pearson interactive scienceassets.pearsonschool.com/correlations/co_interactive science k-5 2012-...

A Correlation of

Pearson Interactive Science

©2012

to the

Colorado Academic Standards for Science

Grades K-5

Pearson Interactive Science, Grades K-5, ©2012 to the

Colorado Academic Standards for Science Grades K-5

Key: SE = Student Edition, TE = Teacher’s Edition, BB = Big Book Flipchart 2

Introduction

This document demonstrates the close alignment between Pearson Interactive Science, ©2012, and the Colorado Academic Standards for Science, Grades K-5. Correlation page references are to the Teacher’s Edition and Student Edition (Big Book Flip Chart.) Lessons in the Teacher’s Edition contain facsimile Big Book Flip Chart pages. Pearson Interactive Science is a Kindergarten through Grade 5 program that makes all students really want to learn more about science and the world. It helps students develop scientific literacy so they better understand the world we live in. Organized into three distinct pathways reading, inquiry, and digital, Pearson Interactive Science makes learning and teaching science personal, relevant, and engaging for both students and teachers. Reading Path

Target Reading Skills, continual vocabulary support, and graphic organizers help students develop critical reading skills and strategies to uncover meaning when they read.

Core Content in the Write-in Student Editions as well as below-, on-, and advanced-Leveled Readers with built-in ELL support give students tools to become successful readers.

Inquiry Path

ABCs of Inquiry Activity Before Concept activities in the Write-in Student Edition engage students and set a purpose for reading.

Scaffolded inquiry activities consist of directed, guided, and open inquiry options to allow students to move from teacher-directed to student-centered hand-on experiences.

Digital Path Interactive Science goes digital at myscienceonline.com. Untamed Science and Got It? 60-Second Videos, I Will Know activities, and Virtual labs resources engage students in today’s digital world. My scienceonline.com can be used for teacher-led instruction from a single computer, with an interactive whiteboard, or by students working at their own pace at school or at home.




Table of Contents Grade Level Expectation: Kindergarten .................................................................. 4 Grade Level Expectation: First Grade ..................................................................... 7 Grade Level Expectation: Second Grade ............................................................... 10 Grade Level Expectation: Third Grade .................................................................. 13 Grade Level Expectation: Fourth Grade ................................................................ 15 Grade Level Expectation: Fifth Grade ................................................................... 20




Colorado Academic Standards for

Science Kindergarten

Pearson Interactive Science Kindergarten, ©2012

Content Area: Science Standard: 1. Physical Science Prepared Graduates: � Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Grade Level Expectation: Kindergarten Concepts and skills students master: 1. Objects can move in a variety of ways that can be described by speed and direction Evidence Outcomes Students can: a. Observe, investigate, and describe how different objects move (DOK 1-2)

BB: 78, 79, 80, 82, 83, 85 SE: 78, 79-80, 82, 83; Activity: 78, 79, 80, 82, 83, 85 TE: 220-221, 223A-223B, 224, 226-227, 230-231, 234-235

b. Describe the motion of a child who is playing (DOK 1)

BB: 83 SE: 83; Activity: 83 TE: 223A-223B, 233, 237

Prepared Graduates: � Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Concepts and skills students master: 2. Objects can be sorted by physical properties, which can be observed and measured Evidence Outcomes Students can: a. Observe, investigate, and describe how objects can be sorted using their physical properties (DOK 1-2)

BB: 24, 58, 61, 62, 63, 64 SE: 24, 58, 61, 62, 63, 64; Activity: 24, 58, 61, 62, 64 TE: 70, 76, 154-155, 162, 168, 172, 174, 176-177, 210

b. Explain why objects are sorted into categories (DOK 2)

TE: 70, 168, 172, 174, 177

c. Sort a set of objects based on their physical characteristics, and then explain how the objects are sorted (DOK 1-2)

TE: 70, 162, 172, 174, 176-177







Content Area: Science Standard: 2. Life Science Prepared Graduates: � Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection Grade Level Expectation: Kindergarten Concepts and skills students master: 1. Organisms can be described and sorted by their physical characteristics Evidence Outcomes Students can: a. Sort a group of items based on observable characteristics (DOK 1-2)

TE: 84, 89

b. Communicate and justify an evidence based scientific rationale for sorting organisms into categories (DOK 1-2)

For related content, please see: TE: 84, 89

Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable � Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Grade Level Expectation: Kindergarten Concepts and skills students master: 1. The Sun provides heat and light to Earth Evidence Outcomes Students can: a. Investigate, explain, and describe that the Sun provides heat and light to Earth (DOK 1)

For related content, please see: SE: 45, 49, 52, 53 TE: 134-135, 140-141, 146-147, 148-149

b. Analyze and interpret temperature data between day (when the Sun shines on our area) and night (when the Sun does not shine on our area) (DOK 1-3)

For related content, please see: SE: 53 TE: 148-149

c. Investigate and communicate findings about what happens when the Sun’s light is blocked (DOK 1-2)

For related content, please see: TE: 140-141, 148







d. Investigate and communicate the effect of varying heat and light on the growth of plants through a scientific study (DOK 1-2)

For related content, please see: BB: 34 SE: 34; Activity: 34 TE: 104



Key: SE = Student Edition, TE = Teacher’s Edition 7

SE/TE Chapter 1 pages: 1-37; Chapter 2: 38-69; Chapter 3: 72-111; Chapter 4: 112-153; Chapter 5: 158-203; Chapter 6: 204-231; Chapter 7: 236-267; Chapter 8: 268-295; Chapter 9: 296-323

Colorado Academic Standards

for Science Grade 1

Pearson Interactive Science Grade 1, ©2012

Content Area: Science Standard: 1. Physical Science Prepared Graduates: � Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation: First Grade Concepts and skills students master: 1. Solids and liquids have unique properties that distinguish them Evidence Outcomes Students can: a. Analyze and interpret observations about solids and liquids and their unique properties (DOK 1-3)

SE/TE: 246-247, 248-249, 260, 265, 266-267 TE Only: 249a, 267a

b. Identify the similarities and differences of two or more groups of solids or liquids (DOK 1-2)

SE/TE: 246-247, 266 TE Only: 249a, 259a-259b

c. Classify solids and liquids based on their properties, and justify your choice based on evidence (DOK 1-3)

SE/TE: 246, 248, 266 TE Only: 248, 267b

Content Area: Science Standard: 2. Life Science Prepared Graduates: � Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: First Grade Concepts and skills students master: 1. Offspring have characteristics that are similar to but not exactly like their parents’ characteristics Evidence Outcomes Students can: a. Use evidence to analyze similarities and differences between parents and offspring in a variety of organisms including both plants and animals (DOK 1-2)

SE/TE: 136-137, 138-139, 153 TE Only: 139a, 139b, 153a-153b

b. Analyze and interpret data regarding the similarities and differences between parents and offspring (DOK 1-2)

SE/TE: 138-139






for Science Grade 1


c. Question peers about evidence used in developing ideas about similarities and differences between parents and offspring (DOK 1-2)

TE Only: 136B

d. Interpret information represented in pictures, illustrations, and simple charts (DOK 1-2)

SE/TE: 136-137, 138-139 TE Only: 153a

Prepared Graduates: � Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection Grade Level Expectation: First Grade Concepts and skills students master: 2. An organism is a living thing that has physical characteristics to help it survive Evidence Outcomes Students can: a. Identify organisms and use evidence based scientific explanations for classifying them into groups (DOK 1-3)

SE/TE: 76-77, 78-79, 110, 117 TE Only: 77, 79a

b. Analyze and interpret data about the needs of plants and animals (DOK 1-2)

SE/TE: 80-81, 82-83, 84-85, 102-103, 110 TE Only: 72C, 72G-72H, 103b, 111b

c. Use direct observations and other evidence to support ideas concerning physical characteristics that help plants and animals survive (DOK 1-3)

SE/TE: 86-87, 88-89, 90-91, 92-93, 96-97 TE Only: 91a-91b, 97a-97b

Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Describe how humans are dependent on the diversity of resources provided by Earth and Sun Grade Level Expectation: First Grade Concepts and skills students master: 1. Earth’s materials can be compared and classified based on their properties Evidence Outcomes Students can: a. Identify and represent similarities and differences such as the texture, size, color, and shape of various materials on Earth (DOK 1-2)

SE/TE: 165, 168-169, 171, 172 TE Only: 173a






for Science Grade 1


b. Sort, group, and classify Earth’s materials based on observations and explorations (DOK 1-2)

SE/TE: 168-169, 170-171 TE Only: 173a

c. Make predictions about how a material on Earth might be useful based on its properties (DOK 1-3)

TE Only: 172

d. Communicate ideas about the differences between soils from different places (DOK 1-2)

SE/TE: 168, 170-171, 172-173 TE Only: 173a

e. Use a variety of tools to observe, analyze, record, and compare Earth’s materials (DOK 1-2)

SE/TE: 163, 168, 178 TE Only: 172, 173a, 183a

f. Analyze the impact of reducing, reusing, and recycling various materials (DOK 1-3)

SE/TE: 182-183 TE Only: 179




SE/TE Chapter 1 pages: 1-35; Chapter 2: 36-69; Chapter 3: 71-117; Chapter 4: 118-159; Chapter 5: 164-203; Chapter 6: 204-231; Chapter 7: 232-267 Chapter 8: 270-307; Chapter 9: 308-347


for Science Grade 2


Content Area: Science Standard: 1. Physical Science Prepared Graduates: � Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Grade Level Expectation: Second Grade Concepts and skills students master: 1. Changes in speed or direction of motion are caused by forces such as pushes and pulls Evidence Outcomes Students can: a. Identify and predict how the direction or speed of an object may change due to an outside force (DOK 1-2)

SE/TE: 324-325, 326, 328, 347 TE Only: 347b

b. Analyze and interpret observable data about the impact of forces on the motion of objects (DOK 1-2)

SE/TE: 310, 329, 338-339 TE Only: 339b-339c

Content Area: Science Standard: 2. Life Science Prepared Graduates: � Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Grade Level Expectation: Second Grade Concepts and skills students master: 1. Organisms depend on their habitat’s nonliving parts to satisfy their needs Evidence Outcomes Students can: a. Use evidence to develop a scientific explanation about how organisms depend on their habitat. (DOK 2-3)

SE/TE: 74, 95, 96-97, 98-99, 101, 102, 103, 122-123 TE Only: 99b, 103b

b. Analyze and interpret data about nonliving components of a habitat (DOK 1-2)

For related content, please see: SE/TE: 102-103

c. Assess and provide feedback on other scientific explanations regarding why an organism can survive in its habitat (DOK 1-3)

TE Only: 72C, 95






for Science Grade 2


d. Use instruments to make observations about habitat components – for example, data can be collected from a fish tank to assess the environmental health (dissolved oxygen, pH, Nitrogen content). (DOK 1-2)

For related content, please see: SE/TE: 74

Content Area: Science Standard: 2. Life Science Prepared Graduates: � Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection Grade Level Expectation: Second Grade Concepts and skills students master: 2. Each plant or animal has different structures or behaviors that serve different functions Evidence Outcomes Students can: a. Use evidence to develop an explanation as to why a habitat is or is not suitable for a specific organism (DOK 1-3)

SE/TE: 74

b. Analyze and interpret data about structures or behaviors of a population that help that population survive (DOK 1-2)

SE/TE: 95, 96-97, 98-99

Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Second Grade Concepts and skills students master: 1. Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals Evidence Outcomes Students can: a. Use evidence to develop a scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals – and the environment (DOK 1-3)

For related content, please see: SE/TE: 242-243 TE Only: 243B

b. Analyze and interpret data such as temperatures in different locations (Sun or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons (DOK 1-3)

For related content, please see: SE/TE: 95, 258-259 TE Only: 259a-259b






for Science Grade 2


c. Analyze ways in which severe weather contributes to catastrophic events such as floods and forest fires (DOK 1-2)

For related content, please see: SE/TE: 253, 254-255, 256-257 TE Only: 254 Weather contributing to catastrophic events not specifically addressed – lessons deal with safety during severe weather.



Key: SE = Student Edition, TE = Teacher’s Edition, 13

SE/TE Chapter 1 pages: 2-45; Chapter 2: 46-83; Chapter 3: 86-133; Chapter 4: 134-173; Chapter 5: 174-209; Chapter 6: 216-269; Chapter 7: 270-313; Chapter 8: 320-351; Chapter 9: 352-403; Chapter 10: 404-437


for Science Grade 3


Content Area: Science Standard: 1. Physical Science Prepared Graduates: � Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation: Third Grade Concepts and skills students master: 1. Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling Evidence Outcomes Students can: a. Analyze and interpret observations about matter as it freezes and melts, and boils and condenses (DOK 1-2)

SE/TE: 222-223, 328, 329, 330, 332-333, 343-346, 347, 350, 355 TE Only: 223b, 333a, 333b, 349a

b. Use evidence to develop a scientific explanation around how heating and cooling affects states of matter (DOK 1-3)

SE/TE: 328, 330, 332-333, 348, 350 TE Only: 333a, 333b

c. Identify the state of any sample of matter (DOK 1)

SE/TE: 328-329, 330-331, 332-333

Content Area: Science Standard: 2. Life Science Prepared Graduates: � Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: Third Grade Concepts and skills students master: 1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species Evidence Outcomes Students can: a. Use evidence to develop a scientific explanation regarding the stages of how organisms develop and change over time (DOK 1-3)

SE/TE: 110-111, 112-113, 114, 115, 154-155, 156-157, 158-159, 160, 171 TE Only: 161a, 161b

b. Analyze and interpret data to generate evidence that different organisms develop differently over time (DOK 1-2)

SE/TE: 118-119, 154-155, 156-157, 158-159, 160-161, 171 TE Only: 161a, 161b



Key: SE = Student Edition, TE = Teacher’s Edition, 14



for Science Grade 3


c. Use a variety of media to collect and analyze data regarding how organisms develop (DOK 1-2)

SE/TE: 159 TE Only: 115, 118, 157

Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Third Grade Concepts and skills students master: 1. Earth’s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand – some of which are usable resources for human activity Evidence Outcomes Students can: a. Investigate and identify two or more ways that Earth’s materials can be broken down and/or combined in different ways such as minerals into rocks, rock cycle, formation of soil, and sand (DOK 1-2)

SE/TE: 238-239, 250-251, 252-253, 254-255, 256-257, 267, 269 TE Only: 255a, 255b, 257a, 267b

b. Use evidence to develop a scientific explanation about one or more processes that break down and/or combine Earth materials (DOK 1-3)

SE/TE: 235, 236-237, 248-249, 250-251, 252-253, 254-255, 256-257, 267, 269 TE Only: 255a, 255b, 257a, 257b, 267b

c. Utilize a variety of media sources to collect and analyze data around Earth’s materials and the processes by which they are formed (DOK 1-2)

TE Only: 235






for Science Grade 4


Content Area: Science Standard: 1. Physical Science Prepared Graduates: � Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable Grade Level Expectation: Fourth Grade Concepts and skills students master: 1. Energy comes in many forms such as light, heat, sound, magnetic, chemical, and electrical Evidence Outcomes Students can: a. Identify and describe the variety of energy sources (DOK 1)

SE/TE: 350, 354-355, 356-357, 358-359, 373 TE Only: 353, 359b

b. Show that electricity in circuits requires a complete loop through which current can pass (DOK 1)

SE/TE: 400-401, 404-405, 423-426 TE Only: 405a, 429a, 429b

c. Describe the energy transformation that takes place in electrical circuits where light, heat, sound, and magnetic effects are produced (DOK 1-2)

SE/TE: 414-415, 416-417, 418-419, 421-421, 429, 430 TE Only: 419a, 419b, 421b-421c, 429a

d. Use multiple resources – including print, electronic, and human – to locate information about different sources of renewable and nonrenewable energy (DOK 1-2)

SE/TE: 357






for Science Grade 4


Content Area: Science Standard: 2. Life Science Prepared Graduates: � Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: Fourth Grade Concepts and skills students master: 1. All living things share similar characteristics, but they also have differences that can be described and classified Evidence Outcomes Students can: a. Use evidence to develop a scientific explanation of what plants and animals need to survive (DOK 1-3)

SE/TE: 100, 102-103, 105, 106-107, 110-111 TE Only: 105a, 105b, 111a, 111b

b. Use evidence to develop a scientific explanation for similarities and/or differences among different organisms (species) (DOK 1-3)

SE/TE: 84-85, 86-87, 88-89, 93, 104, 109, 113, 152 TE Only: 90, 91b, 145, 151

c. Analyze and interpret data representing variation in a trait (DOK 1-2)

SE/TE: 107, 112-113, 114-115, 116-117 TE Only: 117a-117b

d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate questions about characteristics of living things (DOK 1-2)

SE/TE: 84, 86-87, 88-89, 90-91, 112-113, 116-117 TE Only: 91a, 91b, 103, 104, 108, 117a-117b, 144, 159






for Science Grade 4


Content Area: Science Standard: 2. Life Science Prepared Graduates: � Explain how biological evolution accounts for the unity and diversity of living organisms Grade Level Expectation: Fourth Grade Concepts and skills students master: 2. Comparing fossils to each other or to living organisms reveals features of prehistoric environments and provides information about organisms today Evidence Outcomes Students can: a. Use evidence to develop a scientific explanation for:

1. What fossils tell us about a prehistoric environment

SE/TE: 168-169 TE Only: 173a

2. What conclusions can be drawn from similarities between fossil evidence and living organisms (DOK 1-3)

SE/TE: 172, 176-177 TE Only: 173b, 179a

b. Analyze and interpret data to generate evidence about the prehistoric environment (DOK 1-2)

SE/TE: 176-177, 179

c. Evaluate whether reasoning and conclusions about given fossils are supported by evidence (DOK 1-3)

For related content, please see: SE/TE: 175

d. Use computer simulations that model and recreate past environments for study and entertainment (DOK 1-2)

This objective falls outside the scope of this program.

Content Area: Science Standard: 2. Life Science Prepared Graduates: � Explain and illustrate with examples how living systems interact with the biotic and abiotic environment Grade Level Expectation: Fourth Grade Concepts and skills students master: 3. There is interaction and interdependence between and among living and nonliving components of ecosystems Evidence Outcomes Students can: a. Use evidence to develop a scientific explanation on how organisms adapt to their habitat (DOK 1-3)

SE/TE: 106-107, 110-111 TE Only: 109, 111a-111b






for Science Grade 4


b. Identify the components that make a habitat type unique (DOK 1)

SE/TE: 143, 144-145, 146 TE Only: 147b

c. Compare and contrast different habitat types (DOK 2)

TE Only: 145

d. Create and evaluate models of the flow of nonliving components or resources through an ecosystem (DOK 2-3)

SE/TE: 148-149, 154-155, 156-157, 158-159

e. Make a plan to positively impact a local ecosystem (DOK 2-4)

SE/TE: 166

f. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate endangered habitats (DOK 1-2)

For related content, please see: TE Only: 158-159

Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Grade Level Expectation: Fourth Grade Concepts and skills students master: 1. Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth Evidence Outcomes Students can: a. Gather, analyze, and interpret data about components of the solar system (DOK 1-2)

SE/TE: 256, 261, 264, 266, 268, 270, 273, 284-285, 295 TE Only: 269a, 275a, 285b-285c

b. Utilize direct and indirect evidence to investigate the components of the solar system (DOK 1-2)

SE/TE: 276-277, 278-279, 280-281, 282-283, 284-285, 292-293 TE Only: 283a-283b

c. Gather, analyze, and interpret data about the Sunrise and Sunset, and Moon movements and phases (DOK 1-2)

SE/TE: 258-259, 270-271, 272-273, 274-275, 293 TE Only: 275a, 275b, 263, 293a






for Science Grade 4


d. Develop a scientific explanation regarding relationships of the components of the solar system (DOK 1-3)

SE/TE: 256-257, 260-261, 276-277, 278-279, 283, 292-293 TE Only: 283a, 283b, 293b




SE/TE Chapter 1 pages: 2-43; Chapter 2: 44-83; Chapter 3: 86-117; Chapter 4: 118-155; Chapter 5: 156-203; Chapter 6: 204-247; Chapter 7: 254-299; Chapter 8: 300-357; Chapter 9: 358-405; Chapter 10: 412-459,

Chapter 11: 460-497; Chapter 12: 498-533


for Science Grade 5


Content Area: Science Standard: 1. Physical Science Prepared Graduates: � Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation: Fifth Grade Concepts and skills students master: 1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts Evidence Outcomes Students can: a. Develop, communicate, and justify a procedure to separate simple mixtures based on physical properties (DOK 1-3)

SE/TE: 436, 438-439, 448-449 TE Only: 441a-441b, 449b-449c

b. Share evidence-based conclusions and an understanding of the impact on the weight/mass of a liquid or gas mixture before and after it is separated into parts (DOK 1-3)


Content Area: Science Standard: 2. Life Science Prepared Graduates: � Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation: Fifth Grade Concepts and skills students master: 1. All organisms have structures and systems with separate functions Evidence Outcomes Students can: a. Develop and communicate an evidence-based scientific explanation of the role of different organs or structures that are important for an organism’s survival – in both plants and animals (DOK 1-3)

SE/TE: 112-123, 124-125, 126-127, 128-129, 130-131, 133-134, 136-137, 139 TE Only: 127a, 127b, 133a, 133b, 135, 138, 139a-139b

b. Analyze and interpret data to generate evidence that all organisms have structures that are required for survival in both plants and animals (DOK 1-2)

SE/TE: 124-125, 128, 132, 134 TE Only: 139a

c. Create and evaluate models of plant and/or animal systems or parts (DOK 2-3)

SE/TE: 177





Chapter 11: 460-497; Chapter 12: 498-533


for Science Grade 5


Content Area: Science Standard: 2. Life Science Prepared Graduates: � Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection Grade Level Expectation: Fifth Grade Concepts and skills students master: 2. Human body systems have basic structures, functions, and needs Evidence Outcomes Students can: a. Develop and communicate an evidence-based scientific explanation regarding how humans address basic survival needs (DOK 1-3)

SE/TE: 177

b. Analyze and interpret data to generate evidence that human systems are interdependent (DOK 1-2)

SE/TE: 158, 164-165, 175, 201

c. Assess further scientific explanations regarding basic human body system functions (DOK 1-3)

SE/TE: 162-163, 164-165, 167, 168-169, 170-171, 172-173, 174-175, 180-181, 182, 185, 186-187, 188, 202 TE Only: 177a, 201a

d. Create and evaluate models of human body systems and organs (DOK 2-3)

SE/TE: 162-163, 164-165, 167, 168-169, 170-171, 172-173, 174-175, 180-181, 182, 185, 186-187, 188, 202 TE Only: 177a, 201a

e. Compare and contrast a human system to that of another organism, and provide hypotheses about why the similarities and differences exist (DOK 2-3)






Chapter 11: 460-497; Chapter 12: 498-533


for Science Grade 5


Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Describe how humans are dependent on the diversity of resources provided by Earth and Sun Grade Level Expectation: Fifth Grade Concepts and skills students master: 1. Earth and Sun provide a diversity of renewable and nonrenewable resources Evidence Outcomes Students can: a. Develop and communicate a scientific explanation addressing a question of local relevance about resources generated by the sun or Earth (DOK 1-3)

TE Only: 336, 357

b. Analyze and interpret a variety of data to understand the origin, utilization, and concerns associated with natural resources (DOK 1-3)

SE/TE: 334-335, 336-337, 338-339, 355 TE Only: 339a-339b

Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Fifth Grade Concepts and skills students master: 2. Earth’s surface changes constantly through a variety of processes and forces Evidence Outcomes Students can: a. Analyze and interpret data identifying ways Earth’s surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity

SE/TE: 328-329, 330-331, 332-333, 340-341, 342-343, 355 TE Only: 333a-333b, 343a-343b, 355b

b. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth’s surface (DOK 2-3)

SE/TE: 328, 331, 332-333, 340-341, 343-355 TE Only: 329, 330, 333a-333b, 343a, 343b, 355b





Chapter 11: 460-497; Chapter 12: 498-533


for Science Grade 5


Content Area: Science Standard: 3. Earth Systems Science Prepared Graduates: � Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation: Fifth Grade Concepts and skills students master: 3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation Evidence Outcomes Students can: a. Develop and communicate an evidence based scientific explanation for changes in weather conditions (DOK 1-3)

SE/TE: 273, 287, 296

b. Gather, analyze, and interpret data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-3)

SE/TE: 268, 286-287, 297

c. Describe weather conditions based on data collected using a variety of weather tools (DOK 1-2)

SE/TE: 268 For related content, please also see: 269, 270-271, 272-273 *Tools are addressed but not used to collect data.

d. Use data collection tools and measuring devices to gather, organize, and analyze data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-2)

SE/TE: 268, 269, 270-271, 272-273

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