Scott Foresman Science - Pearson Educationassets.pearsonschool.com/correlations/CS40.pdf · 2016....

A Correlation of

© 2007

to the

New Mexico Science Content Standards,

Benchmarks, and Performance Standards Grades K-6

C/S-40

Introduction This document demonstrates how Scott Foresman Science meets the New Mexico Science Content Standards, Benchmarks, and Performance Standards. Page references are to the Teacher’s Edition, which contains facsimile Student Edition and ancillary pages. Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. 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……………………………………………………………….………..………….1 Grade One……………………………………………………………….………….…………..6 Grade Two………………………………………………………..………………....…………12 Grade Three………………………………………………………………………..………….19 Grade Four………………………………………………………………………....………….26 Grade Five………………………………………………………………………...….……….34 Grade Six………………………………………………………………………..…………….43

Scott Foresman Science to the

New Mexico Science Content Standards, Benchmarks, and Performance Standards

Kindergarten

Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.

K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data. Performance Standards

1. Use observation and questioning skills in science inquiry (e.g., What happens when something is pushed or pulled?). FM14-15, FM15a-FM15b, FM15c-FM15d, 8–9, 24–25, 30–31, 44–45, 50–51, 64–65, 72–73, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 154–155, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 230–231, 244–245, 252–253

2. Ask and answer questions about surroundings and share findings with classmates. FM14-15, FM15a-FM15b, FM15c-FM15d, 8–9, 12–13, 14–15, 16–17, 22–23, 25a, 30–31, 66–67, 72–73, 75a, 82–83, 98–99, 104–105, 128–129, 138–139, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 244–245

3. Record observations and data with pictures, numbers, and/or symbols. FM14-15, FM15a-FM15b, FM15c-FM15d, 22–23, 30–31, 44–45, 50–51, 64–65, 72–73, 98–99, 104–105, 128–129, 138–139, 154–155, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 244–245, 252–253

K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. Performance Standards

1. Communicate observations and answer questions about surroundings. FM15a–FM15b, 8–9, 12–13, 14–15, 16–17, 22–23, 25a, 30–31, 66–67, 72–73, 75a, 82–83, 98–99, 104–105, 120–121, 128–129, 138–139, 160–161, 172–173, 178–179, 194–195, 202–203, 212–213, 224–225, 244–245

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Kindergarten and Performance Standards

K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings. Performance Standards

1. Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier). 82–83, 88-89, 99a, 136–137, 138–139, 155a, 155c, 188–189

Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.

K-4 Benchmark I: Recognize that matter has different forms and properties. Performance Standards

1. Observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood). 82–83, 84–85, 86–87, 90–91, 96–97, 135b, 136–137, 138–139, 142–143, 144–145, 148–149, 152–153, 155a–155b, 194–195, 195d, 200–201, 245a

2. Observe that different materials have different properties (e.g., color, odor).

82–83, 86–87, 92–93, 94–95, 99a, 134–135, 135a–135b, 136–137, 138–139, 140–141, 142–143, 144–145, 146–147, 148–149, 150–151, 152–153, 155a, 155c–155d, 172–173, 194–195, 195d, 195f

K-4 Benchmark II: Know that energy is needed to get things done and that energy has different forms. Performance Standards

1. Observe how energy does things (e.g., batteries, the sun, wind, electricity). 94–95, 157b, 160–161, 164–165, 168–169, 170–171, 173d, 227a, 228–229, 236–237, 238–239, 240–241, 245a–245b

K-4 Benchmark III: Identify forces and describe the motion of objects. Performance Standards

1. Observe that things move in many different ways (e.g., straight line, vibration, circular). 175a–175b, 176–177, 184–185, 186–187, 188–189, 190–191, 195b, 195c

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2. Know that the position and motion of an object (direction or speed) are

changed by pushing or pulling it. 13, 174–175, 175a, 176–177, 182–183, 184–185, 186–187, 192–193, 194–195, 226–227, 230–231, 234–235, 236–237, 242–243, 244–245, 255a

Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.

K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats. Performance Standards

1. Identify major structures of common living organisms (e.g., stems, leaves,

and roots of plants; arms, wings, and legs of animals). 5a, 19, 25b, 27a, 36–37, 40–41, 42–43, 44–45, 45d, 47b, 54–55, 56–57, 59, 61, 74–75

2. Observe that differences exist among individual living organisms (e.g.,

plants, animals) of the same kind. 4–5, 16-17, 30-31, 32–33, 34-35, 38–39, 42-43, 44-45, 66-67, 74-75

K-4 Benchmark II: Know that living things have similarities and differences and that living things change over time. Performance Standards

1. Observe and describe similarities and differences in the appearance and behavior of living organisms (e.g., plants, animals). 5b, 6–7, 14–15, 16–17, 18–19, 20–21, 22–23, 26–27, 28–29, 30–31, 32–33, 34–35, 36–37, 46–47, 47a–47b, 48–49, 52–53, 54–55, 56–57, 58–59, 60–61, 62–63

2. Observe that living organisms (e.g., plants, animals) closely resemble their

parents. 28–29, 30–31, 34–35, 38–39, 40–41, 42–43, 45a, 45c, 74–75

K-4 Benchmark III: Know the parts of the human body and their functions. Performance Standards

1. Use the senses (e.g., sight, hearing, smell, taste, touch) to observe

surroundings, and describe the observations. FM14-FM15, FM15a-FM15b, FM15c-FM15d, 8–9, 12–13, 14–15, 16–17, 22–23, 25a, 30–31, 72–73, 75a, 82–83, 98–99, 104–105, 128–129, 138–139, 160–161, 172–173, 178–179, 202–203, 212–213, 224–225, 244–245

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2. Identify the parts of the human body (e.g., legs, arms, head, hands) and the

functions of these parts. 14–15, 18–19, 30–31, 36-37, 54-55, 60-61, 80–81, 94–95, 96–97, 168–169, 174–175, 182–183

Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.

K-4 Benchmark I: Know the structure of the solar system and the objects in the universe. Performance Standards

1. Observe that there are many objects in the night sky and that some are brighter than others. 99a, 208–209, 210–211, 218–219, 222–223, 225d

2. Describe the location and movements of objects in the sky (e.g., stars, sun,

moon). 99d, 208–209, 209a–209b, 210–211, 212–213, 214–215, 216–217, 220–221, 222–223, 225c–225d, 254–255

K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them. Performance Standards

1. Observe that changes in weather occur from day to day and season to season. 100–101, 101a–101b, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–119, 121d, 121f, 128–129, 130–131, 131a, 200–201

2. Observe that the sun warms the land and water and they warm the air.

112–113, 121f, 156–157, 158–159, 160–161, 164–165, 166–167, 202–203

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Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies.

K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.

Performance Standards

1. Recognize that germs exist and may cause disease. FM20–FM21, 24-25, 75a, 82-83, 94–95, 98-99, 131a, 255a

2. Describe how science helps provide products we use every day (e.g.,

gasoline for cars; electricity for lights, refrigerators, TVs; gas or electricity for heating, cooking). 70–71, 90–91, 198–199, 227a, 228–229, 232, 234–235, 236–237, 238–239, 240–241, 242–243, 245b, 246–247, 248–249, 250–251



Grade One



1. Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the seed look like when it starts to grow?). xxii-xxiii, xxvi-xxvii, UA4, 18–19, 28, 40–41, 52, 74–75, 84, 106–107, 116, 130–131, 140–141, 144, UB1, 148, 168–169, 194–195, 204–205, 208, 212, 232–233, 244, 266–267, 276, 286–289, 298–299, 308–309, 312, 316, 328–329, 340, 362–363, 372–373, 376

2. Describe relationships between objects (e.g., above, next to, below) and

predict the results of changing the relationships (e.g., When that block moves, what will happen to the one next to it?). 218–219, 254–255, 341, 372–373

K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. Performance Standards

1. Know that simple investigations do not always turn out as planned. xxxii, 40–41, 52, 144, 180, 181, 204–205, 208, 212, 232–233, 244, 245, 298–299, 308–309, 312, 362–363, 372–373, 376

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade One and Performance Standards K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings. Performance Standards

1. Use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take away”) to describe phenomena. 108–109, 132–133, 140–141, 170–171, 238–239, 268–269, 300–301, 316, 330–331, 364–365



1. Observe that the three states of matter (i.e., solids, liquids, and gases) have different properties (e.g., water can be liquid, ice, or steam). 150–153, 154–155, 158–159, 168–169, 178–179, 186–187, 188–189, UC2, 210–211, 218–221, 226–229

2. Describe simple properties of matter (e.g., hardness, flexibility,

transparency). 146–147, 154–157, 158–159, 168–169, 208, 212, 213, 216–217, 222–225, 228–229, 232–233, 234–235, 238–239, 258–259, 286–287, 298–299


1. Observe and describe how energy produces changes (e.g., heat melts ice, gas makes car go uphill, electricity makes TV work). UB2, 158–159, 204–205, 222–223, 226–229, 230–231, 240, 272, 274–275, 276, 278–281, 282–283, 284–285, 290–293, 294–297, 304, 312

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade One and Performance Standards K-4 Benchmark III: Identify forces and describe the motion of objects. Performance Standards

1. Describe ways to make things move, what causes them to stop, and what causes a change of speed, or change of direction. UC1, 242–243, 244, 245, 246–249, 250–251, 252–253, 256–259, 260–261, 266–267, 272, 308–309, 310–311, 372–373, 374–375, 376

2. Observe that gravity makes things fall to the ground unless something holds

them up. UC3, UC4, 242–243, 246–249, 254–255



1. Know that living organisms (e.g., plants, animals) have needs (e.g., water, air, food, sunlight). UA2, 2–3, 4, 6–7, 10–11, 12–13, 18–19, 24, 29, 30–33, 34–35, 36–37, 38–39, 40–41, 48, 58–61, 68–71, 114–115, 116, 117, 118–121, 122–125, 126–129, 130–131, 136, 140–141, 142–143, 144, 156–157, 188–191, 312, 320–321

2. Know that living organisms (e.g., plants, animals) inhabit various

environments and have various external features to help them satisfy their needs (e.g., leaves, legs, claws). UA2, 24, 26–27, 28, 29, 30–33, 34–35, 36–37, 38–39, 40–41, 42–43, 46–47, 48, 50–51, 52, 54–55, 58–61, 62–67, 68–71, 72–73, 74–75, 76–77, 94–95, 114–115, 118–121, 122–125, 126–129, 130–131, 136, 140–141, 142–143, 160–165

3. Describe the differences and similarities among living organisms (e.g.,

plants, animals). 8–9, 10–11, 12–13, 30–33, 34–35, 36–37, 38–39, 40–41, 42–43, 46–47, 53, 56–57, 58–61, 62–67, 70–71, 74–75, 90, 93, 94–97, 100–101, 104–105, 106–107, 130–131, 132–133, 140–141, 174–175

4. Observe that living organisms (e.g., plants, animals) have predictable but

varied life cycles. UA3, 18–19, 82–83, 84, 86–91, 92–93, 98–99, 104–105, 106–107, 174–175

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade One and Performance Standards


1. Identify differences between living and nonliving things. 2–3, 4, 5, 14–17, 20–21, 154–155

2. Recognize the differences between mature and immature plants and animals

(e.g., trees/seedlings, dogs/puppies, cats/kittens). 8–9, 82–83, 84, 85, 86–91, 92–93, 94–97, 98–99, 100–103, 104–105, 108–109


1. Describe simple body functions (e.g., breathing, eating). 12–13, 58-61, 80, 88, 160–165, 294–295, 300–301

2. Describe the basic food requirements for humans.

164–165, 294–297, 300–301, 342–345, 346–347, 348–351, 364–365

3. Describe how some parts of human bodies differ from similar parts of other animals (e.g., hands and feet/paws; ears). 60–61 This objective can also be developed from: 8–9, 38, 54–57, 58–61, 62–67, 80



1. Observe the changes that occur in the sky as day changes into night and night into day. UD1, 314–315, 318–321, 322–323, 324–327, 328–329

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2. Describe the basic patterns of objects as they move through the sky:

• sun appears in the day 314–315, 317, 318–321, 322–323 • moon appears at night but can sometimes be seen during the day 318–319, 326–327, 328–329 • sun and moon appear to move across the sky 289, 314–315, 318–321, 324–327 • moon appears to change shape over the course of a month. 318, 326–327, 328–329, 330–331

3. Recognize that the sun, moon, and stars all appear to move slowly across the sky. 288–289, 314, 320–321, 322–323, 324–327


1. Know that simple tools can be used to measure weather conditions (e.g., thermometer, wind sock, hand held anemometer, rain gauge) and that measurements can be recorded from day to day and across seasons. xxix, 178–179, 180, 182–185, 194–195, 196–197, 200, 206–207, 208, 209, 276

2. Know that there are different climates (e.g., desert, arctic, rainforest).

26–27, 30–33, 34–35, 36–37, 38–39, 50–51, 62–63, 70–71, 122–125, 126–129, 130–131, UB3, 190–191, 192–193

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K-4 Benchmark I: Describe how science influences decisions made by individuals and societies. Performance Standards

1. Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps prevent the spread of germs.

xxxii, 75, 145D This objective can also be developed from: 18–19, 84, 148, 168–169, 204–205, 212 2. Describe how science has assisted in creating tools (e.g., plows, knives,

telephones, cell phones, computers) to make life easier and more efficient. 160–165, 166–167, 200, 262–263, 290–293, UD4, 324–325, 334–335, 342–345, 346–347, 348–351, 352–355, 356–359, 360–361, 362–363, 368, 374–375

3. Describe how tools and machines can be helpful, harmful, or both (e.g.,

bicycles, cars, scissors, stoves). 160–165, 166–167, 174–175, 262–263, UD4, 324–325, 334–335, 338–339, 340, 342–345, 346–347, 348–351, 352–355, 356–359, 360–361

4. Know that men and women of all ethnic and social backgrounds practice

science and technology. 24, 48, 80, 112, 136, 176, 200, 272, 304, 336, 368



Grade Two



1. Conduct simple investigations (e.g., measure the sizes of plants of the same kind that are grown in sunlight and in shade). UA4, 4, 26–27, 36, 37, 56–57, 58–59, 68, 69, 90–91, 97E, 100, 122–123, 132–133, 136, 140, 146–147, 160–161, 172, 173, 194–195, 196–197, 201E, 228–229, 236, 237, 268, 269, 290–291, 292–293, 300, 322–323, 324–325, 356–357, 360, 364, 384–385, 396, 410–411, 420–421

2. Use tools to provide information not directly available through only the

senses (e.g., magnifiers, rulers, thermometers). 136, 140, 194–195, 232, 236, 242–243, 256–257, 263, 268, 300, 324–325, 420–421

3. Make predictions based on observed patterns as opposed to random

guessing. 4, 5, 28–29, 56–57, 68, 69, 122–123, 132–133, 237, 268, 269, 290–291, 346–347, 420–421

4. Follow simple instructions for a scientific investigation.

4, 26–27, 36, 56–57, 58–59, 68, 90–91, 97E, 100, 122–123, 132–133, 136, 140, 160–161, 169E, 172, 194–195, 201E, 228–229, 232, 236, 268, 290–291, 300, 322–323, 356–357, 360, 364, 384–385, 396, 410–411, 420–421, 424

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Two and Performance Standards K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. Performance Standards

1. Understand that in doing science it is often helpful to work with a team and share findings. xxii-xxv, 32, 90–91, 168, 200, 228–229, 264, 328, 356–357, UD4, 410–411

2. Make accurate observations and communicate findings about investigations.

xxii–xxv, 26–27, 28–29, 36, 56–57, 58–59, 90–91, 100, 122–123, 132–133, 136, 140, 160–161, 162–163, 169E, 172, 173, 228–229, 236, 237, 263, 292– 293, 300, 322–323, 348–349, 356–357, 360, 364, 392, 396, 397, 410–411, 420–421, 424


1. Record observations on simple charts or diagrams. 26–27, 56–57, 58–59, 132–133, 160–161, 194–195, 220–221, 228–229, 258–259, 268, 292–293, 322–323, 346–347, 348–349, 356–357

2. Measure length, weight, and temperature with appropriate tools and express

those measurements in accurate mathematical language. 92–93, 194–195, 220–221, 232, 242–243, 256–257, 258–259, 292–293, 324–325, 420–421



1. Observe that properties of substances can change when they are mixed, cooled, or heated (e.g., salt dissolves in water, ice melts). 232, 233, 234–235, 236, 237, 250–251, 252–255, 256–257

2. Describe the changes that occur when substances are heated or cooled and

change from one state of matter to another (i.e., solid, liquid, and gas). 178–179, 244, 251, 252–255, 256–257

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Two and Performance Standards


1. Describe how heat can be produced (e.g., burning, rubbing, mixing some substances). 272–273, 278–281

2. Know that heat moves more rapidly in thermal conductors (e.g., metal pan)

than in insulators (e.g., plastic handle). 272–273, 278–281

3. Describe the usefulness of some forms of energy (e.g., electricity, sunlight,

wind, sound) and how energy (e.g., heat, light,) can affect common objects (e.g., sunlight warms dark objects, heat melts candles). 74, 80–81, UC1, UC2, UC4, 255, 262–263, 265E, 266–267, 268, 270–273, 274–275, 278–281, 284–285, 286–289, 296, 331, 333, 334–335, 341, 368–369, 374–375

4. Observe that sound is made by vibrating objects and describe it by its pitch

and loudness. 329, 330–331, 332, 333, 334–337, 338–339, 341, 342–343, 344–345, 346–347, 348–349, 352

5. Recognize that moving objects carry energy (kinetic energy). 267, 270–272, 274–275, 286–287


1. Describe how the strength of a push or pull affects the change in an object’s motion (e.g., how a big or small push affects how high a swing rises). 298–299, 300, 302–307, 308–309, 310–313, 314–315

2. Observe that electrically charged materials and magnets attract and repel

each other, and observe their effects on other kinds of materials. 318–321, 322–323, 396

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Two and Performance Standards Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.


1. Observe that diversity exists among individuals within a population. UA2, 112–113, 116–117, 118–121, UC3

2. Observe and describe various shapes of fungi.

This standard is covered in Grades 4 and 5. 3. Know that bacteria and viruses are germs.

This standard is covered in Grade 3. K-4 Benchmark II: Know that living things have similarities and differences and that living things change over time. Performance Standards

1. Explain that stages of the life cycle are different for different animals (e.g., mouse, cat, horse, butterfly, frog). UA1, 50–51, 98–99, 102–107, 108–109, 110–111, 122–123, 124–125, 128

2. Observe that many characteristics of the offspring of living organisms (e.g.,

plants or animals) are inherited from their parents. UA3, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–121

3. Observe how the environment influences some characteristics of living things (e.g., amount of sunlight required for plant growth). 2–3, 4, 6–7, 16–19, 20–21, 22–23, 24–25, 26–27, 38–41, 42–43, 44–45, 46–47, 48–49, 50–51, 52–55, 67, 68, 114–115, 132–133, 360, UD4, 368


1. Identify a variety of human organs (e.g., lungs, heart, stomach, brain). This objective is covered in Grades 4 and 5.

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2. Know that various nutrients are required for specific parts and functions of

the body (e.g., milk for bones and teeth, protein for muscles, sugar for energy). This objective is covered in Grades 3 and 6.

3. Identify the functions of human systems (e.g., respiratory, circulatory,

digestive). This objective is covered in Grades 4, 5, and 6.



1. Observe that the phase of the moon appears a little different every day but looks the same again after about four weeks. 363, 380–381, 424

2. Observe that some objects in the night sky are brighter than others.

361E, 376–379, 380–381, 384–385, 392

3. Know that the sun is a star. 366–369, 376


1. Know that rocks have different shapes and sizes (e.g., boulders, pebbles, sand) and that smaller rocks result from the breaking and weathering of larger rocks. 146–147, 152–153, 228–229

2. Understand that rocks are made of materials with distinct properties.

UB3, 146–147, 152–153, 228–229

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3. Know that soil is made up of weathered rock and organic materials, and that soils differ in their capacity to support the growth of plants. xxii–xxv, 3, 22–23, 25, 138, 140, 141, 148–149, 152–153, 208–209, UD2

4. Recognize the characteristics of the seasons.

UB2, 174–177, 180–181, 182–183, 184–185, 186–187, 196–197, 230–231, 361E, 374–375




1. Describe ways to prevent the spread of germs (e.g., soap, bleach, cooking). This objective is covered in Grade 3.

2. Know that science has ways to help living things avoid sickness or recover

from sickness (e.g., vaccinations, medicine) and adult supervision is needed to administer them. 394–395, 402–403

3. Know that some materials are better than others for making particular things

(e.g., paper, cardboard, plastic, metal, fiberglass, wood). 150–151, 408–409, 410–411

4. Understand that everybody can do science, invent things, and formulate

ideas. 32, 128, 132–133, 136, 200, 224, 228–229, 232, 264, 328, 356–357, 360, UD3, 391, 392, 416, 420–421 This objective also can be fulfilled as students do science in the inquiries throughout Scott Foresman Science. Here are some of the many inquiry pages: 26–27, 56–57, 68, 90–91, 100, 122–123, 132–133, 146–147, 194–195, 268, 290–291, 300, 322–323, 396, 410–411

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5. Know that science has discovered many things about objects, events, and nature and that there are many more questions to be answered. UB1, UB4, 188–193, 200, 206–209, 210–211, 212–215, 216–217, 352, 394, 398–401, 402–403, 404–405, 406–407



Grade Three



1. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy. This objective may be developed from the inquiries on these pages: 4, 26–27, 36, 58–59, 68, 90–91, 100, 128–129, 140–143, 148, 162–163, 210–211, 234–235, 258–259, 268–271, 276, 290–291, 300, 314–315, 324, 344–345, 378–379, 388, 402–403, 412–415, 420, 440–441, 452, 466–467, 498–499, 508–511

2. Recognize the difference between data and opinion.

68, 276, 290–291, 300, 314–315, 324, 344–345, 378–379, 402–403, 412–415, 420, 428–429, 440–441, 452, 466–467, 476, 498–499, 508–511

3. Use numerical data in describing and comparing objects, events, and

measurements. 26–27, 68, 128–129, 162–163, 210–211, 234–235, 258–259, 290–291, 344–345, 378–379, 412–415, 466–467, 498–499, 508–511

4. Collect data in an investigation and analyze those data.

UA4, 4, 26–27, 36, 58–59, 68, 90–91, 128–129, 140–143, UB4, 148, 162–163, 172, 184–185, 196, 210–211, 220, 244, 258–259, 268–271, UC4, 276, 290–291, 300, 314–315, 344–345, 378–379, 388, 402–403, 412–415, 420, 440–441, 466–467, 476, 508–511

5. Know that the same scientific laws govern investigations in different times

and places (e.g., gravity, growing plants). 4, 26–27, 68, 90–91, 128–129, 162–163, 184–185, 234–235, 268–271, 284–285, 324, 344–345, 356, 388, 402–403, 412–415, 420, 466–467, 508–511

19

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Three and Performance Standards K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. Performance Standards

1. Use a variety of methods to display data and present findings. 1E, 26–27, 36, 90–91, 128–129, 140–143, 144, 162–163, 184–185, 210–211, 234–235, 258–259, 268–271, 272, 276, 290–291, 316–317, 344–345, 378–379, 388, 412–415, 416, 420, 440–441, 452, 466–467, 498–499, 500–501, 508–511, 512

2. Understand that predictions are based on observations, measurements, and

cause-and-effect relationships. xxii–xxv, 26–27, 33E, 58–59, 90–91, 100, 101, 128–129, 140–143, 162–163, 184–185, 196, 210–211, 268–271, UC1, 276, 314–315, 344–345, 378–379, 412–415, 420, 476, 498–499, 508–511


1. Use numerical data in describing and comparing objects, events, and measurements. 26–27, 33E, 128–129, 130–131, 172, 184–185, 210–211, 236–237, 260–261, 290–291, 292–293, 344–345, 346–347, 361, 378–379, 380–381, 404–405, 412–415, 420, 426, 442–443, 452, 466–467, 468–469, 498–499, 500–501, 508–511

2. Pose a question of interest and present observations and measurements

with accuracy. 26–27, 65E, 128–129, 172, 210–211, 231, 236–237, 260–261, 290–291, 344–345, 346–347, 361, 378–379, 412–415, UD1, 420, 426, 442–443, 452, 466–467, 498–499, 508–511, 512

3. Use various methods to display data and present findings and communicate

results in accurate mathematical language. 26–27, 128–129, 210–211, 236–237, 290–291, 344–345, 378–379, 412–415, 426, 442–443, 452, 466–467, 498–499, 508–511

20

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Three and Performance Standards Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.


1. Identify and compare properties of pure substances and mixtures (e.g., sugar, fruit juice). 68, UB3, 154–155, 194–195, 196, 200–201, 208–209, 210–211, 212–213, 227, 274–275, 277, 278–283, 284–287, 290–291, 292–293, 296, 298–299, 300, 301, 302–305, 306–309, 310–313

2. Separate mixtures based on properties (e.g., by size or by substance; rocks

and sand, iron filings and sand, salt and sand). UB1, 194–195, 200–201, 202–203, 206–209, 254–255, 268–271, 272, 298–299, 306–309, 314–315, 316–317, 416


1. Understand that light is a form of energy and can travel through a vacuum. 353, 354–355, 356, 358–359, 362–365, 364–365, 370–373, 384, 460–461, 466–467, 488, 494–495

2. Know that light travels in a straight line until it strikes an object and then it is

reflected, refracted, or absorbed. 354–355, 370–373

3. Measure energy and energy changes (e.g., temperature changes).

356, 362–365, 366–369, 412–415, 466–467

4. Construct charts or diagrams that relate variables associated with energy changes (e.g., melting of ice over time). 300, 344–345, 356, 375, 378–379, 402–403, 412–415, 416

21

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Three and Performance Standards K-4 Benchmark III: Identify forces and describe the motion of objects. Performance Standards

1. Recognize that magnets can produce motion by attracting some materials (e.g., steel) and have no effect on others (e.g., plastics). 202, 307, 323, 337

2. Describe how magnets have poles (N and S) and that like poles repel each

other while unlike poles attract. This objective is covered in Grade 2.

3. Observe that some forces produce motion without objects touching (e.g.,

magnetic force on nails). 306–307, 322–323, 330–331, 336–337, 350–351, 412–415, 416

4. Describe motion on different time scales (e.g., the slow motion of a plant

toward light, the fast motion of a tuning fork). UC2, 322–323, 324, 326–327, 330–331, 332–335, 346–347, 350–351, 412–415, UD4, 508–511



1. Know that an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., horned toads, chameleons, cacti, mushrooms). UA2, 48–53, 68, 69, 70–75, 76–81, 82–85, 100, 102–105, 107

2. Observe that plants and animals have structures that serve different

functions (e.g., shape of animals’ teeth). 6–9, 10–13, 14–17, 18–21, 26–27, 38–43, 44–47, 48–53, 100, 123, 124–125, 140–143, 144

3. Classify common animals according to their observable characteristics (e.g.,

body coverings, structure). UA1, UA3, 34–35, 37, 38–43, 44–47, 48–53, 56–57, 69

22

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Three and Performance Standards

4. Classify plants according to their characteristics (e.g., tree leaves, flowers, seeds). 2–3, 4, 6–7, 12–13, 14–17, 18–21, 24–25, 26–27, 28–29, 70–71


1. Identify how living things cause changes to the environments in which they live, and that some of these changes are detrimental to the organism and some are beneficial. 70–75, 78–79, 114–119, 120–121, 206–209, 230, 245, 247–249, 250–253, 254–257, 258–259, 302–303, 478–481, 490–495

2. Know that some kinds of organisms that once lived on Earth have become

extinct (e.g., dinosaurs) and that others resemble those that are alive today (e.g., alligators, sharks). 22–25, 54–57, 58–59


1. Know that bacteria and viruses are germs that affect the human body. 126–127

2. Describe the nutrients needed by the human body.

122–123, 130–131, 151–153, 204–205 Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems.


1. Describe the objects in the solar system (e.g., sun, Earth and other planets, moon) and their features (e.g., size, temperature). UD2, 418–419, 422–427, 428–431, 432–435, 442–443, 448, 450–451, 452, 453, 454–457, 458–465, 466–467, 494–495, 508–511, 512

23


2. Describe the relationships among the objects in the solar system (e.g.,

relative distances, orbital motions). 417E, 418–419, 421, 422–427, 428–431, 432–435, 442–443, 449, 450–451, 452, 453, 454–457, 458–465, 466–467, 468–469, 512

3. Observe that the pattern of stars stays the same as they appear to move

across the sky nightly. 436–439, 440–441

4. Observe that different constellations can be seen in different seasons.

438–439, 440–441 5. Know that telescopes enhance the appearance of some distant objects in the

sky (e.g., the moon, planets). 436–437, 446–447, 448, 496–497, 504


1. Know that Earth’s features are constantly changed by a combination of slow and rapid processes that include the action of volcanoes, earthquakes, mountain building, biological changes, erosion, and weathering. 112–113, 114–119, UB2, 180–183, 194–195, 196, 198–201, 206–209, 216, 217, 218–219, 220, 221, 222–225, 226–229, 230–233, 234–235, 236–237, 240, 250–253, 272

2. Know that fossils are evidence of earlier life and provide data about plants

and animals that lived long ago. 22–25, 54–57, 58–59, 64, 196, UC3

3. Know that air takes up space, is colorless, tasteless, and odorless, and

exerts a force. 170–171, 172, 174–179, 180–183, 184–185, 186–187, 190–191, 192, 232–233, 234–235, 281, 491, 495

4. Identify how water exists in the air in different forms (e.g., in clouds and fog

as tiny droplets; in rain, snow, and hail) and changes from one form to another through various processes (e.g., freezing/condensation, precipitation, evaporation). 70–75, 76–81, 82–85, 86–87, 92–93, 146–147, 148, 150–155, 156–161, 162–163, 164–165, 170–171, 173, 174–179, 180–183, 190–191, 234–235, 258–259, 304–305, 368–369, 460–461, 492–493

24


25




1. Describe how food packaging (e.g., airtight containers, date) and preparation (heating, cooling, salting, smoking, drying) extend food life and the safety of foods (e.g., elimination of bacteria). 120–123, 482–483

2. Know that science produces information for the manufacture and recycling

of materials (e.g., materials that can be recycled [aluminum, paper, plastic] and others that cannot [gasoline]). 152–153, 242–243, 246–249, 252–253, 254–257, 260–261, 264, 272, 312–313, 360, 480–481, 490–493

3. Know that naturally occurring materials (e.g., wood, clay, cotton, animal

skins) may be processed or combined with other materials to change their properties. 152–153, 250–251, 254–257, 306–307, 360–361, UD3, 480–481

4. Know that using poisons can reduce the damage to crops caused by

rodents, weeds, and insects, but their use may harm other plants, animals, or the environment. This objective may be developed from: 160–161



Grade Four



1. Use instruments to perform investigations (e.g., timers, balances) and communicate findings. xxviii-xxxi, 3, 4, 23, 69, 162–163, 164–165, 176, 200–201, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 322–327, 338–339, 348, 352–353, 360–361, 362–363, 384–385, 386, 394–395, 426–427, 436, 447, 450–451, 484–487, 488, 516, 560–561, 572–575, 576, EM1

2. Differentiate observation from interpretation and understand that a scientific

explanation comes in part from what is observed and in part from how the observation is interpreted. xxii-xxv, xxvi, xxvii, 4, 34–35, 44, 66–67, 76, 96–97, 108, 109, 130–131, 140, 162–163, 172–175, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 317, 338–339, 348, 372, 394–395, 404, 426–427, 450–451, 474–475, 492, 506–507, 538–539, 548, 560–561, EMix-EMxi

3. Conduct multiple trials to test a prediction, draw logical conclusions, and

construct and interpret graphs from measurements. 200–201, 360–361, 436, 450–451, 474–475, 484–487, 572–575

4. Collect data in an investigation using multiple techniques, including control

groups, and analyze those data to determine what other investigations could be conducted to validate findings. xxii-xxv, 96–97, 130–131, 162–163, 172–175, 200–201, 250–251, 274–275, 298–299, 308–311, 338–339, 394–395, 426–427, 474–475, 560–561

26

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Four and Performance Standards K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. Performance Standards

1. Communicate ideas and present findings about scientific investigations that are open to critique from others. xxii–xxv, xxvi, xxvii, 4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 176, 180, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 312, 316, 338–339, 348, 372, 394–395, 404, 426–427, 450–451, 460, 474–475, 484–487, 488, 492, 506–507, 538–539, 548, 560–561, 572–575, 576

2. Describe how scientific investigations may differ from one another (e.g.,

observations of nature, measurements of things changing over time). xxii-xxv, 4, 34–35, 44, 66–67, 76, 96–97, 108, 130–131, 140, 162–163, 172–175, 180, 200–201, 212, 226–227, 236, 250–251, 260, 274–275, 284, 298–299, 308–311, 316, 338–339, 348, 360–361, 372, 394–395, 404, 426–427, 436, 450–451, 460, 474–475, 484–487, 492, 506–507, 516, 538–539, 548, 560–561, 572–575

3. Understand how data are used to explain how a simple system functions

(e.g., a thermometer to measure heat loss as water cools). 76, 79, 130–131, 147, 151, 152, 200–201, 212, 217, 232, 360–361, 379, 388–389, 394–395, 460, 474–475, 476–477, 497, 508–509, 548, 560–561, 572–575


1. Conduct multiple trials using simple mathematical techniques to make and test predictions. 130–131, 200–201, 308–311, 432, 436, 450–451, 484–487, 572–575

2. Use mathematical equations to formulate and justify predictions based on

cause-and-effect relationships. 197, 226–227, 360–361, 436, 450–451, 452–453, 484–487, 517

3. Identify simple mathematical relationships in a scientific investigation (e.g.,

the relationship of the density of materials that will or will not float in water to the density of water). 68–69, 98–99, 130–131, 132–133, 172–175, 191, 200–201, 202–203, 260, 298–299, 300–301, 308–311, 316, 326–327, 340–341, 360–361, 394–395, 404, 428–429, 436, 450–451, 484–487, 492, 516, 572–575

27

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Four and Performance Standards Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy.


1. Know that changes to matter may be chemical or physical and when two or more substances are combined, a new substance may be formed with properties that are different from those of the original substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda). 180, 186–187, 242–245, 246–249, 260, 261, 263–265, 298–299, 313E, 314–315, 318–321, 328–331, 332–337, 338–339, 350

2. Know that materials are made up of small particles (atoms and molecules)

that are too small to see with the naked eye. 188–189, 318–321, 332–335, 337, 350–353, 375, 378, 383, 408, 410

3. Know that the mass of the same amount of material remains constant

whether it is together, in parts, or in a different state. 322–323, 336 This objective can also be developed from: 200–201, 320–321, 334–335, 360–361, 484–487


1. Identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light, or motion). 48–49, 292–293, 346–347, 348, 349, 350, 351, 354–359, 366–367, 370–371, 374–377, 378–381, 386–389, 390–393, 394–395, 402–403, 406–411, 412–415, 416–419, 420–425, 426–427

2. Recognize that energy can be stored in many ways (e.g., potential energy in

gravity or springs, chemical energy in batteries). 48–49, 282–283, 292–294, 298–299, 379, 393, 394–395, 434–435, 448–449, 450–451, 482–483, 488

28

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Four and Performance Standards

3. Describe how some waves move through materials (e.g., water, sound) and how others can move through a vacuum (e.g., x-ray, television, radio). 358–359, 402–403, 404, 405, 406–411, 406, 412–415, 416–419, 420–425, 426–427, 555

4. Demonstrate how electricity flows through a simple circuit (e.g., by

constructing one). 370–371, 378–381, 386, 390, 394–395


1. Know that energy can be carried from one place to another by waves (e.g., water waves, sound waves), by electric currents, and by moving objects. 293, 308–311, 348, 350–353, 354–359, 366–367, 370–371, 372, 378–381, 386–389, 390–393, 394–395, 406–411, 412–415, 416–419, 426–427, 448–449, 460, 488

2. Describe the motion of an object by measuring its change of position over a

period of time. 434–435, 436, 437, 438–441, 452–453, 484–487, 497, 506–507

3. Describe that gravity exerts more force on objects with greater mass (e.g., it

takes more force to hold up a heavy object than a lighter one). 322–323, 434–435, 446–447, 454–455, 576

4. Describe how some forces act on contact and other forces act at a distance

(e.g., a person pushing a rock versus gravity acting on a rock). 188–189, 268–269, 274–275, 308–311, UC3, 372, 374–377, 382–385, 394–395, 434–435, 438, 442–445, 446–447, 450–451, 460, 462–467, 468–469, 484–487, 520–521, 524


K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats.

29

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Four and Performance Standards Performance Standards

1. Explain that different living organisms have distinctive structures and body systems that serve specific functions (e.g., walking, flying, swimming). 2–3, 4, 5, 6–9, 11, 14–17, 18–25, 26–33, 42–43, 46–49, 50–53, 54–57, 58–65, 66–67, 138–139, 140, 141, 142–147, 148–151, 152–155, 156–161, 172–175, 405

2. Know that humans and other living things have senses to help them detect

stimuli, and that sensations (e.g., hunger) and stimuli (e.g., changes in the environment) influence the behavior of organisms. 20–21, 29–33, 114–115, 154, 172–175, 405, 415, 423, 432

3. Describe how roots are associated with the intake of water and soil nutrients

and green leaves are associated with making food from sunlight (photosynthesis). UA1, 9, 11, 14–15, 42–43, 44, 46–49, 50–53, 58–59, 84, 291

4. Describe the components of and relationships among organisms in a food

chain (e.g., plants are the primary source of energy for living systems). 60–61, 74–75, 77, 84–89, 90–95, 96–97, 104, 112–113

5. Describe how all living things are made up of smaller units that are called

cells. 2–3, 4, 5, 6–9, 10–11, 46–49, 50, 138–139, 142–147, 148–151, 152–155, 156–161


1. Know that in any particular environment some kinds of plants and animals survive well, some survive less well, and others cannot survive at all. UA3, 20–21, 63, 68–69, 74–75, 76, 77, 78–83, 84–85, 102–103, 106–107, 108, 110–113, 114–117, 118–123, 130–131, 172–175

2. Know that a change in physical structure or behavior can improve an

organism’s chance of survival (e.g., a chameleon changes color, a turtle pulls its head into its shell, a plant grows toward the light). UA2, UA4, 26–33, 48, 50–53, 60–61, 80–83, 84–85, 114–117, 120–121, 172–175

30


3. Describe how some living organisms have developed characteristics from generation to generation to improve chances of survival (e.g., spines on cacti, long beaks on hummingbirds, good eyesight on hawks). 26–33, 80–83, 84–85, 106–107, 114–115, 120–121


1. Know that the human body has many parts that interact to function as systems (e.g., skeletal, muscular) and describe the parts and their specific functions in selected systems (e.g., the nose, lungs, and diaphragm in the respiratory system). 6–9, 138–139, 140, 141, 142–147, 148–151, 152–155, 156–161

2. Recognize that the human body is organized from cells, to tissues, to

organs, to systems, to the organism. 6–9, 138–139, 142–147, 148–151, 152–155, 156–161



1. Understand that the number of stars visible through a telescope is much greater than the number visible to the naked eye. xxviii–xxix, UD1, 495, 504–505, 518–519, 544

2. Know that there are various types of telescopes that use different forms of

light to observe distant objects in the sky. xxviii-xxix, 424–425, 521, 529–530, 536, 544

3. Know that the pattern of stars (e.g., constellations) stays the same although

they appear to move across the sky nightly due to Earth’s rotation. 490–491, 494, 500–501, 504–505, 506–507

31

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Four and Performance Standards K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them. Performance Standards

1. Know that the properties of rocks and minerals reflect the processes that shaped them (i.e., igneous, metamorphic, and sedimentary rocks). UB1, UB3, 234–235, 236, 238–241, 242–245, 246–249, 250–251, 258–259, 260, 260, 261, 262–265, 266–269, 270–273, 288–289

2. Describe how weather patterns generally move from west to east in the

United States. 178–179, 190–192, 196–197, UD2

3. Know that local weather information describes patterns of change over a

period of time (e.g., temperature, precipitation symbols, cloud conditions, wind speed/direction). UB2, 178–179, 182–185, 186–189, 190–193, 194–197, 202–203, 206–207, 210–211, 222–225, 498–499




1. Know that science has identified substances called pollutants that get into the environment and can be harmful to living things. 104, 106–107, 124–127, 128–129, 130–131, 198–199, 294–295, 296–297, 312, UD3, 551–553

2. Know that, through science and technology, a wide variety of materials not

appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics). 297, 330, 350, 355, 425, 546–547, 550–555

32


33

3. Know that science has created ways to store and retrieve information (e.g., paper and ink, printing press, computers, CD ROMs) but that these are not perfect (e.g., faulty programming, defective hardware). xxxi, 220–221, 546–547, 556–557, 559, 566–567, 568, 571

4. Know that both men and women of all races and social backgrounds choose

science as a career. 40, 72, 104, 136, 160, 168, 208, 256, 280, 304, 344, 368, 400, 432, 456, 480, UD4, 512, 566–567, 568



Grade Five

Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings. Performance Standards

1. Plan and conduct investigations, including formulating testable questions, making systematic observations, developing logical conclusions, and communicating findings. xxii-xxv, xxvi, xxvii, UA4, 4, 26–27, 36, 50–51, 60, 80–81, 92, 114–115, 124, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 372, 394–395, 404, 432–433, 444, 466–467, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563, 572, 592–593, 604–607, 608

2. Use appropriate technologies (e.g., calculators, computers, balances, spring

scales, microscopes) to perform scientific tests and to collect and display data. xxviii-xxxi, 26–27, 188–191, 192, 340, 344, 362–363, 372, 394–395, 404, 408, 420, 432–433, 444, 468–469, 500–503, 572, 575, 604–607

3. Use graphic representations (e.g., charts, graphs, tables, labeled diagrams)

to present data and produce explanations for investigations. 4, 26–27, 50–51, 80–81, 82–83, 101, 107, 114–115, 116–117, 154–155, 156–157, 178–179, 188–191, 192, UB4, 216–217, 222–223, 245, 250–251, 256, 282–285, 286–289, 290–291, 322–323, 332–335, 336, 362–363, 364–365, 394–395, 396–397, 400, 432–433, 440, 466–467, 490–491, 500–503, 504, 530–531, 562–563, 564–565, 604–607, 608

34

Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Five and Performance Standards

4. Describe how credible scientific investigations use reproducible elements including single variables, controls, and appropriate sample sizes to produce valid scientific results. xxii-xxv, 26–27, 36, 80–81, 92, 114–115, 154–155, 164, 178–179, 188–191, 196, 216–217, 224, 228, 250–251, 290–291, 332–335, 362–363, 368, 372, 394–395, 404, 432–433, 466–467, 476, 490–491, 500–503, 540, 562–563, 604–607

5. Communicate the steps and results of a scientific investigation.

26–27, 36, 50–51, 60, 80–81, 92, 114–115 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 224, 228, 250–251, 260, 290–291, 300, 322–323, 332–335, 336, 340, 362–363, 368, 372, 394–395, 404, 432–433, 440, 444, 466–467, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563, 572, 592–593, 604–607, 608

5-8 Benchmark II: Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge. Performance Standards

1. Understand that different kinds of investigations are used to answer different kinds of questions (e.g., observations, data collection, controlled experiments). xxii–xxv, 4, 26–27, 36, 50–51, 60, 80–81, 92, 114–115, 116–117, 120, 154–155, 164, 178–179, 188–191, 192, 196, 216–217, 224, 228, 250–251, 252–253, 256, 260, 290–291, 300, 322–323, 332–335, 336, 360, 362–363, 368, 372, 394–395, 404, 432–433, 438–439, 444, 466–467, 468–469, 476, 490–491, 500–503, 504, 508, 530–531, 540, 562–563, 572, 592–593, 604–607, 608

2. Understand that scientific conclusions are subject to peer and public review.

xxii-xxv, xxvi, 16, 24, 184, 256, 362–363, 368, 371, 394–395, 400, 472, 490–491, 515, 523, 608

5-8 Benchmark III: Use mathematical ideas, tools, and techniques to understand scientific knowledge. Performance Standards

1. Use appropriate units to make precise and varied measurements. xxviii-xxxi, 80–81, 82–83, 92, 164, 178–179, 188–191, 196, 222–223, 228, 250–251, 252–253, 336, 340, 362–363, 368, 372, 394–395, 404, 432–433, 444, 466–467, 508, 572, 604–607, 608

35


2. Use mathematical skills to analyze data. 17, 80–81, 82–83, 101, 107, 116–117, 124, 156–157, 180–181, 188–191, 199, 222–223, 249, 250–251, 252–253, 263, 311, 324–325, 336, 340, 346–347, 362–363, 364–365, 372, 394–395, 404, 408–409, 416–417, 432–433, 434–435, 444, 445, 463, 468–469, 485, 492–493, 532–533, 541, 551, 564–565, 572, 573, 575–576, 594–595, 604–607, 608

3. Make predictions based on analyses of data, observations, and explanations.

36, 92, 125, 127, 143, 178–179, 245, 250–251, 290–291, 341, 349, 353, 362–363, 394–395, 404, 444, 445, 447, 457, 461, 476, 530–531, 540, 572, 592–593

4. Understand the attributes to be measured in a scientific investigation and

describe the units, systems, and processes for making the measurement. 80–81, 82–83, 112, 116–117, 154–155, 156–157, 188–191, 223, 224, 336, 340, 362–363, 368, 372, 394–395, 404, 408, 420, 432–433, 444, 468–469, 572, 604–607, 608

Strand II: Content of Science Standard I (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. 5-8 Benchmark I: Know the forms and properties of matter and how matter interacts. Performance Standards

1. Describe properties (e.g., relative volume, ability to flow) of the three states of matter. 208–209, 260, 264, 339, 342–347, 348–349, 354–357, 361, 378–381, 382–385, 462–463

2. Describe how matter changes from one phase to another (e.g.,

condensation, evaporation). 194–195, 208–211, 212–215, 216–217, 237, 351, 354–357, 358–359, 364–365, 368, 371, 374, 462–463, 504

3. Know that matter is made up of particles (atoms) that can combine to form

molecules and that these particles are too small to see with the naked eye. 208, 338–339, 342–343, 348–353, 354–357, 374–377, 378–381, 388, 462–463

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4. Know that the periodic table is a chart of the pure elements that make up all matter. UB1, 343, 348–349, 350–353, 359, 381, 388, 396–397

5. Describe the relative location and motion of the particles (atoms and

molecules) in each state of matter. 208, 232–233, 338–339, 354–357, 374, 461–465, 498

6. Explain the relationship between temperature and the motion of particles in

each state of matter. 232–233, 354–357, 364–365, 374, 442–443, 462–465, 498

5-8 Benchmark II: Explain the physical processes involved in the transfer, change, and conservation of energy. Performance Standards

1. Know that heat is transferred from hotter to cooler materials or regions until both reach the same temperature. 226–227, 232–233, 264–265, 442–443, 446, 462–463, 464–465

2. Know that heat is often produced as a by-product when one form of energy

is converted to another form (e.g., when machines or organisms convert stored energy into motion). 306–313, 372, 377, 442–443, 444, 446–453, 457, 476, 482–483, 490–491, 500–503

3. Know that there are different forms of energy.

306–313, 442–443, 444, 446–453, 454–457, 458–461, 462–465, 476, 482–483, 486–489, 490–491, 500–503

4. Describe how energy can be stored and converted to a different form of

energy (e.g., springs, gravity) and know that machines and living things convert stored energy to motion and heat. xxx, 75, 96–97, 144–147, 152–153, 298–299, 301, 302–305, 306–307, 310–313, 344, 404, 407–408, 410–411, 420, 430–431, 438–439, 442–443, 446–453, 474–475, 476, 482–483, 490–491, 500–503, 582–583

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Five and Performance Standards 5-8 Benchmark III: Describe and explain forces that produce motion in objects. Performance Standards

1. Understand how the rate of change of position is the velocity of an object in motion. 402–403, 408–409, 410, 422–423, 432–433

2. Recognize that acceleration is the change in velocity with time.

UC1, 402–403, 422–423, 436–437

3. Identify forces in nature (e.g., gravity, magnetism, electricity, friction). 86–87, 114–115, 239, 272–275, 276–277, 344, 402–403, 404, 410–417, 418–425, 427, 430–431, 434–435, 448, 474–475, 478–481, 488–489, 499, 500–503, 522–523, 543, 560–561

4. Understand that when a force (e.g., gravity, friction) acts on an object, the

object speeds up, slows down, or goes in a different direction. UC2, 410–417, 418–425, 434–435, 438–439, 440

5. Identify simple machines and describe how they give advantage to users

(e.g., levers, pulleys, wheels and axles, inclined planes, screws, wedges). 402–403, 426–431, 436–437

Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. 5-8 Benchmark I: Explain the diverse structures and functions of living things and the complex relationships between living things and their environments. Performance Standards

1. Identify the components of habitats and ecosystems (producers, consumers, decomposers, predators). UA1, 122–123, 126–129, 130–135, 136–139, 144–147, 148–153, 156–157, 162–163, 166–169

2. Understand how food webs depict relationships between different

organisms. 122–123, 144–147, 148–151, 158–159

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3. Know that changes in the environment can have different effects on different organisms (e.g., some organisms move, some survive, some reproduce, some die). UA2, 127, 129, 130–135, 140–141, 162–163, 164, 165, 166–169, 171–173, 174–177, 178–179, 180–181

4. Describe how human activity impacts the environment.

168–169, 174–177, UB2, 301, 302–305, 306–313, 314–317, 386–393, 472, 570–571, 575, 582–583, 586–587

5-8 Benchmark II: Understand how traits are passed from one generation to the next and how species evolve. Performance Standards

1. Know that plants and animals have life cycles that include birth, growth and development, reproduction, and death and that these cycles differ for different organisms. UA3, 2–3, 6–9, 11–15, 19–20, 22–23, 90–91, 102–109, 110–113, 114–115, 116–117, 131, 138, 142–143, 177, 186–187, 188–191

2. Identify characteristics of an organism that are inherited from its parents

(e.g., eye color in humans, flower color in plants) and other characteristics that are learned or result from interactions with the environment. 40–41, 103–105, 110–113, 116–117, 162–163, 170–173, 174–175

3. Understand that heredity is the process by which traits are passed from one generation to another. 40–41, 102–105, 110–112, 116–117, 162–163, 170–173

5-8 Benchmark III: Understand the structure of organisms and the function of cells in living systems. Performance Standards

1. Understand that all living organisms are composed of cells from one to many trillions, and that cells are usually only visible through a microscope. 8–9, 10–11, 22, 24–25, 26–27, 34–35, 37, 38–41, 42–45, 52–53, 62–67, 71–73, 74, 78–79, 90–91, 94–97, 98–101, 102–105, 110–113, 120, 152–153, 170–171

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2. Know that some organisms are made of a collection of similar cells that cooperate (e.g., algae) while other organisms are made of cells that are different in appearance and function (e.g., corn, birds). 8–9, 24–25, 26–27, 37, 38–41, 42–45, 52–53, 64–65, 94–97, 98–101, 102–105, 138, 142–143

3. Describe the relationships among cells, tissues, organs, organ systems,

whole organisms, and ecosystems. 34–35, 38–41, 42–45, 46–49, 50–51, 58–59, 62–69, 70–73, 74–79, 86–87, 90–91, 94–97, 98–101, 102–105, 108–109, 126–129, 130–135, 136–139, 140–143

Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems. 5-8 Benchmark I: Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system, the universe, and their structures. Performance Standards

1. Know that many objects in the universe are huge and are separated from one another by vast distances (e.g., many stars are larger than the sun but so distant that they look like points of light). UD2, 506–507, 518–523, 524–526, 532–533, 548–551, 552–555, 556–557

2. Understand that Earth is part of a larger solar system, which is part of an

even larger galaxy (Milky Way), which is one of many galaxies. UD1, 506–507, 514–517, 518–521, 524–525, 528–529, 530–531, 532–533, 536, 538–539, 541, 542–547, 548–551, 556–561, 562–563, 564–565

3. Know that there have been manned and unmanned journeys to space and to

the moon. 86–87, 120, 184, 222–223, 256, 368, 381, 415, 420–421, 434–435, UD4, 516–517, 525, 538–539, 542, 550–551, 556–557, 568, 570–571, 588–591, 592–593, 600

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Five and Performance Standards 5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems. Performance Standards

1. Understand that water and air relate to Earth’s processes, including: 194–195, 208–211, 212–215, 216–217, 222–223, 226–227, 230–233, 234–237, 238–241, 246–247, 272–275, 276–281, 356–357

• how the water cycle relates to weather 194–195, 208–211, 212–215, 216–217, 222–223, 238–241, 246–247, 356–357 • how clouds are made of tiny droplets of water, like fog or steam. 194–195, 212–215, 216–217, 238–239, 246–247, 256, 357

2. Know that air is a substance that surrounds Earth (atmosphere), takes up

space, and moves, and that temperature fluctuations and other factors produce wind currents. 208, 226–227, 230–233, 234–237, 238–241, 246–247, 545

3. Know that most of Earth’s surface is covered by water, that most of that

water is salt water in oceans, and that fresh water is found in rivers, lakes, underground sources, and glaciers. 194–195, 198–201, 202–207, 220–221, 222–223, 224, 247, 258–259, 276–281, UC3

4. Recognize that the seasons are caused by Earth’s motion around the sun

and the tilt of Earth’s axis of rotation. 538–539, 546–547, 566–567

Strand III: Science and Society Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. 5-8 Benchmark I: Explain how scientific discoveries and inventions have changed individuals and societies. Performance Standards

1. Describe the contributions of science to understanding local or current issues (e.g., watershed and community decisions regarding water use). 32, 86–87, 104, 156–157, 168–169, 174–177, 180–181, UB3, 202, 204, 222–223, 224, 290–291, 304–305, 306–313, 316–317, 318–321, 328, 472, UD3, 582–583

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2. Describe how various technologies have affected the lives of individuals

(e.g., transportation, entertainment, health). 56, 86–87, 88, 160, 175, 197, 206–207, 269, 290–291, 296, 304–305, 306–313, 314–315, 318–321, 322–323, UC4, 386–393, 400, 412–415, 421, 430–431, 452, 457, 458–459, 472, 477, 478, 486–489, 496, 570–571, 573, 574–579, 580–583, 584–587, 598–599, 600

Scott Foresman Science

to the New Mexico Science Content Standards, Benchmarks,

and Performance Standards

Grade Six Strand I: Scientific Thinking and Practice Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. 5-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions, and communicate findings. Performance Standards

1. Construct appropriate graphs from data and develop qualitative and quantitative statements about the relationships between variables being investigated. 20–21, 52, 94–97, 117, 183, 204–207, 208, 343, 356, 359, 360, 378–379, 442–443, 514–515, 524–527, 604–607, 608

2. Examine the reasonableness of data supporting a proposed scientific

explanation. 4, 18-19, 28, 42-43, 52, 74–75, 84, 106-107, UA1, 116, 130–131, 140, 154–155, 156-157, 164, 192–193, 204–207, 208, 212, 224-225, 234-235, 244, 258-259, 268, 282-283, 292, 314–315, 316-317, 324, 344-345, 346–347, 356–359, 360, 364, 378–379, 388, 408–409, 420, 442-443, 452, 466–467, 476, 490–491, 500, 514–515, 524–527, 528, 532, 544-545, 556, 570–571, 580, 594-595, 604–607, 608

3. Justify predictions and conclusions based on data.

4, 18-19, 28, 42-43, 52, 74–75, 84, 106-107, 116, 130–131, 140, 154–155, 164, 165, 192–193, 204–207, 208, 212, 234-235, 244, 258-259, 268, 282-283, 292, 314–315, 324, 344-345, 346–347, 356–359, 360, 364, 378–379, 388, 408–409, 420, 421, 442-443, 452, 466–467, 476, 490–491, 500, 514–515, 524–527, 528, 532, 544-545, 556, 570–571, 580, 594-595, 604–607, 608

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Scott Foresman Science New Mexico Content Standards, Benchmarks, Grade Six and Performance Standards 5-8 Benchmark II: Understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge. Performance Standards

1. Understand that scientific knowledge is continually reviewed, critiqued, and revised as new data become available. 33, 38–41, 106–107, 192–193, 204–207, 210–211, 220–223, 224–225, 356–359, 386–387, 392–393, 397, 436–441, 520, 524–527, 528, 550, 576, 608

2. Understand that scientific investigations use common processes that

include the collection of relevant data and observations, accurate measurements, the identification and control of variables, and lo

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