Full Option Science System
(FOSS™)
Grades K-5
Correlation with
MINNESOTA
SCIENCE STANDARDS
AND BENCHMARKS
FOR GRADES K-5
State of Minnesota
State ScienceStandards
and Benchmarks
Grades K-5
Correlated with FOSS
(Full Option Science System)
The following is a correlation of the Science Standards and Benchmarks for the State of Minnesota to Full Option Science System. This correlation shows representative examples of investigations and activities from the programs that address the Science Benchmarks. A citation does not include all of the investigations or activities that might address a particular benchmark.
Delta Science Content Readers (DSCR) and Delta Science Readers (DSR) indicate use as a supplement to the FOSS program.
Earth Science Delta Science Content Readers are currently being developed. They are listed by title in grade 3-5 with page numbers if available.
March 2009
Kindergarten
The Nature of Science and Engineering
BENCHMARK / FOSS / DSR/DSCR0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. / All FOSS modules provide the opportunity to address this benchmark. Students observe objects and discuss their observations. See examples below:
Fabric
Investigation 1-2, all parts
Wood and Paper
Investigation 1-5, all parts
Animals Two by Two
Investigation 1-5, all parts
Trees
Investigation 1-3, all parts
0.1.2.1.1 Sort objects into two groups: those that are found in nature and those that are human made. / Fabric
Investigation 1, Parts 1-6, pp. 6-33
Investigation 2, Part 4, pp. 22-25
Science Stories, pp. 3-17
Wood and Paper
Investigation 2, Parts 3-4, pp. 16-23
Investigation 5, Parts 1-2, pp. 8-17
Science Stories, pp. 3-8, 13-18
Trees
Investigation 1-3, all parts
Science Stories, pp. 3-24
Animals Two by Two
Investigation 1-5, all parts
Science Stories, pp. 3-24
Physical Science
BENCHMARK / FOSS / DSR/DSCR0.2.1.1.1 Sort objects in terms of color, size and shape, and texture and communicate reasoning for the sorting system.
For example: Cars, pencils, trees, rocks. / Trees
Investigation 2, Parts 1-5, pp. 6-25
Fabric
Investigation 1, Part 1, pp. 6-11
Investigation 2, Part 4, pp. 22-25
Animals Two by Two
Investigation 1, Part 4, pp. 26-29
Investigation 2, Part 4, pp. 22-24
Investigation 3, Part 3, pp. 17-20
Investigation 4, Part 2, pp. 12-15
Earth Science
BENCHMARK / FOSS / DSR/DSCR0.3.2.2.1 Monitor daily and seasonal changes in weather and summarize the changes.
For example: Recording cloudiness, rain, snow and temperature. / Trees
Tools for Observing Weather
Tools 1-6, pp. 6-24
0.3.2.2.2 Identify the sun as a source of heat and light.
For example: Record the time of day when the sun shines into different locations of the school and note patterns. / Trees
Science Stories, p. 16 / DSR Sunshine and Shadows, p. 2
DSR Investigating Water, pp. 8-11
Life Science
BENCHMARK / FOSS / DSR/DSCR0.4.1.1.1 Observe and compare plants and animals. / Animals Two By Two
Investigation 1, Parts 1, 4, pp. 10-16, 26-29
Investigation 2, Parts 1, 3, pp. 9-13, 18-21
Investigation 3, Parts 1, 3, pp. 8-12, 17-20
Investigation 4, Parts 1-2, pp. 9-15
Science Stories, pp. 4-23
Trees
Investigation 1, Parts 3-4, pp. 20-24
Investigation 2, Parts 3-4, pp. 16-22
Science Stories, pp. 4-12
0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
For example: Heads, legs, eyes and ears on humans and animals; flowers, stems and roots on many plants. / Animals Two By Two
Investigation 1, Parts 1, 4, pp. 10-16, 26-29
Investigation 2, Parts 1, 3, pp. 9-13, 18-21
Investigation 3, Parts 1, 3, pp. 8-12, 17-20
Investigation 4, Parts 1-2, pp. 9-15
Science Stories, pp. 4-23
Trees
Investigation 1, Parts 5-6, pp. 28-34
Investigation 2, Parts 1-3, pp. 6-19
Investigation 3, Parts 1-2, pp. 10-14
Science Stories, pp. 4-24
0.4.1.1.3Differentiate between living and nonliving things.
For example: Sort live organisms (or pictures of organisms) into groups of those that grow and reproduce and need air, food and water, and those that don't. / FOSS provides the opportunity to address this benchmark. See below:
Fabric
Investigation 1, Parts 1-6, pp. 6-33
Investigation 2, Part 4, pp. 22-25
Science Stories, pp. 3-17
Wood and Paper
Investigation 2, Parts 3-4, pp. 16-23
Investigation 5, Parts 1-2, pp. 8-17
Science Stories, pp. 3-8, 13-18
Trees
Investigation 1-3, all parts
Science Stories, pp. 3-24
Animals Two by Two
Investigation 1-5, all parts
Science Stories, pp. 3-24
0.4.2.1.1Observe a natural system or its model and identify living and nonliving components in that system.
For example: A wetland, prairie, garden or aquarium. / Animals Two by Two
Investigation 1, Part 1-3, pp. 10-25
Investigation 4, Part 4, pp. 20-23
Science Stories, pp. 4-7, 12-13
Trees
Investigation 1, Part 1, pp. 7-14
Investigation 2, Part 1, pp. 6-9
Grade One
The Nature of Science and Engineering
BENCHMARK / FOSS / DSR/DSCR1.1.1.1.1 When asked "How do You Know?" students should support their answer with observations.
For example: Use observations to tell why a squirrel is a living thing. / FOSS investigations and discussions stress that students use evidence to support their findings. See for example:
Balance and Motion
Investigation 3, Part 2, pp. 13-18
Air and Weather
Investigation 1, Part 2, pp. 13-16
New Plants
Investigation 2, Part 2, pp. 15-19
Solids and Liquids
Investigation 4, Part 1, pp. 7-16
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. / FOSS investigations rely on accurate observations by students and students compare observations in post-investigation discussions.
See examples below:
Insects
Investigation 1, Parts 1-2, pp. 8-21
Pebbles, Sand and Silt
Investigation 2, Parts 2-3, pp. 18-29
Plants and Animals
Investigation 4, Parts 1-2, pp. 151-163
Air and Weather
Investigation 1, Part 5, pp. 27-33
1.1.3.1.1 Observe that many things are made of parts and that if a part is missing or broken the thing/s may not function properly. / Balance and Motion
Investigation 1, Part 4, pp. 24-28
Investigation 2, Part 1, pp. 8-13
Science Stories, pp. 10-13, 17, 23-25
Air and Weather
Investigation 1, Part 5, pp. 27-33
Investigation 3, Part 5, pp. 28-33
Science Stories, pp. 14-15
Insects
Investigation 1, Parts 1-2, pp. 8-21
Science Stories, pp. 12-15
1.1.3.2.1Recognize that tools are used by people, including scientists and engineers, to gather information and solve problems.
For example: Magnifier, snowplow and calculator. / Pebbles, Sand and Silt
Investigation 2, Parts 1-4, pp. 8-29
Solids and Liquids
Investigation 1, Part 3, pp. 21-24
Investigation 3, Part 4, pp. 24-27
Air and Weather
Investigation 2, Parts 2, 4, pp. 14-19, 24-27
Investigation 3, Parts 2, 4, pp. 12-16, 22-27
Insects and Plants
Investigation 1, Parts 1-3, pp. 52-75
Physical Science
BENCHMARK / FOSS / DSR/DSCRNone listed.
Earth Science
BENCHMARK / FOSS / DSR/DSCR1.3.1.3.1 Group or classify rocks in terms of color, shape and size. / Pebbles, Sand and Silt
Investigation 1, Parts 1, 3-4, pp. 8-12, 18-25
Investigation 2, Parts 1-4, pp. 8-29
1.3.1.3.2 Describe similarities and differences between soil and rocks.
For example: Use screens to separate components of soil and observe the samples using a magnifier. / Pebbles, Sand and Silt
Investigation 4, Part 1, pp. 8-14
Science Stories, pp. 3-7, 20-23
1.3.1.3.3 Identify and describe large and small objects made of Earth materials. / Pebbles, Sand and Silt
Investigation 3, Interdisciplinary Extensions, pp. 30-32
Investigation 3, Home/School Connection, p. 32
Science Stories, pp. 16-19
Life Science
BENCHMARK / FOSS / DSR/DSCR1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors. / Insects
Investigation 1-6, all parts
Science Stories, pp. 12-33
Insects and Plants
Investigation 1, 3-5, all parts
Science Resources, pp. 20-23, 30-33, 37-55
1.4.2.1.1 Recognize that animals need space, water, food, shelter and air. / Insects
Investigation 1, Part 1, pp. 8-15
Investigation 2, Part 1, pp. 8-13
Investigation 3, Part 2, pp. 12-20
Investigation 4, Part 2, pp. 14-18
Investigation 5, Part 1, pp. 10-15
Insects and Plants
Investigation 1, Part 1, pp. 52-61
Investigation 3, Part 2, pp. 134-144
Investigation 4, Part 2, pp. 179-186
Investigation 5, Part 1, pp. 206-211
Plants and Animals
Investigation 3, Part 2, pp. 128-134
Science Resources, pp. 21-24
1.4.2.1.2 Describe ways in which an animal's habitat provides for its basic needs.
For example: Compare students' houses with animal habitats. / Insects
Investigation 3, Part 2, pp. 12-20
Science Stories, pp. 8-9
Insects and Plants
Investigation 2, Part 2, pp. 95-104
Investigation 3, Part 2, pp. 134-144
Science Resources, pp. 26-27
New Plants
Investigation 1, Part 2, pp. 13-22
Science Stories, pp. 3-7, 22-39
Plants and Animals
Investigation 3, Parts 1-2, pp. 120-134
Science Resources, pp. 3-7, 21-24, 28-46
1.4.3.1.1 Demonstrate an understanding that animals pass through life cycles that include a beginning, development into adults, reproduction and eventually death.
For example: Use live organisms or pictures to observe the changes that occur during the life cycle of butterflies, meal worms or frogs. / Insects
Investigations 1-5, all parts
Science Stories, pp. 16-33
Insects and Plants
Investigations 1, 3-5, all parts
Science Resources, pp. 37-55
1.4.3.1.2 Recognize that animals pass through the same life cycle stages as their parents. / Insects
Investigations 1-5, all parts
Science Stories, pp. 16-33
Insects and Plants
Investigations 1, 3-5, all parts
Science Resources, pp. 37-55
Grade Two
The Nature of Science and Engineering
BENCHMARK / FOSS / DSR/DSCR2.1.1.2.1 Raise questions about the natural world and seek answers by making careful observations, noting what happens when you interact with an object, and sharing the answers with others. / FOSS investigations are driven by questions and provide the opportunity to address this benchmark. See for example:
Balance and Motion
Investigation 3, Part 2, pp. 13-18
Air and Weather
Investigation 1, Part 2, pp. 13-16
New Plants
Investigation 2, Part 2, pp. 15-19
Solids and Liquids
Investigation 4, Part 1, pp. 7-16
2.1.2.2.1 Identify a need or problem and construct an object that helps to meet the need or solve the problem.
For example: Design and build a tool to show wind direction.
Another example: Design a kite and identify the materials to use. / Balance and Motion
Investigation 3, Parts 1-3, pp. 6-25
Air and Weather
Investigation 3, Part 3, pp. 17-21
Pebbles, Sand and Silt
Investigation 3, Part 5, pp. 24-29
2.1.2.2.2 Describe why some materials are better than others for making a particular object and how materials that are better in some ways may be worse in other ways.
For example: Objects made of plastic or glass. / FOSS provides the opportunity to address this benchmark through student constructions. See for example:
Balance and Motion
Investigation 2, Parts 1-3, pp. 8-25
Investigation 3, Parts 1-3, pp. 6-25
Air and Weather
Investigation 1, Part 3, pp. 17-20
Investigation 3, Parts 3, 5, pp. 17-21, 28-33
Pebbles, Sand and Silt
Investigation 3, Part 5, pp. 24-29
2.1.2.2.3 Explain how engineered or designed items from everyday life benefit people. / Pebbles, Sand and Silt
Investigation 2, Part 2, pp. 12-15
Science Stories, pp. 16-19
Air and Weather
Investigation 2, Part 2, pp. 14-19
Science Stories, pp. 13-15
Balance and Motion
Science Stories, pp. 10, 12-17, 24-25, 32-35
New Plants
Science Stories, pp. 4-6, 18-21
Plants and Animals
Science Resources, pp. 4-6, 11-14
Physical Science
BENCHMARK / FOSS / DSR/DSCR2.2.1.1.1 Describe objects in terms of color, size, shape, weight, texture, flexibility, strength and the types of materials in the object. / Solids and Liquids
Investigation 1, Parts 1-2, pp. 8-20
Investigation 2, Parts 1-3, pp. 10-27
Pebbles, Sand and Silt
Investigation 1, Part 1, pp. 8-12
Investigation 2, Parts 1-2, pp. 8-17
2.2.1.2.1 Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another and that the amount of water stays the same when it melts and freezes. / Solids and Liquids
Investigation 4, Science Extension, p. 29
Science Stories, pp.
Air and Weather
Investigation 2, Science Extension, p. 32 / DSR States of Matter
pp. 8-10
2.2.2.1.1 Describe an object's position relative to other objects or a background.
For example: Forward, backward, going up, going down. / Balance and Motion
Investigation 1, Parts 1-3, pp. 8-28
Investigation 3, Part 2, pp. 13-18
Science Stories, pp. 4-21
Solids and Liquids
Investigation 1, Part 3, pp. 21-24
Investigation 2, Part 3, pp. 21-27
Air and Weather
Investigation 1, Parts 2-6, pp. 13-38
Investigation 2, Parts 2, 4, pp. 14-19, 24-27
2.2.2.1.2 Demonstrate that objects move in a variety of ways, including a straight line, a curve, a circle, back and forth, and at different speeds.
For example: Spinning toy and rocking toy.
Another example: Construct objects that will move in a straight line or a curve such as a marble or toy car on a track. / Balance and Motion
Investigation 2, Parts 1-3, pp. 8-25
Investigation 3, Parts 1-3, pp. 6-25
Science Stories, pp. 22-31
Air and Weather
Investigation 1, Parts 3-6, pp. 17-38
Investigation 3, Parts 1-5, pp. 8-33
2.2.2.2.1 Describe how push and pull forces can make objects move.
For example: Push and pull objects on smooth and rough surfaces. / Balance and Motion
Investigation 2, Parts 1-2, pp. 8-19
Science Stories, pp. 10-21
Air and Weather
Investigation 1, Parts 4-6, pp. 21-38
Investigation 3, Parts 1, 3, pp. 8-11, 17-21
2.2.2.2.2 Describe how things near Earth fall to the ground unless something holds them up. / Balance and Motion
Investigation 2, Part 3, pp. 20-25
Investigation 3, Parts 1-3, pp. 6-25
Air and Weather
Investigation 1, Part 3, pp. 17-20
Investigation 3, Part 5, pp. 28-33
Earth Science
BENCHMARK / FOSS / DSR/DSCR2.3.2.2.1 Measure, record and describe weather conditions using common tools.
For example: Temperature, precipitation, sunrise/sunset, and wind speed/direction. / Air and Weather
Investigation 2, Parts 1-4, pp. 8-27
Investigation 3, Parts 2, 4, pp. 12-16, 22-27
Life Science
BENCHMARK / FOSS / DSR/DSCR2.4.1.1.1Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors. / New Plants
Investigation 2, Parts 1-2, pp. 8-19
Investigation 3, Parts 1-3, pp. 8-25
Investigation 4, Parts 1-2, pp.7-19
Science Stories, pp. 22, 25, 28, 31, 34, 37
Plants and Animals
Investigation 1, Parts 1-2, pp. 47-62
Investigation 2, Parts 1-3, pp. 87-108
Investigation4, Parts 1-2, pp. 151-163
Science Resources, pp. 16-19, 28, 31, 34, 37, 40, 43
2.4.2.1.1 Recognize that plants need space, water, food and air and fulfill these needs in different ways. / Insects and Plants
Investigation 2, Part 2, pp. 95-104
New Plants
Investigation 1, Part 2, pp. 13-22
Investigation 2, Part 1, pp. 8-14
Science Stories, pp. 3-7
Plants and Animals
Investigation 1, part 1, pp. 47-57
Investigation 3, Part 1, pp. 120-127
Science Resources, pp. 3-7 / DSR, Classroom Plants, p. 2
2.4.3.1.1 Describe the characteristics of plants at different stages of their life cycles.
For example: Use live organisms or pictures to observe the changes that occur during the life cycles of bean plants or marigolds. / New Plants
Investigation 1, Parts 2-3, pp. 13-30
Investigation 2, Parts 1-3, pp. 8-28
Investigation 3, Parts 1-3, pp. 8-25
Investigation 4, Parts 1-2, pp.7-19
Science Stories, pp. 8-19, 22, 25, 28, 31, 34, 37
Insects and Plants
Investigation 2, Parts 2-3, pp. 95-115
Plants and Animals
Investigation 1, Parts 1-3, pp. 47-72
Investigation 2, Parts 1-3, pp. 87-108
Investigation4, Parts 1-2, pp. 151-163
Science Resources, pp. 9-12, 16-19, 28, 31, 34, 37, 40, 43 / DSR, Classroom Plants, p. 5
Grade Three
The Nature of Science and Engineering
BENCHMARK / FOSS / DSR/DSCR3.1.1.1.1 Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and discount such reasons when given by others. / FOSS investigations provide the opportunity for teachers to address this benchmark. See for example:
Sun, Moon and Stars
Investigation 1, Parts1-2, pp. 42-55
Ideas and Inventions
Investigation 2, Part2, pp. 16-19
Earth Materials
Investigation 2, Part 2, pp. 14-21
Structures of Life
Investigation 1, Part3, pp. 28-33
Magnetism and Electricity
Investigation 1, Part 3, pp. 23-30
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations.
For example: Investigate the sounds produced by striking various objects. / FOSS investigations provide the opportunity for teachers to address this benchmark. See for example:
Human Body
Investigation 4, Parts 2-3, pp. 17-24
Magnetism and Electricity
Investigation 4, Parts 2-3, pp. 14-22
Physics of Sound
Investigation 2, Parts1-3, pp. 8-24
Ideas and Inventions
Investigation 3, Parts 2-3, pp. 14-21
Measurement
Investigation 3, Part 3, pp. 18-21
Structures of Life
Investigation 2, Part 3, pp. 28-33
3.1.1.2.2 Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected. / FOSS investigations provide the opportunity for teachers to address this benchmark. See for example:
Sun, Moon and Stars
Investigation 1, Part 2, pp. 42-55
Measurement
Investigation 2, Part 3, pp. 18-28
Water
Investigation 4, Part 1, pp. 8-13
Structures of Life
Investigation 1, Part 3, pp. 28-33
Physics of Sound
Investigation 2, Parts 1-3, pp. 8-24
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed.
For example: Make a chart comparing observations about the structures of plants and animals. / FOSS investigations provide the opportunity for teachers to address this benchmark. In addition, the use of notebooks is encouraged.
See for example:
Measurement
Investigation 4, Part 2, pp. 14-17
Magnetism and Electricity
Investigation 4, Parts 2-3, pp. 14-22
Matter and Energy
Investigation 3, Parts 2-3, pp. 139-160
Earth Materials
Investigation 2, Parts 1-2, pp. 8-21
Structures of Life
Investigation 1, Parts 2-3, pp. 18-33
Sun, Moon and Stars
Investigation 2, Parts 1-2, pp. 79-100
3.1.1.2.4 Construct reasonable explanations based on evidence/data collected from observations or experiments. / FOSS investigations provide the opportunity for teachers to address this benchmark. See for example:
Human Body
Investigation 4, Parts 2-3, pp. 17-24
Magnetism and Electricity
Investigation 2, Part 4, pp. 26-29
Water
Investigation 4, Part 1, pp. 8-13
Structures of Life
Investigation 1, Part 3, pp. 28-33
Physics of Sound
Investigation 2, Parts 1-3, pp. 8-24
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools.
For example: Ojibwe and Dakota knowledge and use of patterns in the stars to predict and plan. / This would need to be addressed at the local level.
FOSS investigations provide ample opportunity to address this benchmark.
3.1.3.2.2Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds. / Sun, Moon and Stars
Science Resources, pp. 40-46
Magnetism and Electricity
Science Stories, pp. 12-23, 34-37
Water
Science Stories, pp. 24-26
Structures of Life
Science Stories, pp. 6-9
Ideas and Inventions
Science Stories, pp. 1-3, 17-22
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made. / Matter and Energy
Investigation 3, Parts 2-3, pp. 139-160
Investigation 4, Part 1, pp. 174-180
Magnetism and Electricity
Investigation 1, Part 3, pp. 23-34
Water
Investigation 4, Part 1, pp. 8-13
Structures of Life
Investigation 1, Part 3, pp. 28-33
Measurement
Investigation 1, Parts 2-3, pp. 16-24
Investigation 2, Parts 2-3, pp. 14-24
Investigation 3, Parts 2-3, pp. 14-21
Investigation 4, Parts 1-3, pp. 8-21
Physical Science
BENCHMARK / FOSS / DSR/DSCR3.2.3.1.1Explain the relationship between the pitch of a sound, the rate of vibration of the source and factors that affect pitch.
For example: Changing the length of a string that is plucked changes the pitch.
Another example: Compare materials according to their ability to conduct or produce sound. / Physics of Sound
Investigation 2, Parts 1-3, pp. 8-24
Science Stories, pp. 11-14, 17-18 / DSCR Sound Energy, pp. 10-13
DSR, Sound, pp. 6-7, 12-13
3.2.3.1.2Explain how shadows can form in various ways. / Sun, Moon and Stars
Investigation 1, Part 2, pp. 56-64
Science Resources, pp.4-11
Ideas and Inventions
Science Stories, pp. 26-27, 33 / DSCR Heat and Light, p. 14
3.2.3.1.3Describe how light travels in a straight line until it is absorbed, redirected, reflected or allowed to pass through an object.
For example: Use a flashlight, mirrors and water to demonstrate reflection and bending of light. / Ideas and Inventions
Investigation 4, Parts 1-3, pp. 8-21
Science Stories, pp. 28-29
Matter and Energy
Investigation 2, Part 1, pp. 93-102
Science Resources, pp. 24-27, 33-36 / DSCR Heat and Light, pp. 12-13
Earth Science
BENCHMARK / FOSS / DSR/DSCR3.3.3.1.1 Observe and describe the daily and seasonal changes in the position of the sun and compare observations. / Sun, Moon and Stars
Investigation 1, Parts 1-2, pp. 42-64
Science Resources, pp. 1-11 / DSCR Earth, Moon and Sun Systems, pp. 13-17
3.3.3.1.2 Recognize the pattern of apparent changes in the moon's shape and position. / Sun, Moon and Stars
Investigation 2, Parts 1-2, pp. 79-100
Science Resources, pp. 19-32
Ideas and Inventions
Science Stories, pp. 34-36 / DSCR Earth, Moon and Sun Systems, pp. 20-21
3.3.3.2.1 Demonstrate how a large light source at a great distance looks like a small light that is much closer.
For example: Carheadlights at a distance look small compared to when they are close. / Sun, Moon and Stars
Investigation 3, Part 2, pp. 126-130
Science Resources, pp. 35-36, 47 / DSCR Our Solar System and Beyond, pp. 18-19
3.3.3.2.2 Recognize that the Earth is one of several planets that orbit the sun, and that the moon orbits the Earth. / Sun, Moon and Stars
Science Resources, pp. 17-18 / DSCR Our Solar System and Beyond, pp. 4-12
DSR Solar System, pp. 2-12
Life Science