for Grades K-8
www.pearsonglobalschools.com/interactivescience
“What’s next in a Science text?” Introducing Interactive Science ©2011 Interactive Science is a next-generation, science program for grades K-8 that makes learning personal, engaging, and relevant for today’s students.
K-5
Fully flexible offering 3 pathways to engage students!
Interact with Your Book
Lab zone
Interact Online
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Interact with Inquiry
Grades 6-8 Life
Earth
Physical
Nature of Science
“This is your book. You can write in it!” Students will “engage with the page” with our revolutionary write-in Student Edition allowing them to keep a personal record of their learning. Now they can read, write, draw, graph, and self-assess all in one place! Research has shown that direct interactions will help students truly connect to the content and maximize understanding.
Engaging Questions begin every chapter and help you capture students’ ideas about science concepts.
My Planet Diary engages your students and puts concepts in a real-world context.
Interact with Your Book
Key Questions at the start of every lesson help students unlock the answer to the chapter’s Big Question.
Interactivities on every page actively involve students in their own learning.
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“Read it. See it. Do it. Apply it” With Interactive Science, students can read about the science concepts, see the visual at point of use, interact with the page by completing an activity, and apply what they’ve learned, all in one place.
See It. Read it. Students read the core text and learn about key concepts.
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Students see the concepts clearly illustrated in the art.
Do It. Students see the visual and then interact with art on the page.
Master Vocabulary with Vocabulary Smart Cards Apply It. Students take what they’ve learned and link concepts to a new situation.
Students can write their own definitions, draw pictures or (for older children) analyze prefixes and suffixes, practice throughout the day and use in the classroom. Teachers can use the cards to preview vocabulary at the beginning of the chapter, at point-of-use during lessons or for review and reinforcement at the end of the chapter.
e-Book also Available!
“I love writing in the book. It makes science more fun, I feel more involved, and it helps me study.“ - Middle School Student
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Four Levels of Support with Content Four Levels of Support with Content L Leveled Readers During
After
Below-level, on-level and above-level Content Leveled Readers provide valuable reading support. Using the fold-out Progress-monitor student Summative assessments, extension ELL flaps teachers can provide targeted before, during, and after reading to understanding during reading activities, and cross-curricular students at every level in the classroom, as Look for ELLELL well as ELL students. My Reading Coach flaps also include related interdisciplinary activities. Look for the thethree threedots dotsindicating indicating withabove-level point-of-use formative connections provide opportunities Below-level, on-level and Content Leveled Readers provide valuable reading help throughout the Content Leveled assessments. for students to transfer their help throughout the Content Leveled Readers and Teacher’s Edition. support. Using the fold-out flaps, teachers can provide targeted before, during, and after understanding after reading. Readers and Teacher’s Edition.
reading to students at Before every level in the classroom, as well as ELL students. Access and organize prior knowledge before reading on the inside cover. Open the flap Before to reveal visual vocabulary or vocabulary 9 Access andSciBro1000000K5InteractiveScience_10.14.indd organize prior knowledge before readingduring on the inside cover. strategies to support students reading.
Below, On, and Above Leveled Readers Feature My Reading Coach Fold-out Flaps! Learn more at InteractiveScience.com
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Open the flap to reveal visual vocabulary or vocabulary strategies to support students during reading.
Before
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SciBro
Below, On, and Above Leveled Readers feature My Reading Coach Fold-out Flaps!
t Leveled Readers.
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During During Progress-monitor student Progress-monitor student understanding during understanding duringreading reading with point-of-use formative with point-of-use formative assessments. assessments.
Fold-Out Flaps
Fold-Out Flaps provide valuable provide Valuable reading support Reading Support!
AfterAfter
Summative assessments, extension Summative assessments, extension activities, ELL activities, and cross-curricular and cross-curricular connections provideLook for the three dots indicating ELL connections provide opportunities help throughout the Content Leveled opportunities for their students to transfer their for students to transfer Readers and Teacher’s Edition. understanding after reading. understanding after reading.
Learn more at InteractiveScience.com SciBro1000000K5InteractiveScience_10.14.indd 9
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Personalized Technology
Interact Online
Deliver science lessons to your students where they live in the digital world at myscienceonline.com. Capture students’ imagination and manage your class with a wealth of relevant interactive media, planning and teaching tools.
Student Access Providing a choice of reading selections matched to each student’s own ability level.
Your students’ personal online study partner that gives them more practice on key science concepts with tools that will help guide them through each science lesson.
Choose from a variety of interactive science simulations that bring the textbook visuals to life.
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Look for the MyScienceOnline.com technology bar that indicates it’s time to access exciting online content.
One video for every chapter! Teach students to never stop exploring their world. They’ll follow these young scientists through online video blogs as they travel the globe in search of answers to the Big Questions of Science.
Take students on a virtual journey to different locations as they are introduced to leading researchers around the globe and learn fun facts about the world.
Teacher Access At myscienceonline.com you can access your Teacher’s Edition, set up a class, assign homework, and even track student progress. Customize lessons to your own personal teaching style. Create your curriculum with a focus on text, digital, inquiry, or a blend of all three.
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Inquiry at Every Level Have Fun. Be A Scientist!
Lab zone
Interact with Inquiry
Open-ended Inquiry
Engage and motivate all your students, everyday, with a wealth of inquiry resources Direct & Guided Inquiry
A wealth of different types of hands-on activities are found throughout the write-in student edition, featuring four levels of inquiry: Activity-Before-Content, Directed, Guided, and Open-Ended. Students master science concepts with the building blocks of inquiry.
Engage Students with Activity-Before-Content Labs.
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Activity-BeforeContent Inquiry
Make it Personal with Scaffolded Inquiry.
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Have Fun. Be A Scientist!
Try It! and Explore It! Activities (Grades K–5)
K-5
Investigate It! Activities (Grades K–5)
Grades 6-8
• Start each chapter and lesson with an Activity-Before-Content activity.
• Students can explain and evaluate Open-ended Inquiry chapter findings through Directed, Direct & Guided Inquiry Guided or Open inquiry. • AExplore concepts reading, wealthscience of different types before of hands-on activities are found throughout the write-in student edition, Activity-Beforealigning with the 5E Instructional Model. • Students can perform Investigate It! featuring four levels of inquiry: Activity-Before-Content, Directed, Guided, and Open-Ended. Students Activities online with Virtual Labs in Content Inquiry science with the building • master Use Explore It!concepts Online Animations for blocks of inquiry. the Digital Path. demonstrations with no mess.
1 Engage students with activity-before-content labs (Try It! and Explore It! Activities)
Engage Students with Activity-Before-Content Labs.
(PS-E-A2)
Materials
Tools to Help You Classify
2. Classify Observe how the objects are alike. Sort the objects into 2 groups. Put a yarn circle around each group. What property is alike for the objects in each loop?
s dividing How doe
balance
clay
4.
rsonal with Inquiry.
Use tools and your senses to observe properties of matter.
1. Observe ways the objects are alike and54different. List 3 of these properties.
2. Classify Observe how the objects are alike. Sort the objects into 2 groups. Put a yarn circle around each group. What property is alike for the objects in each loop?
t! Activities (Grades K–5)
metric tape measure
balance
How
10
hand lens
s of toy blocks two group Observe the different. groups are Tell how the
Do not copy this example!
• Three choices per unit allow for open-ended activities differentiated instruction. (Apply It! Activities)
SciBro1000000K5InteractiveScience_10.14.indd 10
clay
Explain Your Results
3. Look at what other groups did. Infer 3 properties they used to classify their objects.
4.
color—not yellow
How can you use properties to describe matter?
____ g
Part Removed
Part Not Removed
the mass of ____ g Estimate . ____ g and each piece the mass of 3. Measure
Materials
Straining through holes Filtration (through coffee filter)
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C
Evaporation (drying on foil) 5. Put a coffee filter in Cup D. Slowly pour the mixture from Cup C into Cup D. Record the part of the mixture that was removed by filtration.
2 containers and soil
6. Remove the filter. Use the spoon to drip 2 drops of the liquid in Cup D onto a piece of foil. Let the liquid evaporate. Record results.
What are some ways to separate a mixture?
er
Materials
8.
safety goggles
Results of Separation Infer Suppose the matter in the original mixture included small pieces of iron the Separating Method Part Removed size of sand. Describe how you could use magnetism to separate the mixture. spoon
Follow a Procedure
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Step 2: Grab your materials. Step 3: Go!
1. Label 4 cups A, B, C, and D. In Cup A, make a mixture. Mix 1 spoonful of salt, GLE 25 Describe various methods to separate mixtures (e.g., evaporation, condensation, filtration,of magnetism) GLE 3 Use and observations 2 spoonfuls sand,(PS-E-A5) 3 marbles, 100to mL of water.
4 foam cups
design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) (Also GLE 10 (SI-E-A5), (SI-E-B4))
2. Carefully make 4 holes in the bottom of Cup B by pushing a pencil through the bottom of the cup from the outside.
3. Hold Cup B over Cup C. All at once, pour the mixture from Cup A into Cup B. Move Cup B around to clean the marbles. Record the part of the mixture that was removed by straining.
sand
warm water and graduated cylinder
Data . 4. Interpret ing it apart after break before and
B
s would into 6 piece ing the clay how break 5. Predict mass. affect its total
5. Put a coffee filter in Cup D. 75 Slowly pour the mixture from Cup C into Cup D. Record the part of the mixture that was removed by filtration. 6. Remove the filter. Use the spoon to drip 2 drops of the liquid in Cup D onto a piece of foil. Let the liquid evaporate. Record results.
coffee filter and a rubber band
Use
foil
a r ub
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C
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8.
Infer Suppose the matter in the original mixture included small pieces of iron the size of sand. Describe how you could use magnetism to separate the mixture.
GLE 25 Describe various methods to separate mixtures (e.g., evaporation, condensation, filtration, magnetism) (PS-E-A5) GLE 3 Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) (Also GLE 10 (SI-E-A5), (SI-E-B4))
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Virtual labs, simulations, and animations save time and money, with no cleanup required! All Blackline Masters are available online in editable format.
1. Draw how you will set up your test.
Moving water can change the land. It can carry soil from one place to another.
How does the amount of water that falls on soil affect the amount of soil erosion?
State a hypothesis. Write a hypothesis by circling one choice and finishing the sentence.
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If more water falls on soil, then (a) more, (b) less, (c) about
small paper cup and 2 books
a rub
ber band to fasten th to the cup.
e filt
er
small paper clip and foam cup
D water
7. Communicate Describe the methods you used to separate each part of the mixture?
metric ruler
8.
graduated cylinder (or measuring cup)
2. List your steps in the order you will do them.
The variable you change is called the independent variable because you choose how to change it. It does NOT depend on anything except your choice. What is the independent variable?
In an experiment there are factors that could be changed but must not be changed. These are called controlled variables because you control the experiment to make sure they do not change. List two controlled variables.
Infer Suppose the matter in the original mixture included small pieces of iron the size of sand. Describe how you could use magnetism to separate the mixture.
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Identify and control variables. In an experiment the variable that you observe is called the dependent variable because it changes depending on the variable you change. In this experiment what is the dependent variable?
Analyze and Conclude
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422
er
7. Communicate Describe the methods you used to separate each part of the mixture?
SciBro1000000K5InteractiveScience_10.14.indd 10 the same amount of soil will be eroded because Use
e filt
D
Analyze and Conclude
Get Labs Online!
Design your test.
ber band to fasten th to the cup.
make inferences.
re, mass, length, temperatuU.S. system and and record metric system GLE 8 Measure developmentally area in both volume, and GLE 9 Select and use magnifying and tools (e.g., units (SI-E-A4) and units of equipment cylinders) appropriate es, graduated data (SI-E-A4) and collect lenses, microscop to observe measurement
Filtration (through coffee filter)
3 metal marbles
salt
Wear safety goggles. Do not taste the salt. Be careful with sharp objects.
r Results of the clay total mass Explain You Compare the
Part Not Removed
Straining through holes
Evaporation (drying on foil)
pencil
Ask a question. gloves and masking tape
e filt
7. Communicate Describe the methods you used to separate each part of the mixture?
marker
GLE 23 Determine linear, volume, and weight/mass measurements by using both metric system and U.S. system units to compare the results (PS-E-A2) GLE 9 Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) (Also GLE 8 (SI-E-A4))
What affects how soil erodes?
ber band to fasten th to the cup.
Step 1: Get your trays and Activity Placemats ready.
balance
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Results of Separation
a r ub
Analyze and Conclude
color—yellow
4. Record your observations.
Separating Method
gram cubes
of the clay. d the mass and recor
pieces. clay into 2 g and gram cubes 2. Break the each. ____
3 Students take ownership with
an perform Investigate It! nline with Virtual Labs in Path.
Materials
mass? affect its ding clay does divi ____ g
1. Measure
Use
foil
Wear safety goggles. Do not taste the salt. Be careful with sharp objects.
on each page.
Tools to Help You Classify
magnet
coffee filter and a rubber band
4. Record your observations.
• Performance-Based Assessments provide an alternative way to assess students’ understanding of unit concepts.
6. Remove the filter. Use the spoon to drip 2 drops of the liquid in Cup D onto a piece of foil. Let the liquid evaporate. Record results.
make
• Students apply their understanding of unit concepts to a new scenario.
5. Put a coffee filter in Cup D. Slowly pour the mixture from Cup C into Cup D. Record the part of the mixture that was removed by filtration.
Grab and go. It’s that quick. Activity materials Bcome in their own bag. C
GLE 23 Determine linear, volume, and weight/mass measurements by using both metric system and U.S. system units to compare the results (PS-E-A2) GLE 9 Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) (Also GLE 8 (SI-E-A4))
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warm water and graduated cylinder
inferences.
re, mass, length, temperatuU.S. system and and record metric system GLE 8 Measure developmentally area in both volume, and GLE 9 Select and use magnifying and tools (e.g., units (SI-E-A4) and units of equipment cylinders) appropriate es, graduated data (SI-E-A4) and collect lenses, microscop to observe measurement and weight/ linear, volume, metric system both GLE 23 Determine ents by using the results mass measurem units to compare system U.S. and (PS-E-A2)
Follow a Procedure
Part Not Removed
3 metal marbles
salt
pencil
2 yarn circles
Objects to Classify
sand
marker
color—not yellow
How can you use properties to describe matter?
Part Removed
Filtration (through coffee filter)
Guided or Open inquiry. scaffolded •inquiry perform Investigate It! Save Time with Students the can online with Virtual Labs in (InvestigateActivities It! Activities) Digital Path. D 30-Second Lab the Setup!
1
• Each activity focusing on scientific methods.
4 foam cups
3. Hold Cup B over Cup C. All at once, pour the mixture from Cup A into Cup B. Move Cup B around to clean the marbles. Record the part of the mixture that was removed by straining.
balance
is Hows would Materials into 6 piece ing the clay r ict how break matte properties can be used unitWhat ends with anto5. Pred Open-ended inquiry mass. ? affect its total classify matter? measured
3. Look at what other groups did. Infer 3 properties they used to classify their objects.
Results of Separation
Straining through holes
• Students can explain and evaluate with 2 Make it personal chapter findings through Directed,
2. Carefully make 4 holes in the bottom of Cup B by pushing a pencil through the bottom of the cup from the outside.
r Results of the clay total mass Explain You Compare the Data . 4. Interpret ing it apartLesson after break before and
spoon
Evaporation (drying on foil)
1. Label 4 cups A, B, C, and D. In Cup A, make a mixture. Mix 1 spoonful of salt, 2 spoonfuls of sand, 3 marbles, and 100 mL of water.
color—yellow
Apply It! Activities (Grades 1–5)
4. Record your observations.
Investigate It! Activities (Grades K–5) Separating Method
safety goggles
Follow a Procedure
• Use Explore Students Take Ownership with It! Online Animations for demonstrations with no mess. Open-Ended Activities.
Explain Your Results
an explain and evaluate dings through Directed, Open inquiry.
gram cubes
clay
____ g of the clay. d the mass and recor magnet 1. Measure pieces. g clay into 2 g and ____ gram cubes hand lens 2. Break the each. ____ the mass of ____ g Estimate . ____ g and each piece the mass of 3. Measure
3
Activity Before Inquiry Content
mass? affect its
• Explore science concepts before reading, aligning with the 5E Instructional Model.
metric tape measure
Do not copy this example!
Direct & Guided Inquiry
on each page.
• Start each chapter and lesson with an Activity-Before-Content activity.
and weight/ linear, volume, metric system both GLE 23 Determine ents by using the results mass measurem units to compare and U.S. system
1. Observe ways the objects are alike and different. List 3 of these properties.
s of toy blocks two group Observe the different. groups are Tell how the
What are some ways to separate a mixture?
C
Objects to Classify
Explore It! Activities (Grades K–5)
Make it Personal with Scaffolded Inquiry.
A
2 yarn circles
Follow a Procedure
Materials
C
How is matter ed?and asurIt! meTry
What properties can be used to classify matter? Use tools and your senses to observe properties of matter.
2
Lesson 1 Materials
A
1
Look for the Lab Zone® triangle, which indicates it’s time for hands-on inquiry in the Teacher’s Lab Resource.
GLE 63 Demonstrate and explain how Earth’s surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes) (ESS-E-A5), (E-E-A1) GLE 3 Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) (Also GLE 18 (SI-E-B4))
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Learn more at InteractiveScience.com 11 10/18/10 3:53 PM
Using the Teacher’s Lab Resource, material kits, and a wide variety of black-line masters you’ll be able to provide opportunities for inquiry every day.
Ongoing Assessment Interactive Science features a wealth of diagnostic, formative, and standardized assessment tools so that you can diagnose, remediate, and assess your students’ progress every step of the way.
got it?
Self-assessment Checks — Throughout every lesson, students can evaluate their progress with the Got it? feature. If a student needs extra help they can log online to My Science Coach and get more practice.
Chapter Study Guides — At the end of every chapter, students review what they’ve learned and prepare for the test.
Practice Taking Tests — At the end of ever chapter, students apply the Big Question and take a practice test in standardized test format.
ExamView® Assessment Suite — For every lesson, create and print tests in minutes from a bank of thousands of questions.
Success Tracker™ diagnoses student readiness to learn new skills, benchmarks their progress, and includes at-a-glance standards reporting to document adequate yearly progress (AYP).
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For a full list of components for Kindergarten to Grade 8, contact your local representative or visit: www.pearsonglobalschools.com/interactivescience