*Highlighted benchmarks are NOT covered in required kits through Hands-on activities in Wayzata proposed alignment. They may be covered in science stories or supplemental material.
Proposed Alignment for Wayzata K-5
Full Option Science System
(FOSS™)
Grades K-5
Correlation with
MINNESOTA
SCIENCE STANDARDS
AND BENCHMARKS
FOR GRADES K-5
Kindergarten
The Nature of Science and Engineering
BENCHMARK / FOSS / Notes0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. / Fabric
Investigation 1-2, all parts
Wood and Paper
Investigation 1-5, all parts
Animals Two by Two
Investigation 1-5, all parts
Trees
Investigation 1-3, all parts
0.1.2.1.1 Sort objects into two groups: those that are found in nature and those that are human made. / Fabric
Investigation 1, Parts 1-6, pp. 6-33
Investigation 2, Part 4, pp. 22-25
Science Stories, pp. 3-17
Wood and Paper
Investigation 2, Parts 3-4, pp. 16-23
Investigation 5, Parts 1-2, pp. 8-17
Science Stories, pp. 3-8, 13-18
Trees
Investigation 1-3, all parts
Science Stories, pp. 3-24
Animals Two by Two
Investigation 1-5, all parts
Science Stories, pp. 3-24
Physical Science
BENCHMARK / FOSS / Notes0.2.1.1.1 Sort objects in terms of color, size and shape, and texture and communicate reasoning for the sorting system.
For example: Cars, pencils, trees, rocks. / Trees
Investigation 2, Parts 1-5, pp. 6-25
Fabric
Investigation 1, Part 1, pp. 6-11
Investigation 2, Part 4, pp. 22-25
Animals Two by Two
Investigation 1, Part 4, pp. 26-29
Investigation 2, Part 4, pp. 22-24
Investigation 3, Part 3, pp. 17-20
Investigation 4, Part 2, pp. 12-15
Earth Science
BENCHMARK / FOSS / Notes0.3.2.2.1 Monitor daily and seasonal changes in weather and summarize the changes.
For example: Recording cloudiness, rain, snow and temperature. / Trees
Tools for Observing Weather
Tools 1-6, pp. 6-24 / Teachers do this daily with students – could use science notebook to summarize that changes over the seasons.
0.3.2.2.2 Identify the sun as a source of heat and light.
For example: Record the time of day when the sun shines into different locations of the school and note patterns. / Trees
Science Stories, p. 16 / Could easily do this – but not currently being done by all teachers
Life Science
BENCHMARK / FOSS / Notes0.4.1.1.1 Observe and compare plants and animals. / Animals Two By Two
Investigation 1, Parts 1, 4, pp. 10-16, 26-29
Investigation 2, Parts 1, 3, pp. 9-13, 18-21
Investigation 3, Parts 1, 3, pp. 8-12, 17-20
Investigation 4, Parts 1-2, pp. 9-15
Science Stories, pp. 4-23
Trees
Investigation 1, Parts 3-4, pp. 20-24
Investigation 2, Parts 3-4, pp. 16-22
Science Stories, pp. 4-12
0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
For example: Heads, legs, eyes and ears on humans and animals; flowers, stems and roots on many plants. / Animals Two By Two
Investigation 1, Parts 1, 4, pp. 10-16, 26-29
Investigation 2, Parts 1, 3, pp. 9-13, 18-21
Investigation 3, Parts 1, 3, pp. 8-12, 17-20
Investigation 4, Parts 1-2, pp. 9-15
Science Stories, pp. 4-23
Trees
Investigation 1, Parts 5-6, pp. 28-34
Investigation 2, Parts 1-3, pp. 6-19
Investigation 3, Parts 1-2, pp. 10-14
Science Stories, pp. 4-24
0.4.1.1.3 Differentiate between living and nonliving things.
For example: Sort live organisms (or pictures of organisms) into groups of those that grow and reproduce and need air, food and water, and those that don't. / FOSS provides the opportunity to address this benchmark. See below:
Fabric
Investigation 1, Parts 1-6, pp. 6-33
Investigation 2, Part 4, pp. 22-25
Science Stories, pp. 3-17
Wood and Paper
Investigation 2, Parts 3-4, pp. 16-23
Investigation 5, Parts 1-2, pp. 8-17
Science Stories, pp. 3-8, 13-18
Trees
Investigation 1-3, all parts
Science Stories, pp. 3-24
Animals Two by Two
Investigation 1-5, all parts
Science Stories, pp. 3-24
0.4.2.1.1 Observe a natural system or its model and identify living and nonliving components in that system.
For example: A wetland, prairie, garden or aquarium. / Animals Two by Two
Investigation 1, Part 1-3, pp. 10-25
Investigation 4, Part 4, pp. 20-23
Science Stories, pp. 4-7, 12-13
Trees
Investigation 1, Part 1, pp. 7-14
Investigation 2, Part 1, pp. 6-9
Grade One
The Nature of Science and Engineering
BENCHMARK / FOSS / Notes1.1.1.1.1 When asked "How do You Know?" students should support their answer with observations.
For example: Use observations to tell why a squirrel is a living thing. / FOSS investigations and discussions stress that students use evidence to support their findings. See for example:
Air and Weather
Investigation 1, Part 2, pp. 13-16
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. / FOSS investigations rely on accurate observations by students and students compare observations in post-investigation discussions.
See examples below:
Insects
Investigation 1, Parts 1-2, pp. 8-21
Pebbles, Sand and Silt
Investigation 2, Parts 2-3, pp. 18-29
Air and Weather
Investigation 1, Part 5, pp. 27-33
1.1.3.1.1 Observe that many things are made of parts and that if a part is missing or broken the thing/s may not function properly. / Air and Weather
Investigation 1, Part 5, pp. 27-33
Investigation 3, Part 5, pp. 28-33
Science Stories, pp. 14-15
Insects
Investigation 1, Parts 1-2, pp. 8-21
Science Stories, pp. 12-15
1.1.3.2.1 Recognize that tools are used by people, including scientists and engineers, to gather information and solve problems.
For example: Magnifier, snowplow and calculator. / Pebbles, Sand and Silt
Investigation 2, Parts 1-4, pp. 8-29
Air and Weather
Investigation 2, Parts 2, 4, pp. 14-19, 24-27
Investigation 3, Parts 2, 4, pp. 12-16, 22-27
Earth Science
BENCHMARK / FOSS / Notes1.3.1.3.1 Group or classify rocks in terms of color, shape and size. / Pebbles, Sand and Silt
Investigation 1, Parts 1, 3-4,pp.8-12,18-25
Investigation 2, Parts 1-4, pp. 8-29
1.3.1.3.2 Describe similarities and differences between soil and rocks. For example: Use screens to separate components of soil and observe the samples using a magnifier. / Pebbles, Sand and Silt
Investigation 4, Part 1, pp. 8-14
Science Stories, pp. 3-7, 20-23
1.3.1.3.3 Identify and describe large and small objects made of Earth materials. / Pebbles, Sand and Silt
Investigation 3, Interdisciplinary Extensions, pp. 30-32
Investigation 3, Home/School Connection, p. 32, Science Stories, pp. 16-19
Life Science
BENCHMARK / FOSS / DSR/DSCR1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors. / Insects
Investigation 1-6, all parts
Science Stories, pp. 12-33
1.4.2.1.1 Recognize that animals need space, water, food, shelter and air. / Insects
Investigation 1, Part 1, pp. 8-15
Investigation 2, Part 1, pp. 8-13
Investigation 3, Part 2, pp. 12-20
Investigation 4, Part 2, pp. 14-18
Investigation 5, Part 1, pp. 10-15
1.4.2.1.2 Describe ways in which an animal's habitat provides for its basic needs.
For example: Compare students' houses with animal habitats. / Insects
Investigation 3, Part 2, pp. 12-20
Science Stories, pp. 8-9
1.4.3.1.1 Demonstrate an understanding that animals pass through life cycles that include a beginning, development into adults, reproduction and eventually death.
For example: Use live organisms or pictures to observe the changes that occur during the life cycle of butterflies, meal worms or frogs. / Insects
Investigations 1-5, all parts
Science Stories, pp. 16-33
1.4.3.1.2 Recognize that animals pass through the same life cycle stages as their parents. / Insects
Investigations 1-5, all parts
Science Stories, pp. 16-33
Grade Two
The Nature of Science and Engineering
BENCHMARK / FOSS / Notes2.1.1.2.1 Raise questions about the natural world and seek answers by making careful observations, noting what happens when you interact with an object, and sharing the answers with others. / FOSS investigations are driven by questions and provide the opportunity to address this benchmark. See for example:
Balance and Motion
Investigation 3, Part 2, pp. 13-18
New Plants
Investigation 2, Part 2, pp. 15-19
Solids and Liquids
Investigation 4, Part 1, pp. 7-16
2.1.2.2.1 Identify a need or problem and construct an object that helps to meet the need or solve the problem.
For example: Design and build a tool to show wind direction.
Another example: Design a kite and identify the materials to use. / Balance and Motion
Investigation 3, Parts 1-3, pp. 6-25
2.1.2.2.2 Describe why some materials are better than others for making a particular object and how materials that are better in some ways may be worse in other ways.
For example: Objects made of plastic or glass. / FOSS provides the opportunity to address this benchmark through student constructions. See for example:
Balance and Motion
Investigation 2, Parts 1-3, pp. 8-25
Investigation 3, Parts 1-3, pp. 6-25
2.1.2.2.3 Explain how engineered or designed items from everyday life benefit people. / Balance and Motion
Science Stories, pp. 10, 12-17, 24-25, 32-35
New Plants
Science Stories, pp. 4-6, 18-21
Physical Science
BENCHMARK / FOSS / Notes2.2.1.1.1 Describe objects in terms of color, size, shape, weight, texture, flexibility, strength and the types of materials in the object. / Solids and Liquids
Investigation 1, Parts 1-2, pp. 8-20
Investigation 2, Parts 1-3, pp. 10-27
Pebbles, Sand and Silt
Investigation 1, Part 1, pp. 8-12
Investigation 2, Parts 1-2, pp. 8-17
2.2.1.2.1 Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another and that the amount of water stays the same when it melts and freezes. / Solids and Liquids
Investigation 4, Science Extension, p. 29
Science Stories, pp.
2.2.2.1.1 Describe an object's position relative to other objects or a background.
For example: Forward, backward, going up, going down. / Balance and Motion
Investigation 1, Parts 1-3, pp. 8-28
Investigation 3, Part 2, pp. 13-18
Science Stories, pp. 4-21
Solids and Liquids
Investigation 1, Part 3, pp. 21-24
Investigation 2, Part 3, pp. 21-27
2.2.2.1.2 Demonstrate that objects move in a variety of ways, including a straight line, a curve, a circle, back and forth, and at different speeds.
For example: Spinning toy and rocking toy. Another example: Construct objects that will move in a straight line or a curve such as a marble or toy car on a track. / Balance and Motion
Investigation 2, Parts 1-3, pp. 8-25
Investigation 3, Parts 1-3, pp. 6-25
Science Stories, pp. 22-31
2.2.2.2.1 Describe how push and pull forces can make objects move. For example: Push and pull objects on smooth and rough surfaces. / Balance and Motion
Investigation 2, Parts 1-2, pp. 8-19
Science Stories, pp. 10-21
2.2.2.2.2 Describe how things near Earth fall to the ground unless something holds them up. / Balance and Motion
Investigation 2, Part 3, pp. 20-25
Investigation 3, Parts 1-3, pp. 6-25
Earth Science
BENCHMARK / FOSS / Notes2.3.2.2.1 Measure, record and describe weather conditions using common tools.
For example: Temperature, precipitation, sunrise/sunset, and wind speed/direction. / Air and Weather
Investigation 2, Parts 1-4, pp. 8-27
Investigation 3, Parts 2, 4, pp. 12-16, 22-27 / Covered in Grade 1
Life Science
BENCHMARK / FOSS / Notes2.4.1.1.1 Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors. / New Plants
Investigation 2, Parts 1-2, pp. 8-19
Investigation 3, Parts 1-3, pp. 8-25
Investigation 4, Parts 1-2, pp.7-19
Science Stories, pp. 22,25,28,31,34, 37
2.4.2.1.1 Recognize that plants need space, water, food and air and fulfill these needs in different ways. / New Plants
Investigation 1, Part 2, pp. 13-22
Investigation 2, Part 1, pp. 8-14
Science Stories, pp. 3-7
2.4.3.1.1 Describe the characteristics of plants at different stages of their life cycles. For example: Use live organisms or pictures to observe the changes that occur during the life cycles of bean plants or marigolds. / New Plants
Investigation 1, Parts 2-3, pp. 13-30
Investigation 2, Parts 1-3, pp. 8-28
Investigation 3, Parts 1-3, pp. 8-25
Investigation 4, Parts 1-2, pp.7-19
Science Stories, pp. 8-19, 22, 25, 28, 31, 34, 37
Grade Three
The Nature of Science and Engineering
BENCHMARK / FOSS / Notes3.1.1.1.1 Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and discount such reasons when given by others. / Sun, Moon and Stars
Investigation 1, Parts1-2, pp. 42-55
Structures of Life
Investigation 1, Part 3, pp. 28-33
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects. / Physics of Sound
Investigation 2, Parts 1-3, pp. 8-24
Structures of Life
Investigation 2, Part 3, pp. 28-33
3.1.1.2.2 Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected. / Sun, Moon and Stars
Investigation 1, Part 2, pp. 42-55
Structures of Life
Investigation 1, Part 3, pp. 28-33
Physics of Sound
Investigation 2, Parts 1-3, pp. 8-24
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants & animals. / Matter and Energy
Investigation 3, Parts 2-3, pp. 139-160
Structures of Life
Investigation 1, Parts 2-3, pp. 18-33
Sun, Moon and Stars
Investigation 2, Parts 1-2, pp. 79-100
3.1.1.2.4 Construct reasonable explanations based on evidence/data collected from observations or experiments. / Structures of Life
Investigation 1, Part 3, pp. 28-33
Physics of Sound
Investigation 2, Parts 1-3, pp. 8-24
3.1.3.2.1 Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. For example: Ojibwe and Dakota knowledge and use of patterns in the stars to predict and plan. / This would need to be addressed at the local level.
FOSS investigations provide ample opportunity to address this benchmark.
3.1.3.2.2 Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds. / Sun, Moon and Stars
Science Resources, pp. 40-46
Structures of Life
Science Stories, pp. 6-9
3.1.3.4.1 Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made. / Structures of Life
Investigation 1, Part 3, pp. 28-33
Physical Science