Fact or Fiction: Eggs Fact or Fiction: Eggs My Planet Diary Explain and Elaborate How Animals Grow How do some animals grow? 60-Sec Video An Animal's Life Cycle How do some animals grow? Active eBook Lsn Evaluate How do some animals grow? Lesson Check Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. How do some animals grow? Lesson Quiz Lesson 5 How are living things like their parents? Engage and Explore How are babies and parents alike? Curriculum Standards: The student is expected to compare ways that young animals resemble their parents. The student is expected to compare ways that young animals resemble their parents. Compare Babies and Parents Explore It! Compare babies and parents Explore It! Activity Placemat Explain and Elaborate How are living things like their parents? 60-Sec Video Curriculum Standards: The student is expected to compare ways that young animals resemble their parents. The student is expected to compare ways that young animals resemble their parents. The student is expected to investigate and record some of the unique stages that insects undergo during their life cycle. The student is expected to investigate and record some of the unique stages that insects undergo during their life cycle. How are the young like their parents? Editable Pres Curriculum Standards: The student is expected to compare ways that young animals resemble their parents. The student is expected to compare ways that young animals resemble their parents. The student is expected to investigate and record some of the unique stages that insects undergo during their life cycle. The student is expected to investigate and record some of the unique stages that insects undergo during their life cycle. How are the young like their parents? Graphic Organizer Curriculum Standards: The student is expected to compare ways that young animals resemble their parents. The student is expected to compare ways that young animals resemble their parents. The student is expected to investigate and record some of the unique stages that insects undergo during their life cycle. The student is expected to investigate and record some of the unique stages that insects undergo during their life cycle. Animals and Their Parents Pearson Flipped Video for Science™ Curriculum Standards: The student is expected to compare ways that young animals resemble their parents. The student is expected to compare ways that young animals resemble their parents. Plants, Animals, and Their Parents Curriculum Standards: The student is expected to compare ways that young animals resemble their parents. The student is expected to compare ways that young animals resemble their parents. How are living things like their parents? Active eBook Lsn Evaluate How are living things like their parents? Lesson Check Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. How are living things like their parents? Lesson Quiz Lesson 6 How are groups of living things different? Engage and Explore How are groups of living things different? How are bodies different? How are bodies different? Explore It! Curriculum Standards: People also use a variety of devices to communicate over long distances. Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. How are bodies different? Explore It! Activity Placemat Curriculum Standards: People also use a variety of devices to communicate over long distances. Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. Explain and Elaborate Living Things Are Alike and Different How are groups of living things different? 60-Sec Video Compare Animals How are groups of living things different? Active eBook Lsn Evaluate How are groups of living things different? Lesson Check Curriculum Standards: People also use a variety of devices to communicate over long distances. Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* How are groups of things different? Lesson Quiz Chapter Labs and STEM How do different seeds grow? Investigate It! Activity Card Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. How do different seeds grow? Directed Inquiry Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. How do seeds grow in soil? Guided Inquiry Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations to determine the effect of sunlight on Earth?s surface. Use and share observations of local weather conditions to describe patterns over time. Analyze data by collecting, recording, and sharing observations. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Analyze data by collecting, recording, and sharing observations. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Analyze data by collecting, recording, and sharing observations. What do seeds need to grow? Open Inquiry Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Mix It Up! STEM Activity Curriculum Standards: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Build simple models to represent events and design solutions. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Build simple models to represent events and design solutions. Develop a model to describe that matter is made of particles too small to be seen. Use models to describe that energy in animals? food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Build simple models to represent events and design solutions. How can a mouse's color help keep it safe from hawks? Apply It! How can a mouse's color help keep it safe from hawks? Apply It! Activity Placemat Chapter Leveled Readers Plants and Animals Plants and Animals Living Together Living Things Change and Grow Plants and Animals Flipbook Plants and Animals Living Together Flipbook Living Things Change and Grow Flipbook Chapter Assessment Printable Chapter Test Curriculum Standards: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* Plants depend on water and light to grow. Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. What are some groups of living things? 60-Sec Video Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Plant Life Cycles Student Tutorial Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. How do some animals grow? 60-Sec Video Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. How are living things like their parents? Active eBook Lsn Curriculum Standards: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Chapter Test Chapter 3 Patterns in Space Chapter 3 Patterns in Space Opener What Kind of Light Is Moonlight? Untamed Science™ Video How does the sun's movement cause shadows to change? Try It! How does the sun's movement cause shadows to change? Try It! Activity Placemat Lesson 1 What is the sun? Engage and Explore What is the sun? How can the sun make temperatures change? Invention! My Planet Diary Explain and Elaborate Sun What is the sun? 60-Sec Video A Sunny Day Curriculum Standards: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. What is the sun? Active eBook Lsn Evaluate What is the sun? Lesson Check What is the sun? Lesson Quiz Lesson 2 What causes day and night? Engage and Explore Invention: Telescope How does the shape of the moon appear to change? Explore It! How does the shape of the moon appear to change? Explore It! Activity Placemat Explain and Elaborate Observing Moon Phases Pearson Flipped Video for Science™ What causes day and night? 60-Sec Video What causes day and night? Editable Pres What causes day and night? Graphic Organizer Day and Night Summary Earth Rotation Virtual Lab Curriculum Standards: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. What causes day and night? Active eBook Lsn Evaluate What causes day and night? Lesson Check What causes day and night? Lesson Quiz Lesson 3 What are the four seasons? Engage and Explore What are the four seasons? Fact or Fiction: Seasons in the South Half of the World Fact or Fiction: Seasons in the South Half of the World My Planet Diary Explain and Elaborate What are the four seasons? 60-Sec Video What Season Is It Now? Pearson Flipped Video for Science™ What are the four seasons? Editable Pres What are the four seasons? Graphic Organizer The Four Seasons What are the four seasons? Active eBook Lsn Evaluate What are the four seasons? Lesson Check What are the four seasons? Lesson Quiz Chapter Labs and STEM Does the sun warm land or water faster? Apply It! Does the sun warm land or water faster? Apply It! Activity Placemat Why can we see things in the sky? Investigate It! Activity Card Why can we see things in the sky? Directed Inquiry How can larger planets look smaller? Guided Inquiry How could you further explore stars? Open Inquiry How Does A Greenhouse Work? STEM Activity Chapter Leveled Readers Earth and Sky The Sky Above Us All About the Sun Earth and Sky Flipbook The Sky Above Us Flipbook All About the Sun Flipbook Chapter Assessment Printable Chapter Test Tell About the Seasons Student Tutorial Curriculum Standards: Seasonal patterns of sunrise and sunset can be observed, described, and predicted. Make observations at different times of year to relate the amount of daylight to the time of year. Chapter Test Skills Handbook Part 1 The Nature of Science Skills Handbook Part 1 The Nature of Science Opener Inquiring Minds Untamed Science™ Video How do you use your senses to identify objects? Try It! How do you use your senses to identify objects? Try It! Activity Placemat Lesson 1 What questions do scientists ask? Engage and Explore What questions do scientists ask? Discovery: George Washington Carver Discovery: George Washington Carver My Planet Diary Explain and Elaborate What questions do scientists ask? 60-Sec Video What questions do scientists ask? Editable Pres What questions do scientists ask? Graphic Organizer Pick the Right Question Pearson Flipped Video for Science™ Ask About an Animal What questions do scientists ask? Active eBook Lsn Evaluate What questions do scientists ask? Lesson Check What questions do scientists ask? Lesson Quiz Lesson 2 What skills do scientists use? Engage and Explore How can you observe objects? How can you observe objects? Explore It! How can you observe objects? Explore It! Activity Placemat Explain and Elaborate What skills do scientists use? Editable Pres What skills do scientists use? Graphic Organizer Are You a Scientist? Pearson Flipped Video for Science™ The Five Senses What skills do scientists use? Active eBook Lsn Evaluate What skills do scientists use? Lesson Check What skills do scientists use? Lesson Quiz Lesson 3 How do scientists use tools? Engage and Explore Why do scientists use tools? Why do scientists use tools? Explore It! Why do scientists use tools? Explore It! Activity Placemat Explain and Elaborate How do scientists use tools? 60-Sec Video How do scientists use tools? Editable Pres How do scientists use tools? Graphic Organizer Tools and Safety Using Tools How do scientists use tools? Active eBook Lsn Evaluate How do scientists use tools? Lesson Check How do scientists use tools? Lesson Quiz Lesson 4 How do scientists find answers? Engage and Explore How can you test a prediction? How do scientists answer questions? Explore It! How do scientists answer questions? Explore It! Activity Placemat Explain and Elaborate How do scientists find answers? 60-Sec Video How do scientists find answers? Editable Pres How do scientists find answers? Graphic Organizer Scientific Methods Create a Test Curriculum Standards: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. How do scientists find answers? Active eBook Lsn Evaluate How do scientists find answers? Lesson Check How do scientists find answers? Lesson Quiz Lesson 5 How do scientists share data? Engage and Explore Record and Share Data What are some ways to record and share data? Explore It! What are some ways to record and share data? Explore It! Activity Placemat Explain and Elaborate How do scientists share data? 60-Sec Video How do scientists share data? Editable Pres How do scientists share data? Graphic Organizer Records Sharing My Results Pearson Flipped Video for Science™ How Scientists Observe Curriculum Standards: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* Use and share observations of local weather conditions to describe patterns over time. Obtain information using observations and texts to communicate new information. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Obtain information using observations and texts to communicate new information. Make observations of plants and animals to compare the diversity of life in different habitats. Obtain information to identify where water is found on Earth and that it can be solid or liquid. Obtain information using observations and texts to communicate new information. How do scientists share data? Active eBook Lsn Evaluate How do scientists share data? Lesson Check How do scientists share data? Lesson Quiz Chapter Labs and STEM How do you know the mass of objects? Investigate It! Activity Card What's Over the Wall? STEM Activity How do you know the mass of objects? Directed Inquiry How can the mass of a liquid be found? Guided Inquiry How could you further explore the mass of an object? Open Inquiry Chapter Leveled Readers Practice of Science Science Everywhere Machines That Work Practice of Science Flipbook Science Everywhere Flipbook Machines That Work Flipbook Chapter Assessment Printable Chapter Test Plants in Space Which tool works better? Create a Test How do scientists use tools? Active eBook Lsn How do scientists share data? Active eBook Lsn Evaluating Student Tutorial Scientific Investigation and Reasoning Student Tutorial Read a Weather Calendar Student Tutorial Curriculum Standards: Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. Use and share observations of local weather conditions to describe patterns over time. How do scientists use tools? Student Tutorial What skills do scientists use? Active eBook Lsn Chapter Test Skills Handbook Part 2 The Design Process Skills Handbook Part 2 The Design Process Opener Rob Invents the Thirsty Jogger Untamed Science™ Video How can you design a top? Try It! How can you design a top? Try It! Activity Placemat Lesson 1 What is technology? Engage and Explore What is technology? Which tool works better? Which tool works better? Explore It! Which tool works better? Explore It! Activity Placemat Explain and Elaborate Technology What is technology? 60-Sec Video Technology in Use What is technology? Active eBook Lsn Evaluate What is technology? Lesson Check What is technology? Lesson Quiz Lesson 2 What are objects made of? Engage and Explore What are objects made of? Discovery: Orville Redenbacher Curriculum Standards: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* Plan and conduct an investigation to determine if plants need sunlight and water to grow. Plan simple investigations, based on fair tests, which provide data to support explanations or design solutions. Discovery: Orville Redenbacher My Planet Diary Explain and Elaborate Natural and Man-Made Objects What are objects made of? 60-Sec Video Natural Materials in Use What are objects made of? Active eBook Lsn Evaluate What are objects made of? Lesson Check What are objects made of? Lesson Quiz Lesson 3 What is the design process? Engage and Explore What is the design process? Which design works best? Which design works best? Explore It! Which design works best? Explore It! Activity Placemat Explain and Elaborate The Design Process What is the design process? 60-Sec Video Who invented the aeroplane? What is the design process? Active eBook Lsn Evaluate What is the design process? Lesson Check What is the design process? Lesson Quiz Chapter Labs and STEM Reach, Grab, Pull STEM Activity How can you build a boat? Investigate It! Activity Card How can you build a boat? Directed Inquiry How can you make a clay boat? Guided Inquiry How can you compare boat designs? Open Inquiry What do pill bugs need? Design It! What do pill bugs need? Design It! Activity Placemat Chapter Leveled Readers The Design Process What is the Design Process? What Can You Design? The Design Process Flipbook What is the Design Process? Flipbook What Can You Design? Flipbook Chapter Assessment Printable Chapter Test What is technology? Curriculum Standards: People also use a variety of devices to communicate over long distances. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* What are some groups of living things? Discovery: Orville Redenbacher Rob Invents the Thirsty Jogger Untamed Science™ Video What are some groups of living things? 60-Sec Video What is technology? Active eBook Lsn Curriculum Standards: People also use a variety of devices to communicate over long distances. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* What are objects made of? Active eBook Lsn What is the design process? Active eBook Lsn Chapter Test Teacher Resources Container Quest Overview Teacher Support How can you block light? Quest Kick-Off Teacher Support Notes Light and Sight Quest Check Teacher Support Notes Blocking Light Quest Check Teacher Support Notes How We Use Light Quest Check Teacher Support Notes Design a Curtain Quest Findings Teacher Support Notes What does light do? Try It! Teacher Notes Texture and Heat Explore It! Teacher Notes How can you make sound? Explore It! Teacher Notes How does light move through water? Apply It! Teacher Ntes What sounds can bottles make? Investigate It! Teacher Notes and Answers What sounds can bottles make? Investigate It! Teacher Notes and Answers What sounds can bottles make? Investigate It! Teacher Notes and Answers What sounds can bottles make? Investigate It! Teacher Notes and Answers Flowers: Alike and Different Try It! Teacher Notes and Answers How does a seed grow? Explore It! Teacher Notes Compare Babies and Parents Explore It! Teacher Notes Baby Bingo Blackline Master How are bodies different? Explore It! Teacher Notes Footprint Sheet Blackline Master How do different seeds grow? Teacher Notes and Answers Seed Growth Chart How do different seeds grow? Teacher Notes and Answers Seed Growth Chart How do different seeds grow? Teacher Notes and Answers Seed Growth Chart How do different seeds grow? Teacher Notes and Answers Seed Growth Chart How can a mouse's color help keep it safe from hawks? Apply It! Teacher Notes How does the sun's movement cause shadows to change? Try It! Teacher Notes Sun Tracker BLM How does the shape of the moon appear to change? Explore It! Teacher Notes Moon Calendar Sheet BLM Does the sun warm land or water faster? Apply It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes How do you use your senses to identify objects? Try It! Teacher Notes How can you observe objects? Explore It! Teacher Notes Why do scientists use tools? Explore It! Teacher Notes How do scientists answer questions? Explore It! Teacher Notes What are some ways to record and share data? Explore It! Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes How can you design a top? Try It! Teacher Notes Which tool works better? Explore It! Teacher Notes Bird Feeder Chart Build a Bird Feeder Which design works best? Explore It! Teacher Notes How can you build a boat? Investigate It! Teacher Notes How can you build a boat? Investigate It! Teacher Notes How can you build a boat? Investigate It! Teacher Notes How can you build a boat? Investigate It! Teacher Notes What do pill bugs need? Design It! Teacher Notes Waves: Light and Sound 1 Performance Expectation Activity Teacher Support Waves: Light and Sound 2 Performance Expectation Activity Teacher Support Waves: Light and Sound 3 Performance Expectation Activity Teacher Support Waves: Light and Sound 4 Performance Expectation Activity Teacher Support Space Systems: Patterns and Cycles 1 Performance Expectation Activity Teacher Support Space Systems: Patterns and Cycles 2 Performance Expectation Activity Teacher Support Let's Talk! STEM Activity Teacher Notes and Answers Mix It Up! Teacher Notes and Answers How Does a Greenhouse work? Teacher Notes What's Over the Wall? Teacher Notes Reach, Grab, Pull Teacher Notes and Answers Multidisciplinary Flipchart Teacher's Guide Introduction The Science Classroom Language Proficiency Chart Five Essential Principles for Building ELL Lessons Teaching ELLs with Interactive Science Teaching Strategies for English Language Learners Resources Scoring Rubrics for Performance-Based Assessments Grade 1 Test-Taking Strategies Teacher Support Grade 1 Test-Taking Strategies Answer Keys Grade 1 Test-Taking Strategies Answer Keys Grade 1 Test-Taking Strategies Answer Keys Grade 1 Printable Benchmark Test 1 Answer Key Grade 1 Test-Taking Strategies Answer Keys Grade 1 Printable Benchmark Test 2 Answer Key Grade 1 Test-Taking Strategies Answer Keys Baby Bingo Blackline Master Grade 1 Printable End-of-Year Practice Test B Answer Ke Crosscutting Concepts: Scale, Proportion, and Quantity Crosscutting Concepts: Stability and Change Science and Engineering Practices: Engaging in Argument from Evidence Crosscutting Concepts: Cause and Effect Crosscutting Concepts: Energy and Matter Crosscutting Concepts: Energy and Matter Crosscutting Concepts: Patterns Crosscutting Concepts: Structure and Function Crosscutting Concepts: Systems and System Models Science and Engineering Practices: Analyzing and Interpreting Data Science and Engineering Practices: Asking Questions and Defining Problems Science and Engineering Practices: Constructing Explanations and Designing Solutions Science and Engineering Practices: Developing and Using Models Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information Science and Engineering Practices: Planning and Carrying Out Investigations Using Mathematics and Computational Thinking Flipping Your Classroom Formative Assessment Group Projects Interventions in the Science Classroom Project Based Learning Supporting Discourse Technology in the Science Classroom Using Polls Teaching with 1 to 1 computing Teaching with Interactive Whiteboards Teaching with Bring Your Own Device Teaching with Tablets Teaching with Three to Four Computers in the Classroom School to Home Letter School to Home Letter in Spanish What does light do? Try It! Teacher Notes Lesson 1 How do we use energy? Lesson Plan Did you know? Teacher Notes and Answers How do we use energy? Lesson Check Teacher Notes and Answers Lesson 2 What gives off heat? Lesson Plan Texture and Heat Explore It! Teacher Notes What gives off heat? Lesson Check Teacher Notes Lesson 3 What is light? Lesson Plan Invention: Thomas Edison Teacher Notes and Answers Searching With Light Virtual Lab Teacher Notes and Answers What is light? Lesson Check Teacher Notes Lesson 4 What is sound? Lesson Plan How can you make sound? Explore It! Teacher Notes What is sound? Lesson Check Teacher Notes What sounds can bottles make? Investigate It! Teacher Notes and Answers What sounds can bottles make? Investigate It! Teacher Notes and Answers What sounds can bottles make? Investigate It! Teacher Notes and Answers What sounds can bottles make? Investigate It! Teacher Notes and Answers How does light move through water? Apply It! Teacher Ntes Let's Talk! STEM Activity Teacher Notes and Answers Printable Chapter Test Answer Key School to Home Letter School to Home Letter in Spanish Flowers: Alike and Different Try It! Teacher Notes and Answers Lesson 1 What are some groups of living things? Lesson Plan Did You Know: Brain Coral My Planet Diary Teacher Notes What are some groups of living things? Lesson Check Teacher Notes and Answers Lesson 2 What are some parts of a plant? Lesson Plan Did you know? My Planet Diary Teacher Notes What are some parts of a plant? Lesson Check Teacher Notes and Answers Lesson 3 How do plants grow? Lesson Plan How does a seed grow? Explore It! Teacher Notes How do plants grow? Lesson Check Teacher Notes and Answers Lesson 4 How do some animals grow? Lesson Plan Fact or Fiction: Eggs My Planet Diary Teacher Notes How do some animals grow? Lesson Check Teacher Notes and Answers Lesson 5 How are living things like their parents? Lesson Plan Baby Bingo Blackline Master Compare Babies and Parents Explore It! Teacher Notes How are living things like their parents? Lesson Check Teacher Notes and Answers Lesson 6 How are groups of living things different? Lesson Plan Footprint Sheet Blackline Master How are bodies different? Explore It! Teacher Notes How are groups of living things different? Lesson Check Teacher Notes and Answers How do different seeds grow? Teacher Notes and Answers Seed Growth Chart How do different seeds grow? Teacher Notes and Answers Seed Growth Chart How do different seeds grow? Teacher Notes and Answers Seed Growth Chart How do different seeds grow? Teacher Notes and Answers Seed Growth Chart Mix It Up! Teacher Notes and Answers How can a mouse's color help keep it safe from hawks? Apply It! Teacher Notes Printable Chapter Test Answer Key Chapter 3 School to Home Letter Chapter 3 School to Home Letter in Spanish Sun Tracker BLM How does the sun's movement cause shadows to change? Try It! Teacher Notes Lesson 1 What is the sun? Lesson Plan Invention! My Planet Diary Teacher Notes What is the sun? Lesson Check Teacher Notes Lesson 2 What causes day and night? Lesson Plan How does the shape of the moon appear to change? Explore It! Teacher Notes Moon Calendar Sheet BLM What causes day and night? Lesson Check Teacher Notes Lesson 3 What are the four seasons? Lesson Plan Fact or Fiction: Seasons in the South Half of the World My Planet Diary Teacher Notes What are the four seasons? Lesson Check Teacher Notes Does the sun warm land or water faster? Apply It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes Why can we see things in the sky? Investigate It! Teacher Notes How Does a Greenhouse work? Teacher Notes Printable Chapter Test Answer Key Handbook Part 1 School to Home Letter Handbook Part 1 School to Home Letter in Spanish How do you use your senses to identify objects? Try It! Teacher Notes Lesson 1 What questions do scientists ask? Lesson Plan Discovery: George Washington Carver My Planet Diary Teacher Notes What questions do scientists ask? Lesson Check Teacher Notes Lesson 2 What skills do scientists use? Lesson Plan How can you observe objects? Explore It! Teacher Notes What skills do scientists use? Lesson Check Teacher Notes Lesson 3 How do scientists use tools? Lesson Plan Why do scientists use tools? Explore It! Teacher Notes How do scientists use tools? Lesson Check Teacher Notes Lesson 4 How do scientists find answers? Lesson Plan How do scientists answer questions? Explore It! Teacher Notes How do scientists find answers? Lesson Check Teacher Notes Lesson 5 How do scientists share data? Lesson Plan What are some ways to record and share data? Explore It! Teacher Notes How do scientists share data? Lesson Check Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes What's Over the Wall? STEM Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes How do you know the mass of objects? Investigate It! Teacher Notes Printable Chapter Test Answer Key Handbook Part 2 School to Home Letter Handbook Part 2 School to Home Letter in Spanish How can you design a top? Try It! Teacher Notes Lesson 1 What is technology? Lesson Plan Which tool works better? Explore It! Teacher Notes What is technology? Lesson Check Teacher Notes Lesson 2 What are objects made of? Lesson Plan Discovery: Orville Redenbacher My Planet Diary Teacher Notes What are objects made of? Lesson Check Teacher Notes Lesson 3 What is the design process? Which design works best? Explore It! Teacher Notes Bird Feeder Chart Build a Bird Feeder What is the design process? Lesson Check Teacher Notes Reach, Grab, Pull Teacher Notes and Answers How can you build a boat? Investigate It! Teacher Notes How can you build a boat? Investigate It! Teacher Notes How can you build a boat? Investigate It! Teacher Notes How can you build a boat? Investigate It! Teacher Notes What do pill bugs need? Design It! Teacher Notes Printable Chapter Test Answer Key eText Container Interactive Science Grade 1 Teacher eText Interactive Science Grade 1 Active eBook