Read Scott Foresman Science text version

A Correlation of

to the

Florida Science Standards

Grades 6


Introduction This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the Teacher's Edition. Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design. Scaffolded InquiryTM 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 TrayTM, 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 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.

Scott Foresman Science to the Florida Sunshine State Standards Grade Six

Benchmark Code Florida Sunshine State Standards Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Differentiate between weather and climate. Scott Foresman Science


270­273, 274­277, 278­281, 282­ 283, 300­301

220­223, 224­227, 268, 270­273, 284­285



222­223, 234­235, 504­507, 514­ 515

332­335, 336­343


326­331, 338­347, 350­351



6­7, 142­145, 218­219, 296­299, 322, 327

302­305, 327





Grade Six

Benchmark Code

Florida Sunshine State Standards

Scott Foresman Science


Related content: 186­187, 338­339, Investigate how natural disasters have 350­351 affected human life in Florida. Florida-specific content addressed in Grade 4: pp. 214­215, 218­221 Describe ways human beings protect themselves from hazardous weather and sun exposure. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other 2 338­339, 342­343





86­89, 90­93, 118­121, 391, 392, 401, 482



38­41, 122­125, 126­129


34­37, 42­43


88­89, 94­97, 98­101, 102­105


Grade Six

Benchmark Code

Florida Sunshine State Standards to maintain homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain why scientific investigations should be replicable. Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Distinguish science from other activities involving thought.

Scott Foresman Science

102­105, 180-181,


4, 6­9, 10­13, 14­17, 18­19, 20­21


xxvi­xxvii, 20­21, 204­207, 208, 356­359, 360, 524­527, 528, 604­ 607, 608



xxv, 344­345 These are some of the many examples: xxii­xxvii, 4, 42­43, 74­ 75, 116, 130­131, 244, 258­259, 292, 356­359, 364, 388, 490­491, 556, 594­595, 608 204­207, 208, 356­359, 360, 524­ 527, 528, 604­607, 608




204­207, 208, 356­359, 360, 524­ 527, 528, 604­607, 608


These are some of the many examples: 5, 44­45, 108­109, 127, 141, 236­237, 325, 331, 365, 380­ Grade Six


Benchmark Code

Florida Sunshine State Standards

Scott Foresman Science 381, 464, 511, 533, 572­573, 586





Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws.

10­13, 14­17, 33, 156­157, 188­ 191, 220­223, 298­301, 392­393, 408­409, 560­561, 584­585 24, 48, 80, 112, 136, 160, 200, 240, 264, 288, 320, 352, 384, 416, 448, 472, 496, 520, 552, 576, 600

208, 360, 528, 608

10­13, 14­17, 34­37, 40­41, 58­61, 62­67, 68­73, 122­125, 144­147, 372­375, 406­407, 428­431, 478­ 481, 540­541, 566­567 18­19, 20­21, 42­43, 74­75, 76­77, 148­153, 172­175, 182­185, 248­ 251, 254­257, 308­309, 328­331, 396­399, 436­441, 560­563 42­43, 74­75, 106­107, 212, 258­ 259, 268, 282­283, 314­315, 344­ 345, 430, 466­467, 490­491, 570­ 571, 580, 594­595 478­481, 502­503



Identify the role of models in the context of the sixth grade science benchmarks. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 4


434­435, 546­547


Grade Six

Benchmark Code

Florida Sunshine State Standards Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.

Scott Foresman Science


422­427, 428­431, 482­489, 490­ 491

428­431, 540­541, 560­563


424­425, 436­441, 442­443



Grade Six


Scott Foresman Science

7 pages

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