interactive science

www.pearsonglobalschools.com/interactivescience

for Grades K-8

Introducing Interactive Science ©2011Interactive Science is a next-generation, science program for grades K-8 that makes learning personal, engaging, and relevant for today’s students.

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“What’s next in a Science text?”K-5

Grades 6-8Nature of Science

PhysicalLife EarthInteract with Your Book

Interact Online

Interact with Inquiry

Labzone

Fully flexible offering 3 pathways to engage students!

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“This is your book. Y ou can write in it!”Students will “engage with the page” with our revolutionary write-in Student Edition allowing them to keep a personal record of their learning. Now they can read, write, draw, graph, and self-assess all in one place! Research has shown that direct interactions will help students truly connect to the content and maximize understanding.

Engaging Questions

begin every chapter and help you capture

students’ ideas about science

concepts.

Key Questions

at the start of every lesson help students unlock the answer to

the chapter’s Big Question.

My Planet Diary

engages your students and puts concepts

in a real-world context.

Interactivitieson every page actively

involve students in their own learning.

Interact with Your Book

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“Read it. See it. Do it. Apply it”With Interactive Science, students can read about the science concepts, see the visual at point of use, interact with the page by completing an activity, and apply what they’ve learned, all in one place.

“I love writing in the book. It makes science more fun, I feel more involved, and

it helps me study.“

- Middle School Student

Do It.Students see the visual and then interact with

art on the page.

Read it.Students read the core text and learn about key concepts.

See It.Students see the concepts clearly

illustrated in the art.

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Master Vocabulary with Vocabulary Smart CardsStudents can write their own definitions, draw pictures or (for older children) analyze prefixes and suffixes, practice throughout the day and use in the classroom.

Teachers can use the cards to preview vocabulary at the beginning of the chapter, at point-of-use during lessons or for review and reinforcement at the end of the chapter.

e-Book also

Available!

“I love writing in the book. It makes science more fun, I feel more involved, and

it helps me study.“

- Middle School Student

Apply It. Students take what they’ve learned and link concepts to a

new situation.

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Below-level, on-level and above-level Content Leveled Readers provide valuable reading support. Using the fold-out flaps, teachers can provide targeted before, during, and after reading to students at every level in the classroom, as well as ELL students.

Look for the three dots indicating ELLhelp throughout the Content LeveledReaders and Teacher’s Edition.

Four Levels of Support with Content Leveled ReadersFou r Levels of Support with Content Leveled Readers.

AfterSummative assessments, extension activities, and cross-curricular connections provide opportunities for students to transfer their understanding after reading.

DuringProgress-monitor student understanding during reading with point-of-use formative assessments.

ELLLook for the three dots indicating ELL help throughout the Content Leveled Readers and Teacher’s Edition.

9Learn more at InteractiveScience.com

Fold-Out Flapsprovide Valuable Reading Support!

SciBro1000000K5InteractiveScience_10.14.indd 9 10/18/10 3:53 PM

BeforeAccess and organize prior knowledge before reading on the inside cover. Open the flap to reveal visual vocabulary or vocabulary strategies to support students during reading.

Fou r Levels of Support with Content Leveled Readers.









Below-level, on-level and above-level Content Leveled Readers provide valuable reading support. Using the fold-out flaps teachers can provide targeted before, during, and after reading to students at every level in the classroom, as well as ELL students. My Reading Coach flaps also include related interdisciplinary activities.

8ISBN-13:

ISBN-10:978-0-328-61718-0

0-328-61718-0

9 7 8 0 3 2 8 6 1 7 1 8 0

9 0 0 0 0

Science Scie

nce

After Reading

Before Reading

Reading SupportInteractive Science 1

Needs of

by Debbie Allen

Living ThingsWhat are plant parts?

Look at a plant in the picture.

Learn what each plant part does.

Tell what you learned.

Genre Comprehension Skill Text Features Science Content

Nonfiction Draw Conclusions• Highlighted

Vocabulary Words

• Captions

• Labels

• Glossary

Life Science

Ask Questions

Look at the pictures in this book.

Think about what you see.

Ask a question about what you see.

Write your question.

Read the book.

Look for answers to your question.

61718_CVR_1ST.indd 1

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Below, On, and Above Leveled Readers Feature My Reading Coach Fold-out Flaps!


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DuringProgress-monitor studentunderstanding during readingwith point-of-use formativeassessments.








Below, On, and Above Leveled Readersfeature My Reading Coach Fold-out Flaps!

Fold-Out Flaps

provide valuable reading support



Below-level, on-level and above-level Content Leveled Readers provide valuable reading support. Using the fold-out flaps teachers can provide targeted before, during, and after reading to students at every level in the classroom, as well as ELL students. My Reading Coach flaps also include related interdisciplinary activities.

8ISBN-13:

ISBN-10:978-0-328-61718-0

0-328-61718-0

9 7 8 0 3 2 8 6 1 7 1 8 0

9 0 0 0 0

Science Scie

nce

After Reading

Before Reading

Reading SupportInteractive Science 1

Needs of

by Debbie Allen

Living ThingsWhat are plant parts?

Look at a plant in the picture.

Learn what each plant part does.

Tell what you learned.

Genre Comprehension Skill Text Features Science Content

Nonfiction Draw Conclusions• Highlighted

Vocabulary Words

• Captions

• Labels

• Glossary

Life Science

Ask Questions

Look at the pictures in this book.

Think about what you see.

Ask a question about what you see.

Write your question.

Read the book.

Look for answers to your question.

61718_CVR_1ST.indd 1

3/9/10 5:40:19 AM

Below, On, and Above Leveled Readers Feature My Reading Coach Fold-out Flaps!


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Personalized TechnologyDeliver science lessons to your students where they live in the digital world at myscienceonline.com. Capture students’ imagination and manage your class with a wealth of relevant interactive media, planning and teaching tools.

Providing a choice of reading selections matched to each student’s own ability level.

Your students’ personal online study partner that gives them more practice on key science concepts with tools that will help guide them through each science lesson.

Choose from a variety of interactive science simulations that bring the textbook visuals to life.

Student AccessLook for the MyScienceOnline.com technology bar that indicates it’s time to access exciting online content.

Interact Online

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Teacher AccessAt myscienceonline.com you can access your Teacher’s Edition, set up a class, assign homework, and even track student progress. Customize lessons to your own personal teaching style. Create your curriculum with a focus on text, digital, inquiry, or a blend of all three.

Teach students to never stop exploring their world. They’ll follow these young scientists through online video blogs as they travel the globe in search of answers to the Big Questions of Science.

One video for every chapter!

Take students on a virtual journey to different locations as they are introduced to leading researchers around the globe and learn fun facts about the world.

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Inquiry at Every LevelEngage and motivate all your students, everyday, with a wealth of inquiry resources

K-5 Grades 6-8

Have Fun. Be A Scientist!A wealth of different types of hands-on activities are found throughout the write-in student edition, featuring four levels of inquiry: Activity-Before-Content, Directed, Guided, and Open-Ended. Students master science concepts with the building blocks of inquiry.

Engage Students with Activity-Before-Content Labs.Try It! and Explore It! Activities (Grades K–5)

• Start each chapter and lesson with an Activity-Before-Content activity.

• Explore science concepts before reading, aligning with the 5E Instructional Model.

• Use Explore It! Online Animations for demonstrations with no mess.

Make it Personal with Scaffolded Inquiry.Investigate It! Activities (Grades K–5)

• Students can explain and evaluate chapter findings through Directed, Guided or Open inquiry.

• Students can perform Investigate It! Activities online with Virtual Labs in the Digital Path.

Open-ended Inquiry

Direct & Guided Inquiry

Activity-Before- Content Inquiry

Materials

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What properties can be used to classify matter?Use tools and your senses to observe properties of matter.

Follow a Procedure 1. Observe ways the objects are alike and different.

List 3 of these properties.

2. Classify Observe how the objects are alike. Sort the objects into 2 groups. Put a yarn circle around each group. What property is alike for the objects in each loop?

Explain Your Results 3. Look at what other groups did.

Infer 3 properties they used to classify their objects.

4. How can you use properties to describe matter?

2 yarn circles

ObjectstoClassify

ToolstoHelpYouClassify

metric tape measure

gram cubes

balance

Do not copy this example!

hand lens

color—not yellow

color—yellow

magnet

GLE23 Determine linear, volume, and weight/mass measurements by using both metric system and U.S. system units to compare the results (PS-E-A2) GLE9 Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) (Also GLE8 (SI-E-A4))

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clay gram cubes

Observe the two groups of toy blocks on each page.

Tell how the groups are different.

Lesson 1

How is matter measured?

How does dividing clay affect its mass?

1. Measure and record the mass of the clay. ____ g

2. Break the clay into 2 pieces.

Estimate the mass of each. ____ g and ____ g

3. Measure the mass of each piece. ____ g and ____ g

Explain Your Results

4. Interpret Data Compare the total mass of the clay

before and after breaking it apart.

5. Predict how breaking the clay into 6 pieces would

affect its total mass.

balance

Materials

GLE 23 Determine linear, volume, and weight/

mass measurements by using both metric system

and U.S. system units to compare the results

(PS-E-A2)

GLE 8 Measure and record length, temperature, mass,

volume, and area in both metric system and U.S. system

units (SI-E-A4) GLE 9 Select and use developmentally

appropriate equipment and tools (e.g., magnifying

lenses, microscopes, graduated cylinders) and units of

measurement to observe and collect data (SI-E-A4)A

C

B

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Materials

make inferences.

Wear safety goggles. Do not taste the salt. Be careful with sharp objects.

What are some ways to separate a mixture?

Follow a Procedure 1. Label 4 cups A, B, C, and D.

In Cup A, make a mixture. Mix 1 spoonful of salt, 2 spoonfuls of sand, 3 marbles, and 100 mL of water.

2. Carefully make 4 holes in the bottom of Cup B by pushing a pencil through the bottom of the cup from the outside.

3. Hold Cup B over Cup C. All at once, pour the mixture from Cup A into Cup B. Move Cup B around to clean the marbles. Record the part of the mixture that was removed by straining.

marker

safety goggles

4 foam cups

3 metal marbles

spoon

warm water and graduated cylinder

salt

pencil

sand

coffee filter and a rubber band

foil

GLE 25 Describe various methods to separate mixtures (e.g., evaporation, condensation, filtration, magnetism) (PS-E-A5) GLE 3 Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) (Also GLE 10 (SI-E-A5), (SI-E-B4))

Results of Separation

Separating Method Part Removed Part Not Removed

Straining through holes

Filtration (through coffee filter)

Evaporation (drying on foil)

C

D

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4. Record your observations.

5. Put a coffee filter in Cup D. Slowly pour the mixture from Cup C into Cup D. Record the part of the mixture that was removed by filtration.

6. Remove the filter. Use the spoon to drip 2 drops of the liquid in Cup D onto a piece of foil. Let the liquid evaporate. Record results.

Analyze and Conclude 7. Communicate Describe the methods you used to separate each part of the mixture?

8. Infer Suppose the matter in the original mixture included small pieces of iron the size of sand. Describe how you could use magnetism to separate the mixture.

to the cup.

Use a rubber band to fasten the filter

1 2

10SciBro1000000K5InteractiveScience_10.14.indd 10 10/18/10 3:53 PM

Have Fun. Be A Scientist!A wealth of different types of hands-on activities are found throughout the write-in student edition, featuring four levels of inquiry: Activity-Before-Content, Directed, Guided, and Open-Ended. Students master science concepts with the building blocks of inquiry.

Engage Students with Activity-Before-Content Labs.Try It! and Explore It! Activities (Grades K–5)

• Start each chapter and lesson with an Activity-Before-Content activity.

• Explore science concepts before reading, aligning with the 5E Instructional Model.

• Use Explore It! Online Animations for demonstrations with no mess.




Open-ended Inquiry


Activity-Before- Content Inquiry

Materials

52

What properties can be used to classify matter?Use tools and your senses to observe properties of matter.

Follow a Procedure 1. Observe ways the objects are alike and different.

List 3 of these properties.

2. Classify Observe how the objects are alike. Sort the objects into 2 groups. Put a yarn circle around each group. What property is alike for the objects in each loop?

Explain Your Results 3. Look at what other groups did.

Infer 3 properties they used to classify their objects.

4. How can you use properties to describe matter?

2 yarn circles

ObjectstoClassify

ToolstoHelpYouClassify

metric tape measure

gram cubes

balance

Do not copy this example!

hand lens

color—not yellow

color—yellow

magnet

GLE23 Determine linear, volume, and weight/mass measurements by using both metric system and U.S. system units to compare the results (PS-E-A2) GLE9 Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) (Also GLE8 (SI-E-A4))

54

clay gram cubes

Observe the two groups of toy blocks on each page.

Tell how the groups are different.

Lesson 1

How is matter measured?

How does dividing clay affect its mass?

1. Measure and record the mass of the clay. ____ g

2. Break the clay into 2 pieces.

Estimate the mass of each. ____ g and ____ g

3. Measure the mass of each piece. ____ g and ____ g

Explain Your Results

4. Interpret Data Compare the total mass of the clay

before and after breaking it apart.

5. Predict how breaking the clay into 6 pieces would

affect its total mass.

balance

Materials

GLE 23 Determine linear, volume, and weight/

mass measurements by using both metric system

and U.S. system units to compare the results

(PS-E-A2)

GLE 8 Measure and record length, temperature, mass,

volume, and area in both metric system and U.S. system

units (SI-E-A4) GLE 9 Select and use developmentally

appropriate equipment and tools (e.g., magnifying

lenses, microscopes, graduated cylinders) and units of

measurement to observe and collect data (SI-E-A4)

A

C

B

74

Materials

make inferences.

Wear safety goggles. Do not taste the salt. Be careful with sharp objects.

What are some ways to separate a mixture?

Follow a Procedure 1. Label 4 cups A, B, C, and D.

In Cup A, make a mixture. Mix 1 spoonful of salt, 2 spoonfuls of sand, 3 marbles, and 100 mL of water.

2. Carefully make 4 holes in the bottom of Cup B by pushing a pencil through the bottom of the cup from the outside.

3. Hold Cup B over Cup C. All at once, pour the mixture from Cup A into Cup B. Move Cup B around to clean the marbles. Record the part of the mixture that was removed by straining.

marker

safety goggles

4 foam cups

3 metal marbles

spoon

warm water and graduated cylinder

salt

pencil

sand

coffee filter and a rubber band

foil

GLE 25 Describe various methods to separate mixtures (e.g., evaporation, condensation, filtration, magnetism) (PS-E-A5) GLE 3 Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) (Also GLE 10 (SI-E-A5), (SI-E-B4))






C

D

75






to the cup.


1 2

10SciBro1000000K5InteractiveScience_10.14.indd 10 10/18/10 3:53 PM

A wealth of different types of hands-on activities are found throughout the write-in student edition, featuring four levels of inquiry: Activity-Before-Content, Directed, Guided, and Open-Ended. Students master science concepts with the building blocks of inquiry.




Students Take Ownership with Open-Ended Activities.Apply It! Activities (Grades 1–5)

• Each unit ends with an Open-ended inquiry activity focusing on scientific methods.

• Students apply their understanding of unit concepts to a new scenario.

• Performance-Based Assessments provide an alternative way to assess students’ understanding of unit concepts.

• Three choices per unit allow for differentiated instruction.


Activity Before Inquiry Content






C

D

75






to the cup.


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MaterialsWhat affects how soil erodes?Moving water can change the land. It can carry soil from one place to another.

Ask a question.How does the amount of water that falls on soil affect the amount of soil erosion?

State a hypothesis.Write a hypothesis by circling one choice and finishing the sentence.

If more water falls on soil, then (a) more, (b) less, (c) about the same amount of soil will be eroded because

Identify and control variables.In an experiment the variable that you observe is called the dependent variable because it changes depending on the variable you change. In this experiment what is the dependent variable?

The variable you change is called the independent variable because you choose how to change it. It does NOT depend on anything except your choice. What is the independent variable?

In an experiment there are factors that could be changed but must not be changed. These are called controlled variables because you control the experiment to make sure they do not change. List two controlled variables.

gloves and masking tape

2 containers and soil

graduated cylinder (or

measuring cup)metric ruler

water

small paper cup and 2 books

small paper clip and foam cup

GLE 63 Demonstrate and explain how Earth’s surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes) (ESS-E-A5), (E-E-A1) GLE 3 Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) (Also GLE 18 (SI-E-B4))

1.Draw how you will set up your test.

423

2.List your steps in the order you will do them.

Designyourtest.

3

Save Time with the 30-Second Lab Setup!Grab and go. It’s that quick. Activity materials come in their own bag.

Step 1: Get your trays and Activity Placemats ready.

Step 2: Grab your materials.

Step 3: Go!

Get Labs Online!Virtual labs, simulations, and animations save time and money, with no cleanup required! All Blackline Masters are available online in editable format.



1 Engage students with activity-before-content labs (Try It! and Explore It! Activities)

Look for the Lab Zone® triangle, which indicates it’s time for hands-on inquiry in the Teacher’s Lab Resource.

Using the Teacher’s Lab Resource, material kits, and a wide variety of black-line masters you’ll be able to provide opportunities for inquiry every day.

2 Make it personal with scaffolded inquiry (Investigate It! Activities)

3 Students take ownership with open-ended activities (Apply It! Activities)

Interact with Inquiry

Labzone

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Ongoing Assessment

Chapter Study Guides — At the end of every chapter, students review what they’ve learned and prepare for the test.

Practice Taking Tests — At the end of ever chapter, students apply the Big Question and take a practice test in standardized test format.

ExamView® Assessment Suite — For every lesson, create and print tests in minutes from a bank of thousands of questions.

Self-assessment Checks — Throughout every lesson, students can evaluate their progress with the Got it? feature. If a student needs extra help they can log online to My Science Coach and get more practice.

got it?

Interactive Science features a wealth of diagnostic, formative, and standardized assessment tools so that you can diagnose, remediate, and assess your students’ progress every step of the way.

Success Tracker™ diagnoses student readiness to learn new skills, benchmarks their progress, and includes at-a-glance standards reporting to document adequate yearly progress (AYP).

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Your next steps

IN19

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Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.

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For a full list of components for Kindergarten to Grade 8, contact your local representative or visit: www.pearsonglobalschools.com/interactivescience

interactive science

Documents

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todays students

science concepts

lesson help students

science text

level content

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