Scott Foresman Science

A Correlation of

Kindergarten

to the

Maryland Science

Voluntary State Curriculum

Maryland Model for School Readiness (MMSR)

Framework and Standards for Kindergarten Personal and Social Development

O/S-MMSR-1

Introduction

This document demonstrates how Scott Foresman Science Kindergarten meets the Maryland Science Voluntary State Curriculum. This document contains references to meet the standards for Kindergarten Personal and Social Development from the MMSR. Correlation page references are to the Teacher’s Edition, which contains facsimile Student Edition and ancillary pages.

Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry

Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.

How to Read Science

Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated Instruction

Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.

Time-Saving Strategies

Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

• Quick Teaching Plans cover the standards even when class time is short.
• Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds.
• Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

Technology

Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Table of Contents

Kindergarten Voluntary State Curriculum………………………………….….……..…1

Kindergarten MMSR Personal & Social Development….……………………....…...15

Scott Foresman Science Maryland Science Voluntary State Curriculum

Kindergarten

Scott Foresman Science

to the

Maryland Science Voluntary State Curriculum

Kindergarten

Standard 1.0 Skills and Processes

Skills and Processes :

Students will demonstrate the thinking and acting inherent in the practice of science.

Topic
A. Scientific Inquiry

Indicator
1. Seek information through observation, exploration, and descriptive investigations.

Objectives

a. Use their senses to observe and gather information from developmentally appropriate and scientifically accurate resources and investigations.

30–31, 68–69, 128–129, 138–139

b. Communicate scientific information collected from resources and investigations in various ways, such as orally, drawing, graphing, and/or writing.

24–25, 44–45, 70–71, 92–93, 242–243

c. Use scientific information collected to assist in making further discoveries.

25, 45, 72–73, 121, 129

Indicator
2. Ask relevant questions when engaged in scientific investigations.

Objectives

a. Use their senses to observe and explore materials and natural phenomena.

24–25, 40–41, 72–73, 104–105, 138–139, 151, 154–155, 191, 203, 250–251

b. Ask questions about scientific investigations that can be answered through observations and further investigations.

25, 155, 172–173, 194–195

Indicator
3. Use observations to make predictions about what may occur.

Objective

a. Use information collected from observations and scientific investigations to make a prediction.

7, 24–25, 73, 84–85, 154–155, 162–163, 172–173, 194–195, 223

Indicator
5. Follow safety rules when participating in investigations or explorations.

Objective

1. Identify, describe and use safe procedures for conducting investigations or explorations: Wearing eye protection, plastic gloves, and smocks
2. Using science equipment and materials appropriately
3. Following oral directions
4. Using senses in appropriate and safe ways

16, 24–25, 44, 64, 154, 159, 172, 216

Indicator
6. Use numbers and units when counting or measuring objects and recording data.

Objectives

1. Use the appropriate number when counting objects.

5b, 7, 25b, 47a, 66–67, 122–123, 143, 195a, 246–247

1. Use the appropriate non-standard or standard unit when measuring an object's weight, length, and height.

See Grade 1, pp. 289, 316, 368

1. Use the appropriate number and standard or non-standard unit when recording data.

25b, 67, 99b, 101b, 196–197, 209b

Indicator
7. Use simple tools/ equipment to extend the senses and gather data.

Objectives

a. Use simple tools, such as gears, pulleys, thermometers, hand lenses, simple microscopes, rulers, timers, funnels, and balances to collect data.

78E, 82–83, 120–121, 128–129, 172–173, 223, 252–253

b. Record

25, 30, 44–45, 67, 73, 117, 120–121, 121d, 128–129, 130, 143, 223, 225, 253

Indicator
8. Compare data using observations, charts, or graphs.

Objectives

1. Identify and describe likenesses and differences in data collected through observations and investigations.

25, 98–99, 128–129, 151, 152–153, 173a, 203, 244–245

1. Identify and describe likenesses and differences in data displayed on charts or picture graphs.

25, 65, 98–99, 120–121, 147, 149, 151, 173a, 177, 211

Indicator
9. Communicate findings from observations and investigations.

Objective

1. Use oral language, drawings or writing to describe observations and results of investigations.

24–25, 44–45, 65c, 78E, 120–121

Topic

B. Critical Thinking

Indicator
1. Describe the similarities and differences among objects and materials.

Objectives

1. Use their senses to investigate objects and materials.

24–25, 44–45, 82–83, 144

1. Use observations and investigations to describe likenesses and differences among objects and materials.

6–7, 10–11, 28–29, 32–33, 57, 58–59, 60–61, 62–63, 82–83, 86–87, 214–215

1. Use observations and investigations to compare objects or materials orally, in drawings, and/or in writing.

8–9, 12–13, 14–15, 30–31, 45c, 55, 121d, 155b, 155d, 212–213, 224–225

Indicator
2. Classify objects according to properties.

Objectives

1. Identify and describe the attributes and functions of objects.

25d, 45d, 52–53, 54–55, 56–57, 238–239

1. Classify objects based on their attributes and functions.

20–21, 25c, 34–35, 40–41, 50–51, 100E, 134–135, 140–141, 155a, 160–161, 173c,

178–179, 227b

1. Describe orally, in drawings, and/or in writing how objects were classified.

20–21, 25c, 26E, 36–37, 64–65, 100E, 139, 195d, 236–237

Indicator
3. Identify patterns found in the natural environment.

Objective

1. Use oral language, drawings, or writing to identify and describe repeated sequences found in nature, such as designs (beehive), sounds (heartbeat), and events (day/night).

100E, 100–101, 101b, 108–109, 110–111, 112–113, 114–115, 116–117, 196–197,

220–221, 222–223

Topic

C. Applications of Science

Indicator
2. Use scientific knowledge to solve everyday, science-related problems.

Objective

1. Use prior knowledge and investigations to solve a given problem, such as determining needs for a classroom pet.

128–129, 156E, 208E, 226E

Topic

D. Technology

Indicator
1. Identify models of real objects and compare the models to the real objects.

Objectives

1. Identify and describe models of real objects, such as toy trucks, toy kitchen appliances, dolls, and stuffed animals.

See Grade 1, pp. 148, 328–329

1. Use common classroom materials and equipment to construct models of real objects, such as paper flowers, clay animals, or a block bridge.

98–99, 99c, 225c, 241

1. Describe how models of objects are similar to and different from the real object.

99c

Indicator

2. Demonstrate how tools are used to observe and measure when collecting information.

Objectives

1. Make observations using magnifying instruments, such as hand lenses, binoculars, simple microscopes, other magnifiers and stethoscopes.

82–83

1. Make measurements using non-standard tools, such as paper clips, their fingers, their feet, and blocks.

146, 194–195

1. Make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales and balances.

120–121, 128–129

1. Describe how tools are used to collect information.

99a, 120–121, 128–129

Indicator
3. Construct objects with simple tools using a variety of materials and describe the functions of those objects.

Objectives

1. Construct objects using common classroom materials, such as paper tubes, boxes, Styrofoam packing material, wood, and yarn, and simple tools, such as scissors, paper fasteners, hammers, staplers, and hole punchers.

97, 195a, 225c, 230–231, 245a

1. Use oral language, drawing or writing to describe objects they have constructed.

208E, 225c, 245c

1. Use oral language, drawings, and/or writing to explain the use of objects they have made.

97, 225d, 231

Indicator
5. Recognize that inventions allow new ways to solve problems and get work done.

Objectives

1. Examine related existing products, such as buttons, zippers, and Velcro to identify the materials used to make the products.

170–171, 241

1. Identify the function of and problem solved by the products examined.

226E, 228–229, 230–231, 232–233, 236–237, 240–241, 245d

Topic

E. History of Science

Indicator
1. Describe how everyone can do science and invent things.

Objectives

1. Investigate and explore science concepts.

24–25, 44–45, 70–71, 78E, 124–125, 126–127, 128–129, 152–153, 156E, 166, 170–

171, 173d, 194–195, 198–199, 223, 227a–227b, 234–235

1. Describe the role that the student takes during investigations and explorations.

30–31, 121b, 128–129, 166–167, 183, 185, 187, 189, 193, 220

Standard 2.0 Earth/Space Science

Earth/Space Science :
Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

Topic
A. Materials and Processes That Shape A Planet

Indicator
1. Describe and classify Earth materials based on their physical properties.

Objectives

1. Observe and describe soils, rocks, and water using their senses of sight and touch and magnifying instruments.

82–83

1. Identify similarities and differences in the Earth materials they observed.

82–83, 86–87

1. Classify types of soil and various rocks using the physical properties of texture, size, and color.

82–83, 99a

Topic

D. Astronomy

Indicator
4. Identify and describe celestial objects that appear in the day sky and in the night sky.

Objectives

1. Compare when the sun, moon, and stars are visible in the sky.

158, 208–209, 209a–209b, 210–211, 212–213, 214–215, 216–217, 218–219, 220–

221, 222–223, 224–225, 254–255

1. Recognize that the sun provides daylight and heat. (Students should not look directly at the sun during observations.)

156–157, 157a, 158–159, 160–161, 164–165, 168–169, 202–203

Topic

E. Interactions of Hydrosphere and Atmosphere

Indicator
3. Describe the weather using observations and age-appropriate tools.

Objectives

1. Describe the weather using their senses and record weather data.

105–105, 121c

1. Describe qualitative changes in temperature using Celsius thermometers.

120–121

Indicator
4. Describe weather changes for each season.

Objective

1. Use observations and qualitative weather data to compare seasonal changes in weather.

100–101, 101b, 102–103, 108–109, 110–111, 112–113, 114–115, 116–117

Standard 3.0 Life Science

Life Science :

The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

Topic

A. Cellular

Indicator
1. Identify and describe living and non-living things

Objectives

1. Observe and describe living things, such as plants, insects, and animals and once-living things, such as fallen leaves, sticks, and animal hide.

8–9, 10–11, 14–15, 25c, 25d

1. Identify and describe non-living things, such as rocks, water, and soil.

4E, 8–9, 10–11, 12–13, 25c, 25d

Topic

B. Genetics

Indicator

1. Identify and describe a variety of animals and their offspring.

Objectives

1. Observe and describe the similarities and differences among a variety of animals and their offspring.

34–35, 38–39

1. Describe how offspring are like their parents.

28–29, 34–35, 38–39, 45a, 45b, 45c

Topic

D. Biochemistry

Indicator
1. Observe and describe characteristics, basic needs, and life cycles of living things.

Objectives

1. Use characteristics to classify things as living or non-living.

6–7, 8–9, 10–11, 12–13, 14–15, 24–25

1. Identify the basic needs of living things.
2. Food
3. Water
4. Air

4E, 4, 5a–5b, 6–7, 16–17, 18–19, 20–21, 22–23, 25, 25a, 25b, 25c, 42, 45a, 65c, 72–73, 94–95

1. Observe and describe how living things change from offspring to adult (life cycles).
2. Size
3. Appearance

5, 26E, 26–27, 27a–27b, 28–29, 30–31, 34–35, 38–39, 40–41, 42–43, 44–45, 45a, 45b, 65d, 70–71, 74–75

Standard 4.0 Chemistry

Chemistry :

Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.

Topic

A. Properties of Matter

Indicator
1. Identify, describe, and compare properties of objects.

Objectives

1. Use their senses to identify numerous physical properties of objects including size, shape, color, texture, and weight.

134–135, 135a–135b, 138–139, 146–147, 148–149, 150–151, 155c

1. Use their senses to describe the physical properties of objects.

134E, 136–137, 142–143, 144–145, 154–155, 155a, 155c

1. Identify the similarities and differences of objects based on their physical properties.

138–139, 146–147, 148–149, 152–153, 155a, 155b, 155d

Standard 5.0 Physics

Physics :Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur

Topic

A. Mechanics

Indicator
1. Identify and describe the different ways objects move.

Objectives

1. Identify the similarities and differences in the way objects move.
2. Straight
3. Round and round
4. Back and forth

• Zig zag

174, 175a–175b, 176–177, 178–179, 184–185, 186–187, 188–189, 195c

1. Identify ways to make objects move.
2. Push
3. Pull

174E, 175, 175a, 182–183, 186, 192–193, 226–227

Topic

B. Thermodynamics

Indicator

1. Describe the way the sun warms the land, air, and water using observations and age appropriate tools.

Objective

1. Recognize and describe, using senses and thermometers, temperature changes of the land, air, and water before and after the sun warms them.

112–113, 202–203

Topic

D. Wave Interactions

Indicator
2. Recognize and describe that objects vibrate and make sounds.

Objective

1. Observe and describe the vibration of objects that make sounds, such as drums, rubber bands on a shoebox guitar, and tuning fork.

174E, 190–191

Indicator
3. Identify and describe the materials that light passes through and materials that block light.

Objective

1. Identify and describe the physical properties of materials that light passes through and materials that block light.

166–167, 172–173, 173b

Standard 6.0 Environmental Science

Environmental Science :

Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

Topic

B. Interdependence of Organisms

Indicator

1. Observe and recognize that animals depend on plants for food and shelter.

Objectives

1. Recognize the way animals, such as squirrels, beavers, and deer use plants for food.

5a–5b, 20–21

1. Recognize the ways animals, such as squirrels, beavers, and deer use plants for shelter.

22–23, 47a–47b, 62–63

Indicator
2. Observe and recognize that humans depend on plants for food, shelter, and clothing.

Objectives

1. Recognize that humans use plants, such as wheat, corn, tomatoes, etc. for food.

20–21, 90–91

1. Recognize that humans use plants such as trees, for shelter.

22–23, 90–91

1. Recognize that humans use plants, such as cotton for clothing.

60

Topic

D. Environmental Issues

Indicator

1. Recognize that learning about the environment is an important human activity.

Objectives

1. Describe and compare the kinds of living and nonliving things that are found indoors with those found outdoors.

228–229

1. Recognize and describe that individual and group actions, such as recycling help the environment, and other actions, such as littering have consequences that harm the environment.

84–85, 89, 96–97

1

Scott Foresman Science MMSR Personal and Social Development Standards

Kindergarten

Scott Foresman Science

to the

MMSR Personal and Social Development Standards

Kindergarten

STANDARD: 1.0 EMOTIONAL SELF–REGULATION– Students will demonstrate

effective emotional functioning in group settings and as individuals.

A. Emotional Self-Regulation

1. Student will demonstrate healthy self-confidence

WSS 1 A1 Demonstrates self-confidence.

30–31, 128–129, 178–179, 230–231, 244–245

a. Attempts new play and learning experiences independently and purposefully 30–31, 128–129, 178–179, 230–231, 244–245

b. Knows resources are available in the classroom and how to use them

72–73, 82–83, 128–129, 138–139, 160–161

2. Uses coping skills independently

24–25, 64–65, 72–73, 98–99, 120–121, 128–129, 172–173, 230–231

a. States needs, wants, and feelings verbally to others

64–65, 98–99, 230–231

b. Perseveres with tasks using alternate solutions

24–25, 64–65, 72–73, 120–121, 128–129, 172–173

3. Shows self-direction in familiar and unfamiliar settings

WSS I A2 Shows initiative and self-direction.

64–65, 72–73, 178–179, 202–203, 252–253

a. Makes choices independently and pursues task with intention

64–65, 178–179, 202–203, 252–253

b. Cares for own belongings independently

72–73

4. Follows classroom rules and routines

WSS I B1 Follows classroom rules and routines.

51, 83, 104–105, 121, 128–129, 179, 202, 230–231

a. Identifies reasons for classroom and school rules such as maintaining order and keeping everything safe (SS 4.A.1.b.)

FM20–FM21, FM21a, 83, 128–129, 202, 230–231

b. Recognized some rules which ensure fair treatment of everyone (SS 4.A.1.b.)

51, 121, 179

c. Plans routine activities in the classroom independently

104–105

5. Uses classroom materials appropriately

WSS I B2 Uses classroom materials purposefully and respectfully.

44–45, 120–121, 128–129, 160–161, 178–179

a. Uses materials with appropriate intention and purpose

44–45, 120–121, 128–129, 160–161, 178–179

b. Puts away classroom materials after use independently

FM20–FM21

STANDARD: 2.0 SOCIAL SELF–REGULATION– Students will demonstrate effective

social functioning in group settings and as individuals.

A. Social Self- Regulation

1. Students initiates and maintains relationship with peers and adults

WSS I D1 Interacts easily with one or more children.

WSS 1 D 2 Interacts easily with familiar adults.

50–51, 83, 161, 172–173, 178–179, 194–195, 213, 230–231, 244–245

a. Initiates conversation with peers

83, 139, 161, 213

b. Able to take turns when working in groups

50–51, 178–179, 230–231

c. Shares materials and equipment

160–161, 172–173, 194–195, 244–245

d. Offers verbal suggestions when solving interaction conflicts

72–73, 202–203, 230–231, 244–245

WSS I E1 Seeks adult help and begins to use simple strategies to resolve conflicts.

72–73, 160–161, 172–173, 194–195, 230–231, 244–245

2. Participates cooperatively in group activities

WSS 1 D3 Participates in group life of the class.

24–25, 98–99, 128–129, 172–173, 178–179, 194–195, 230–231

a. Listens to directions from peers and responds to multi-step tasks

24–25, 98–99, 128–129, 178–179

b. Understands rules to group activities

128–129, 172–173, 194–195, 230–231

c. Describes individual contributions and group accomplishments

These pages introduce this standard: 50–51, 178–179, 244–245

3. Shows empathy and concern for peers and adults

WSS I D4 Shows empathy and caring for others.

These pages introduce this standard: 51, 99, 105, 161, 225

a. Understands a variety of feeling expressed by others verbally or nonverbally

These pages introduce this standard: 51, 225

b. Cares independently for peers who are in distress

These pages introduce this standard: 99, 105, 161

STANDARD: 3.0 APPROACHES TOWARD LEARNING– Students will demonstrate

active interest in learning and apply learning and study skills to new tasks.

A. Approaches Toward Learning

1. Shows eagerness and curiosity as a learner

WSS I C 1 Shows eagerness and curiosity as a learner.

8–9, 82–83, 154–155, 194–195, 252–253

a. Shows eagerness and curiosity in learning new things independently

82–83, 252–253

b. Ask many questions about new things and experiences

8–9, 154–155

c. Describes new learning experiences

82–83, 194–195

d. Initiates and offers ideas for new projects

These pages introduce this standard: 73, 155, 195, 253

2. Student will explore and attend to learning tasks

WSS 1 C2 Sustains attention to a task, persisting even after encountering difficulty

8–9, 44–45, 50–51, 98–99, 104–105, 128–129, 138–139, 161, 194–195, 230–231, 244–245

a. Manages transitions from one activity to the next independently

WSS I B3 Manages transitions and adapts to changes in routine.

98–99, 138–139, 161, 244–245

b. Listens to a variety of directions specific to one or more tasks

50–51, 64–65, 194–195, 230–231

c. Completes short and long–term tasks

8–9, 44–45, 104–105, 128–129

3. Student will use a variety of learning strategies when approaching new tasks

WSS I C3 Approaches tasks with flexibility and inventiveness.

8–9, 82–83, 98–99, 104–105, 120–121, 128–129, 154–155, 194–195, 224–225

a. Plans and carries out familiar tasks independently