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New Energy for Science!
Sample Alignment
to Framework
for K–12
Science Education*
As called for by the Framework for K–12 Science Education, ScienceFusion engages students in
three-dimensional learning, integrating Scientific and Engineering Practices, Crosscutting Concepts,
and Disciplinary Core Ideas through 360° of Inquiry. The following sample alignment highlights this
seamless integration across K–8.
Dimensions 1–3 Grades K–5, Pages 2–7
Dimensions 1–3 Grades 6–8, Pages 8–15
*The Next Generation Science Standards are based on the Framework for K–12 Science Education developed by the National Research Council.
Next Generation Science Standards and the associated logo are registered trademarks of Achieve, Inc.
SCIENTIFIC AND ENGINEERING PRACTICES
Dimension 1
ScienceFusion Grades K–5
DIMENSION 1: SCIENTIFIC AND
ENGINEERING PRACTICES
ScienceFusion engages students in all eight Practices, helping them understand how scientific
knowledge develops so they appreciate the wide range of approaches to investigate, model, and explain
the world. ScienceFusion also helps students understand the work of engineers as well as the links
between engineering and science.
GRADE K
GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5
Example Pages
Example Pages
Example Pages
Example Pages
Example Pages
Example Pages
Asking questions (for science) and
defining problems (for engineering)
Student Edition
Inquiry Flipchart
p. 25
p. 17
Student Edition
p. 47, 50-51
Student Edition
p. 43, 46-47
Student Edition
p. 55, 58-59
Student Edition
63, 66-67
Student Edition
p. 63, 68-69
Developing and using models
Student Edition
Inquiry Flipchart
p. 25
p.17
Student Edition
Inquiry Flipchart
p. 52-53
p. 8
Student Edition
Inquiry Flipchart
p. 48-49
p. 8
Student Edition
Inquiry Flipchart
p. 15-16
p. 11
Student Edition
Inquiry Flipchart
p. 77-78
p. 9
Student Edition
Inquiry Flipchart
p. 79-80
p. 9
Planning and carrying out
investigations
Inquiry Flipchart
p. 9
Student Edition
Inquiry Flipchart
p. 189-190
p. 23
Student Edition
Inquiry Flipchart
p. 129-130
p. 17
Student Edition
Inquiry Flipchart
p. 163-164
p. 20
Student Edition
Inquiry Flipchart
p. 165-166
p. 18
Student Edition
Inquiry Flipchart
p. 167-168
p. 18
Analyzing and interpreting data
Inquiry Flipchart
p.12
Student Edition
Inquiry Flipchart
p. 189-190
p. 23
Student Edition
Inquiry Flipchart
p. 129-130
p. 17
Student Edition
Inquiry Flipchart
p. 163-164
p. 21
Student Edition
Inquiry Flipchart
p. 165-166
p. 18
Student Edition
Inquiry Flipchart
p. 167-168
p. 19
Using mathematics and
computational thinking
Inquiry Flipchart
p. 15
Student Edition
p. 373
Student Edition
p. 161
Student Edition
p. 275
Student Edition
p. 249
Student Edition
p. 433
Constructing explanations
(for science) and designing
solutions (for engineering)
Inquiry Flipchart
p.15
Student Edition
Inquiry Flipchart
p. 363-364
p. 45
Student Edition
Inquiry Flipchart
p. 253-254
p. 31
Student Edition
Inquiry Flipchart
p. 317-318
p. 37
Student Edition
Inquiry Flipchart
p. 383-384
p. 41
Student Edition
Inquiry Flipchart
p. 443-444
p. 50
Engaging in argument
from evidence
Student Edition
Inquiry Flipchart
p. 25
p.9
Student Edition
p. 34-35
Student Edition
p. 28-31
Student Edition
p. 34-35
Student Edition
p. 41-42
Student Edition
p. 79-80
Obtaining, evaluating, and
communicating information
Student Edition
Inquiry Flipchart p. 87-90
p. 20
Student Edition
Inquiry Flipchart
p. 393-394
p.48
Student Edition
Inquiry Flipchart
p. 341-342
p. 52
Student Edition
Inquiry Flipchart
p. 393-394
p. 46
Student Edition
Inquiry Flipchart
p. 419-420
p. 46
Student Edition
Inquiry Flipchart
p. 559-560
p. 59
The interactive Write-In Student Edition prompts your
students to ask questions, define problems, and design solutions.
DO NOT EDIT--LO Number changes must be made through “File info”
DO NOTLOnumber=EC00214
EDIT--LO Number changes must be made through “File info”
LOnumber=EC00214
DO NOT EDIT--LO Number changes must be made through “File info”
LOnumber=EC00214
The
The Mars Rover Spirit sent
this image of Mars’s surface
back to Earth. Mars’s surface
has mountains, wide plains,
canyons, and volcanoes. Its
surface looks red because of
the iron oxide in its soil.
Inside Track
Multiple Virtual Labs in every unit provide students
with digital learning opportunities to plan, carry out
online investigations, and communicate data.
STEM activities ask students to apply engineering and
technology solutions in real-world learning situations.
Mars
The inner planets are Earth’s closest neighbors.
Sometimes, these planets look like bright stars
in the night sky. How are the inner
planets alike and different?
Active Reading As you read these pages,
draw a star next to words or phrases that identify
characteristics shared by all of the inner planets.
2
Untitled-7 332
(tl) ©Stocktrek Images, Inc./Alamy Images; (c) ©NASA/Alamy Images
(tr) ©NASA/JPL-Caltech/ESA; (bc) ©Science Source/Photo Researchers, Inc.
(tl) ©Stocktrek Images, Inc./Alamy Images; (c) ©NASA/Alamy Images
(tr) ©NASA/JPL-Caltech/ESA; (bc) ©Science Source/Photo Researchers, Inc.
3/26/2011 11:23:01 AM
© Houghton Mifflin Harcourt Publishing Company
Images not to scale
Mercury
© Houghton Mifflin Harcourt Publishing Company
332
Venus
Earth
© Houghton Mifflin Harcourt Publishing Company
Mercury is the smallest planet
in our solar system. Images
taken by the Messenger
space probe show the deep
craters on Mercury’s surface.
Rocky objects slammed into
Mercury, leaving deep scars.
Images taken by the Venus
Express probe show one of the
more than 1,600 volcanoes on
Venus’s surface. For a long time,
it was hard to study Venus’s
surface because of the thick
clouds hiding it. These same
clouds trap heat on Venus,
making it the hottest planet.
© Houghton Mifflin Harcourt Publishing Company
he inner planets are alike in some ways.★They
are all small and rocky.★They have few moons—
or none at all. Still, each planet is unique. Mercury
has a thin atmosphere of carbon dioxide with a
surface like our moon. Venus has a thick carbon
dioxide atmosphere, which makes it boiling hot.
Drops of acid fall from Venus’s clouds. Mars is dry
and freezing cold. Huge dust storms blow across
Mars’s surface. Only Earth has water, soil,
and air to support life.
T
Untitled-7 333
Satellite images of Earth
show large green, blue,
and white areas. Earth
is the only planet with
a large supply of liquid
water, an atmosphere
of nitrogen and oxygen,
and visible life.
Survivor—Mars!
Suppose you have the chance to go to Mars. Think
about what Mars is like. Make a list of things you would
need to survive on Mars, and explain your choices.
Sample answer: I would bring warm clothes
because it’s so cold on Mars. I would bring air,
food, and water, because these things are not
found on Mars.
333
3/26/2011 11:23:19 AM
3
Dimension 2
ScienceFusion embeds the seven Crosscutting Concepts starting in the earliest years of school through
Grade 8. Units and Lessons, organized around Big Ideas and Essential Questions, allow students to build
connections and intellectual tools that are related across different areas of content and enrich their
applications of practices across print, digital, and hands-on resources.
Crosscutting concepts
ScienceFusion Grades K–5
DIMENSION 2:
Crosscutting concepts that
have common application
across fields
Patterns
Cause and effect:
Mechanism and
explanation
Scale, proportion,
and quantity
Systems and
system models
Energy and matter:
Flows, cycles, and
conservation
Structure and
function
Stability and change
4
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Unit 2, Lesson 4
Living and nonliving
Unit 2, Lesson 5
Real and pretend
Unit 7, Lesson 22
Seasons
Unit 7, Lesson 3
EQ: What are seasons?
Unit 8, Lesson 2
EQ: How does the sky seem to change?
Unit 8, Lesson 3
EQ: How does the sun seem to move?
Unit 7, Lesson 3
EQ: What are some weather patterns?
Unit 7, Lesson 5
EQ: How do seasons affect living things?
Unit 8, Lesson 2
EQ: What causes day and night?
Unit 7, Lesson 1
EQ: What is the water cycle?
Unit 8, Lesson 1
EQ: How do Earth and the moon move?
Unit 8, Lesson 2
EQ: How can we model the moon’s phases?
Unit 3, Lesson 3
EQ: How can we observe a plant’s life cycle?
Unit 5, Lesson 4
EQ: How can we observe weather patterns?
Unit 6, Lesson 1
EQ: How do the sun, Earth, and moon interact?
Unit 4, Lesson 2
EQ: What is a dichotomous key?
Unit 11, Lesson 2
EQ: How does ocean water move?
Unit 15, Lesson 4
EQ: What are Newton’s Laws?
Unit 8, Lesson 24
Matter can change.
Unit 8, Lesson 25
Heating and cooling matter
Unit 10, Lesson 31
Changing how things move
Unit 4, Lesson 2
EQ: Why do plants grow?
Unit 10, Lesson 2
EQ: How can we change the way objects
move?
Unit 10, Lesson 5
EQ: How do we make sound?
Unit 4, Lesson 2
EQ: What do plants need to grow?
Unit 7, Lesson 2
EQ: How does the sun heat Earth?
Unit 8, Lesson 2
EQ: What causes day and night?
Unit 4, Lesson 5
EQ: How do environmental
changes affect living things?
Unit 5, Lesson 4
EQ: How does earth’s surface change quickly?
Unit 10, Lesson 3
EQ: How doe simple machines affect work?
Unit 4, Lesson 6
EQ: How do people affect their environment?
Unit 9, Lesson 4
EQ: How is heat produced?
Unit 10, Lesson 5
EQ: How do we use electricity?
Unit 5, Lesson 4
EQ: How does grought affect plants?
Unit 8, Lesson 1
EQ: How do weathering and
erosion shape earth’s surface?
Unit 15, Lesson 2
EQ: How do forces affect motion?
Unit 1, Lesson 3
How do we use science tools?
Unit 7, Lesson 21
Measuring weather
Unit 10, Lesson 29
Where things are
Unit 4, Lesson 5
EQ: How can we compare leaves?
Unit 7, Lesson 1
EQ: What is weather?
Unit 9, Lesson 1
EQ: What can we observe about objects?
Unit 1, Lesson 2
EQ: How do we use science tools?
Unit 7, Lesson 4
EQ: How can we measure precipitation?
Unit 9, Lesson 2
EQ: How can we compare volumes?
Unit 1, Lesson 3
EQ: How do scientists use tools?
Unit 1, Lesson 4
EQ: How can you measure length?
Unit 9, Lesson 3
EQ: What physical properties can we observe?
Unit 1, Lesson 2
EQ: What skills do scientists use?
Unit 1, Lesson 5
EQ: What kind of models do scientists use?
Unit 7, Lesson 1
EQ: What are physical properties of matter?
Unit 1, Lesson 5
EQ: What are some science tools?
Unit 12, Lesson 3
EQ: What are stars and galaxies?
Unit 13, Lesson 6
EQ: What is atomic theory?
Unit 4, Lesson 14
Animals and plants together
Unit 5, Lesson 15
Day sky
Unit 7, Lesson 22
Seasons
Unit 5, Lesson 1
EQ: Where do plants and animals live?
Unit 5, Lesson 2
EQ: What is a terrarium?
Unit 7, Lesson 3
EQ: What are seasons?
Unit 5, Lesson 1
EQ: How do plants and
animals need one another?
Unit 8, Lesson 1
EQ: What are planets and stars?
Unit 8, Lesson 3
EQ: How can we model day and night?
Unit 4, Lesson 1
EQ: What are ecosystems?
Unit 4, Lesson 3
EQ: What is a food chain?
Unit 8, Lesson 2
EQ: How can we model the moon’s phases?
Unit 4, Lesson 3
EQ: How can we model a food web?
Unit 5, Lesson 1
EQ: What is the water cycle?
Unit 6, Lesson 4
EQ: What are the planets in our solar system?
Unit 3, Lesson 3
EQ: How do cells work together?
Unit 3, Lesson 4
EQ: How do our bodies move,
breathe, and circulate blood?
Unit 12, Lesson 1
EQ: What objects are part of the solar system?
Unit 8, Lesson 25
Heating and cooling matter.
Unit 9, Lesson 27
Light
Unit 10, Lesson 32
Magnets
Unit 9, Lesson 2
EQ: What are solids, liquids, and gases?
Unit 9, Lesson 4
EQ: How can matter change?
Unit 10, Lesson 5
EQ: How do we make sound?
Unit 7, Lesson 2
EQ: How does the sun heat Earth?
Unit 9, Lesson 3
EQ: How does matter change?
Unit 10, Lesson 1
EQ: What is energy?
Unit 4, Lesson 4
EQ: What are some food chains?
Unit 7, Lesson 1
EQ: What is the water cycle?
Unit 9, Lesson 4
EQ: What are some changes to matter?
Unit 7, Lesson 3
EQ: What is conservation of mass?
Unit 9, Lesson 1
EQ: What are some forms of energy?
Unit 10, Lesson 2
EQ: How do electric charges interact?
Unit 6, Lesson 2
EQ: How does energy move through ecosystems?
Unit 13, Lesson 6
EQ: What is the atomic theory?
Unit 14, Lesson 3
EQ: What is light?
Unit 2, Lesson 7
What animals need
Unit 3, Lesson10
What plants need
Unit 3, Lesson 11
Plant parts
Unit 3, Lesson 1
EQ: What are living and nonliving things?
Unit 3, Lesson 4
EQ: How can we group animals?
Unit 4, Lesson 3
EQ: What are some parts of plants?
Unit 3, Lesson 3
EQ: How do body coverings help animals?
Unit 4, Lesson 3
EQ: What are some plant parts?
Unit 6, Lesson 3
EQ: How can we classify plant products?
Unit 3, Lesson 4
EQ: What are structural adaptations?
Unit 3, Lesson 6
EQ: What are behavioral adaptations?
Unit 6, Lesson 3
EQ: What is soil?
Unit 3, Lesson 1
EQ: What are some plant structures?
Unit 10, Lesson 2
EQ: How do electric charges interact?
Unit 10, Lesson 4
EQ: What are electric circuits, conductors,
& insulators?
Unit 3, Lesson 3
EQ: How do cells work together?
Unit 4, Lesson 2
EQ: What is a dichotomous key?
Unit 9, Lesson 3
EQ: How can rocks be classified?
Unit 2, Lesson 8
Animals grow and change
Unit 3, Lesson 12
Plants grow and change
Unit 8, Lesson 24
Matter can change
Unit 3, lesson 3
EQ: How are animals different?
Unit 4, lesson 4
EQ: How are plants different?
Unit 9, Lesson 4
EQ: How can matter change?
Unit 3, Lesson 3
EQ: How do body coverings help animals?
Unit 3, Lesson 5
EQ: What are fossils?
Unit 5, Lesson 4
EQ: How do environments change
over time?
Unit 3, Lesson 4
EQ: What are behavioral adaptations?
Unit 4, Lesson 5
EQ: How do environmental changes
affect living things?
Unit 5, Lesson 2
EQ: How does the earth’s surface change slowly?
Unit 3, Lesson 5
EQ: How are living things
adapted to their environment?
Unit 3, Lesson 6
EQ: Why do birds beaks differ?
Unit 4, Lesson 1
EQ: What are populations, habitats, and niches?
Unit 4, Lesson 6
EQ: What are physical
and behavioral adaptations?
Unit 8, Lesson 1
EQ: How do weathering and
erosion shape earth’s surface?
Unit 10, Lesson 2
EQ: What was ancient earth like?
EQ = Essential Question
5
Dimension 3
CORE IDEAS
ScienceFusion uses students’ natural curiosity—as well as their reasoning skills—to help them discover,
interact with, and apply what they’ve learned. Organized around the Core Ideas of physical, life, and
earth and space sciences as well as engineering and technology, ScienceFusion guides students toward
a coherent and scientifically based view of the natural sciences and engineering.
ScienceFusion Grades K–5
CORE IDEAS IN FOUR
DISCIPLINARY AREAS
PHYSICAL SCIENCES
GRADE K
GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5
Unit 8: Matter
Unit 9: All About Matter
Unit 9: Changes in Matter
Unit 9: Matter
Unit 7: Properties of Matter
Unit 8: Changes in Matter
Unit 13: Matter
PS 2: Motion and Stability: Forces and Interactions
Unit 10: Motion
Unit 10: Forces and Energy
Unit 10: Energy and Magnets
Unit 10: Simple and Compound
Machines
Unit 11: Motion
Unit 15: Forces and Motion
PS 3: Energy
Unit 9: Energy
Unit 10: Forces and Energy
Unit 10: Energy and Magnets
Unit 10: Simple and Compound
Machines
Unit 9: Energy
Unit 10: Electricity
Unit 14: Light and Sound
Unit 10: Forces and Energy (includes Sound)
Unit 10: Energy and Magnets
Unit 10: Electricity
Unit 14: Light and Sound
Unit 2: Animals
Unit 3: Plants
Unit 3: Animals
Unit 4: Plants
Unit 3: All About Animals
Unit 4: All About Plants
Unit 3: Plants and Animals
Unit 3: Plants and Animals
Unit 3: Cells to Body Systems
Unit 4: Habitats
Unit 5: Environments
Unit 5: Environments for
Living Things
Unit 4: Ecosystems and Interactions
Unit 4: Energy and Ecosystems
Unit 5: Ecosystems
Unit 6: Energy and Ecosystems
Unit 3: Animals
Unit 4: Plants
Unit 3: All About Animals
Unit 4: All About Plants
Unit 3: Plants and Animals
Unit 3: Plants and Animals
Unit 4: Living Things Grow and Reproduce
PS 1: Matter and Its Interactions
PS 4: Waves and their applications in technologies for
information transfer
LIFE SCIENCES
LS 1: From Molecules to Organisms:
Structures and Processes
LS 2: Ecosystems: Interactions, Energy, and Dynamics
LS 3: Heredity: Inheritance and Variation of Traits
LS 4: Biological Evolution: Unity and Diversity
EARTH and SPACE SCIENCES
Unit 3: All About Animals
(includes fossils)
Unit 10: Fossils
Unit 5: Day and Night
Unit 8: Objects in the Sky
Unit 8: The Solar System
Unit 8: Earth and Its Moon
Unit 6: Earth and Space
Unit 12: The Solar System and
the Universe
ESS 2: Earth’s Systems
Unit 7: Weather and the Seasons
Unit 7: Weather and Seasons
Unit 7: All About Weather
Unit 5: Changes to Earth’s Surface
Unit 7: Water and Weather
Unit 5: Weather
Unit 8: Changes to Earth’s Surface
Unit 9: The Rock Cycle
Unit 11: Earth’s Oceans
ESS 3: Earth and Human Activity
Unit 6: Earth’s Resources
Unit 6: Earth’s Resources
Unit 6: Earth and Its Resources
Unit 6: People and Resources
Unit 4: Energy and Ecosystems
Unit 7: Natural Resources
ENGINEERING, TECHNOLOGY, AND THE
APPLICATIONS
OF SCIENCE
Unit 1: Doing Science
Unit 1: How Scientists Work
Unit 2: Technology All Around Us
Unit 1: Work Like a Scientist
Unit 2: Technology and Our World
Unit 1: Investigating Questions
Unit 2: The Engineering Process
Unit 5: Weather
Unit 1: Studying Science
Unit 2: The Engineering Process
STEM features in every unit also address the ETS
Core Ideas.
STEM features in every unit also address the ETS Core Ideas.
STEM features in every unit also address the ETS Core Ideas.
STEM features in every unit also
address the ETS Core Ideas.
STEM features in every unit also
address the ETS Core Ideas.
ESS 1: Earth’s Place in the Universe
ETS 1: Engineering Design
ETS 2: Links Among Engineering, Technology, Science,
and Society
6
7
SCIENTIFIC AND ENGINEERING PRACTICES
Dimension 1
ScienceFusion Grades 6–8
MODULE A
ScienceFusion engages students in all eight Practices, helping them understand how scientific
knowledge develops so they appreciate the wide range of approaches to investigate, model, and
explain the world. ScienceFusion also helps students understand the work of engineers as well as the
links between engineering and science.
MODULE B
MODULE C
MODULE D
MODULE E
MODULE F
MODULE G
MODULE H
MODULE I
MODULE J
MODULE K
Cells and Heredity
The Diversity of
Living Things
The Human
Body
Ecology and the
Environment
The Dynamic
Earth
Earth’s Water
and Atmosphere
Space Science
Matter and
Energy
Motion, Forces,
and Energy
Sound and Light
Introduction
to Science and
Technology
SCIENTIFIC AND
ENGINEERING
PRACTICES
STEM Engineering
and Technology:
Analyzing Nutrients
Student Edition, p. 62-65
STEM Engineering
and Technology:
Analyzing a Greenhouse
Student Edition,
p. 134-137
STEM Engineering
and Technology:
Analyzing the Life Cycles
of Aluminum and Glass
Student Edition,
p. 166-169
STEM Engineering
and Technology:
Analyzing the Life
Cycles of Aluminum and
Glass Student Edition,
p. 166-169
STEM Engineering
and Technology:
Analyzing the Life Cycles
of Aluminum and Glass
Student Edition
p. 66-169
STEM Engineering
and Technology:
Building a Wind Turbine
Student Edition,
p. 128-131
STEM Engineering
and Technology:
Testing a Simple Machine
Student Edition,
p. 98-101
Asking questions
(for science) and
defining problems
(for engineering)
X
X
X
X
X
X
X
X
X
X
X
Developing and
using models
X
X
X
X
X
X
X
X
X
X
Planning and
carrying out
investigations
X
X
X
X
X
X
X
X
X
X
X
X
X
Using
mathematics and
computational
thinking
X
X
X
X
X
X
Engaging in
argument from
evidence
X
X
X
X
X
X
X
X
X
X
The interactive Write-In Student Edition prompts your students
to ask questions, define problems, and design solutions.
Answers
9. There is a steady supply of wind to turn
the turbines.
DO NOT EDIT--LO Number changes must be made through “File info”
LOnumber=EC61734
Answers
Turn, Turn, Turn
10. See students’ pages for annotations.
10 Identify Underline the kind of
energy that is found in moving
water.
A wind-powered water pump can pull
water from deep underground when
electricity is not available.
9 Infer What is the main benefit
of placing these turbines in open
water?
Wind farms are a form of
clean energy, because they
do not generate air pollution
as they generate electricity.
174
Visualize It!
Like wind, moving water has kinetic energy. People have harnessed
the energy of falling or flowing water to power machines since
ancient times. Some grain and saw mills still use water to power
their equipment. Electrical energy produced by moving water
is called hydroelectric energy. Hydroelectric energy is renewable
because the water cycle is driven by the sun. Water that evaporates
from oceans and lakes falls on higher elevations and flows
downhill in streams, rivers, and waterfalls. The energy in flowing
water is converted to electrical energy when it spins turbines
connected to electric generators inside the dam.
Hydroelectric energy is a good source of energy only in
locations where there are large, reliable amounts of flowing water.
Another disadvantage of hydroelectric energy is that hydroelectric
dams and their technology are expensive to build. The dams
also can block the movement of fish between the sea and their
spawning grounds. Special fish ladders must be built to allow fish
to swim around the dam.
Debris grate
Dam
Generator
X
Multiple Virtual Labs in every unit provide students with
digital learning opportunities to plan, carry out online
investigations, and communicate data.
X
Engineering & Technology
Skills
Objectives
Identify a need
• Explain how a need for clean energy has driven a technological solution.
Conduct research
• Describe two examples of wind power generators.
✔ Brainstorm solutions
• Design a technological solution to a problem.
✔ Select a solution
• Test and modify a prototype to achieve the desired result.
In hydroelectric dams, a tunnel
called a penstock directs the flow of
water to each turbine. The flow of water
is controlled by raising or lowering a
head gate over the water intake.
Outflow
River
✔ Test and evaluate
Redesign to improve
✔ Communicate results
5/16/2011 8:19:12 AM
Untitled-294 175
The Modern Design
Turbines used today in wind farms for generating
electricity are usually three-bladed and pointed
into the wind by computer-controlled motors.
They are very efficient and vibrate very little,
so they are quiet and reliable. These turbines
are white or light gray, to blend with the clouds.
Their blades can be more than 40 meters (130 ft)
long. The towers can be over 90 meters (300 ft)
tall. The tips of their blades can travel more than
320 kilometers (200 miles) per hour!
Building a Wind Turbine
During the Industrial Revolution, machines began to replace
human and animal power for doing work. From agriculture to
manufacturing to transportation, machines made work faster and
easier. But machines must have fuel. Fossil fuels such
as coal, oil, and gasoline powered the Industrial
Revolution and are still used today.
But burning fossil fuels produces
waste products that harm the
environment. In addition, fossil
fuels will eventually run out. As a
result, there is a need to find new
ways to produce energy.
1 Brainstorm What are other possible sources of
renewable energy that could be used to turn a
generator?
Lesson 4 Renewable Energy Resources 175
128 Unit 3 Earth’s Atmosphere
Untitled-294 174
X
2 Infer What problems may have been encountered as
prototypes for modern wind turbines were tested?
✔ Build a prototype
There are many possible sources of clean energy.
One of the most abundant sources of clean
energy is wind. A wind turbine is a device that
uses energy from the wind to turn an axle. The
turning axle can be used to pump water, cut
lumber, grind grain, or generate electricity. In an
electric generator, the axle spins magnets around
a coiled wire. The spinning magnets cause
electrons to flow within the wire, producing
electrical current. Most often, the electrical
current is used to charge a battery and the energy
is stored. There are many types of wind turbines.
Turbine
X
Horizontal-axis wind turbines (HAWT)
These
have a main axle that is horizontal.
turbines have the electrical generator
at the top of a tower. HAWTs must
be pointed into the wind to work. But
into
because the blades are always facing
the wind, they are always being pushed
by the wind. And because wind flows
is
over the blades fairly evenly, vibration
reduced and the turbines last longer.
Engineering Design Process
Brainstorming Solutions
Penstock
X
STEM activities ask students to apply engineering and
technology solutions in real-world learning situations.
Transformer
Intake
X
X
Reservoir
Head gate
X
X
11 Explain What is the purpose of the lake that is
located behind the dam of a hydroelectric plant?
© Houghton
Mifflin
Harcourt
Publishing
Company
© Houghton
Mifflin
Harcourt
Publishing
Company
Windmills such as these have been
used for centuries to grind grain and
pump surface water for irrigation.
© Houghton
Mifflin
Harcourt
Publishing
Company
• Image
Credits:
©Ingo
Wagner/dpa/Corbis;
(t) ©Chris
Cheadle/All
Canada
Photos/Corbis;
©David
Muenker/Alamy
Images
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Mifflin
Harcourt
Publishing
Company
• Image
Credits:
(bg)(bg)
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Images
Wind is created by the sun’s uneven heating of
air masses in Earth’s atmosphere. Wind energy
uses the force of moving air to drive an electric
generator or do other work. Wind energy is
renewable because the wind will blow as long as
the sun warms Earth. Wind energy is harnessed
by machines called wind turbines. Electricity is
generated when moving air turns turbine blades
that drive an electric generator. Clusters of
wind turbines, called wind farms, generate large
amounts of electricity.
Although wind energy is a renewable
energy resource, it has several disadvantages.
Wind farms can be placed only in areas that
receive large amounts of wind. The equipment
required to collect and convert wind energy is
also expensive to produce and maintain. And the
production and maintenance of this equipment
produces a small amount of pollution. The
turbine blades can also be hazardous to birds.
X
X
11. The lake stores water for the dam and
ensures that there will be an adequate
flow of water.
How do humans get energy from
moving water?
Active Reading
How do humans use wind
energy?
8
STEM Engineering
and Technology:
Designing a Bridge
Student Edition,
p. 88-91
X
Constructing
explanations
(for science) and
designing
solutions
(for engineering)
Obtaining,
evaluating, and
communicating
information
STEM Engineering
and Technology:
Building a Periscope
Student Edition,
p. 114-117
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bkgd) ©Stockbyte/Alamy; (br) ©Getty Images Royalty Free
X
STEM Engineering
and Technology:
Analyzing the Life
Cycle of a Paper Cup
Student Edition,
p. 182-185
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Steve Cole/Getty Images
Analyzing and
interpreting data
STEM Engineering
and Technology:
Designing a Device
Student Edition,
p. 72-75
Vertical-axis wind turbines
a main axle that is vertical.(VAWT) have
VAWTs do not
need to be pointed into
the wind to work.
Also, the generator can
be
the ground so it is easy to placed near
reach. But each
blade moves against the
wind for part of its
rotation so VAWTs are not
vibrate more than HAWTs. as efficient and
Now it’s your turn to design an efficient wind
turbine that will generate enough electricity to
light a small bulb.
129
5/16/2011 8:19:14 AM
128
129
9
Dimension 2
DIMENSION 2:
Crosscutting concepts that
have common application
across fields
Patterns
Crosscutting concepts
ScienceFusion embeds the seven Crosscutting Concepts starting in the earliest years of school
through Grade 8. Units and Lessons, organized around Big Ideas and Essential Questions, allow
students to build connections and intellectual tools that are related across different areas of content
and enrich their applications of practices across print, digital, and hands-on resources.
ScienceFusion Grades 6–8
Module A
Cells and Heredity
Module B
The Diversity of
Living Things
Unit 2, Lesson 4
EQ: How are traits inherited?
Unit 2, Lesson 5
EQ: How are patterns of
inheritence studied?
Unit 1, Lesson 3
EQ: What evidence supports the theory
of evolution?
Unit 2, Lesson 4
EQ: How are traits inherited?
Unit 1, Lesson 2
EQ: What is the theory of evolution by
natural selection?
Unit 2, Lesson 4
EQ: How do plants stay alive?
Unit1, Lesson 1
EQ: What are living
things made of?
Unit 1, Lesson 4
EQ: How has life on
Earth changed over time?
Cause and effect:
Mechanism and
explanation
Module C
The Human Body
Module D
Ecology and The Environment
Systems and
system models
Energy and matter:
Flows, cycles, and
conservation
Structure and
function
Earth’s Water
and Atmosphere
Unit 2, Lesson 2
EQ: How are the relative ages of
rock measured?
Unit 4, Lesson 3
EQ: How do the water cycle and other
global patterns affect local weather?
Unit 4, Lesson 5
EQ: What tools do we use to predict weather?
Unit 1, Lesson 2
EQ: How do your skeletal
and muscular systems work?
Unit 1, Lesson 1
EQ: How are different parts of the environment connected?
Unit 2, Lesson 3
EQ: How do energy and matter move through ecosystems?
Unit 3, Lesson 3
EQ: How do we use nonrenewable energy resources?
Unit 4, Lesson 1
EQ: What impact can human
activities have on water resources?
Unit 3, Lesson 2
EQ: What is the rock cycle?
Unit 4, Lesson 2
EQ: What is plate tectonics?
Unit 4, Lesson 5
EQ: Why do earthquakes happen?
Unit 4, Lesson 6
EQ: How are siesmic waves used to study
earthquakes?
Unit 3, Lesson 3
EQ: What is wind?
Unit 4, Lesson 3
EQ: How do the water cycle and other
global patterns affect local weather?
Unit 2, Lesson 3
EQ: How are nutrition, fitness,
and health related?
Unit 3, Lesson 1
EQ: How can Earth support life?
Unit 2, Lesson 3
EQ: How is the absolute age of rock
measured?
Unit 3, Lesson 1
EQ: What are minerals, how do they form,
and how can they be indetified?
Unit 2, Lesson 2
EQ: How does an ocean wave form and move?
Unit 3, Lesson 1
EQ: What is the atmosphere?
Unit 1, Lesson 3
EQ: How do the circulatory and
resipratory systems work?
Unit 2, Lesson 1
EQ: How does your body’s
defense system work?
Unit 1, Lesson 1
EQ: How are different parts of the environment connected?
Unit 2, Lesson 1
EQ: What are land biomes?
Unit 2, Lesson 2
EQ: What are aquatic ecosystems?
Unit 2, Lesson 4
EQ: How do ecosystems change?
Unit 1, Lesson 1
EQ: How do matter and energy move
through Earth’s spheres?
Unit 4, Lesson 2
EQ: What is plate tectonics?
Unit 4, Lesson 3
EQ: How do the water cycle and other
global patterns affect local weather?
Unit 4, Lesson 5
EQ: What tools do we use to predict weather?
Unit 1, Lesson 6
EQ: How do cells get and
use energy?
Unit 1, Lesson 1
EQ: What are living things?
Unit 2, Lesson 4
EQ: How do plants stay alive?
Unit 1, Lesson 1
EQ: How do the body systems
work together to maintain homeostasis?
Unit 1, Lesson 2
EQ: How does energy flow through an ecosystem?
Unit 2, Lesson 3
EQ: How do energy and matter move through ecosystems?
Unit 3, Lesson 3
EQ: How do we use nonrenewable energy resources?
Unit 1, Lesson 1
EQ: How do matter and energy move
through Earth’s spheres?
Unit 4, Lesson 6
EQ: How are seismic wavies used to study
earthquakes?
Unit 2, Lesson 2
EQ: How does an ocean wave form and move?
Unit 3, Lesson 2
EQ: How does energy move through
Earth’s system?
Unit 4, Lesson 6
EQ: How is climate affected by energy from the
sun and variations on Earth’s surface?
Unit 1, Lesson 2
EQ: What are the building
blocks of organisms?
Unit 2, Lesson 4
EQ: How are traits inherited?
Unit 2, Lesson 6
EQ: What is DNA?
Unit 1, Lesson 5
EQ: How are organisms classified?
Unit 2, Lesson 3
EQ: What are plants?
Unit 2, Lesson 5
EQ: What are animals?
Unit 1, Lesson 4
EQ: How do your body’s digestive
and excretory systems work?
Unit 1, Lesson 5
EQ: How do the nervous and
endocrine systems work?
Unit 1, Lesson 1
EQ: How are different parts of the environment connected?
Unit 3, Lesson 1
EQ: What are minerals, how do they form,
and how can they be identified?
Unit 4, Lesson 1
EQ: What are Earth’s layers?
Unit 1, Lesson 1
EQ: What makes water so important?
Unit 2, Lesson 1
EQ: What lies within and beneath Earth’s
oceans?
Unit 3, Lesson 1
EQ: What is the atmosphere?
Unit 1, Lesson 5
EQ: How do organisms
maintain homeostasis?
Unit 1, Lesson 2
EQ: What is the theory of evolution
by natural selection?
Unit 1, Lesson 3
EQ: What evidence supports the
theory of evolution?
Unit 2, Lesson 3
EQ: How are nutrition, fitness,
and health related?
Unit 1, Lesson 3
EQ: What determines population size?
Unit 2, Lesson 4
EQ: How do ecosystems change?
Stability and change
10
The Dynamic Earth
Module F
Unit 2, Lesson 4
EQ: How do ecosystems change?
Scale, proportion, and
quantity
Unit 1, Lesson 4
EQ: How are living
things organized?
Unit 1, Lesson 6
EQ: How do cells get
and use energy?
Module E
EQ = Essential Question
Unit 4, Lesson 7
EQ: What are the causes and effects of
climate change?
11
Dimension 2
DIMENSION 2:
Cause and effect:
Mechanism and
explanation
Scale, proportion,
and quantity
Systems and
system models
ScienceFusion Grades 6–8
Module G
Crosscutting concepts that
have common application
across fields
Patterns
Crosscutting concepts
Space Science
Stability and change
Module J
Sound and Light
Module K
Introduction to Science and Technology
Unit 3, Lesson 2
EQ: How are elements arranged on the periodic table?
Unit 3, Lesson 3
EQ: How do atoms interact with each other?
Unit 3, Lesson 6
EQ: What are electronics, and
how have they changed?
Unit 2, Lesson 3
EQ: How does sound technology work?
Unit 2, Lesson 1
EQ: How do scientists show the
results of investigations?
Unit 3, Lesson 1
EQ: How are Earth’s days, years, and seasons realted to the way
Earth moves in space?
Unit 3, Lesson 2
EQ: How do Earth, the moon, and the sun affect each other?
Unit 4, Lesson 1
EQ: How are chemical
reactions modeled?
Unit 1, Lesson 5
EQ: What happens when
fluids exert pressure?
Unit 2, Lesson 3
EQ: How do simple machines work?
Unit 2, Lesson 1
EQ: What is sound?
Unit 3, Lesson 2
EQ: How does light interact with matter?
Unit 3, Lesson 2
EQ: How can we evaluate technology?
Unit 3, Lesson 3
EQ: What are technological systems?
Unit 1, Lesson 1
EQ: What makes up the universe?
Unit 1, Lesson 2
EQ: What are some properties of stars?
Unit 2, Lesson 5
EQ: What is known about the gas giant planets?
Unit 3, Lesson 1
EQ: How do you know what parts make up the atom?
Unit 5, Lesson 3
EQ: What is pH a measure of?
Unit 1, Lesson 1
EQ: How are distance, time, and speed related?
Unit 2, Lesson 3
EQ: How do simple machines work?
Unit 3, Lesson 1
EQ: What makes something electrically charged?
Unit 1, Lesson 2
EQ: How can we describe a wave?
Unit 2, Lesson 1
EQ: What is sound?
Unit 3, Lesson 1
EQ: What is the relationship between various EM
waves?
Unit 2, Lesson 1
EQ: How do scientists show the
results of investigations?
Unit 2, Lesson 2
EQ: What are the tools and units
used in science?
Unit 2, Lesson 1
EQ: How have people modeled the solar system?
Unit 4, Lesson 2
EQ: How do we explore space?
Unit 3, Lesson 1
EQ: How do you know what parts make up the atom?
Unit 3, Lesson 3
EQ: How do atoms interact with each other?
Unit 2, Lesson 3
EQ: How do simple
machines work?
Unit 3, Lesson 6
EQ: What are electronics,
and how have they changed?
Unit 3, Lesson 5
EQ: How can light be used?
Unit 2, Lesson 1
EQ: How do scientists show the
results of investigations?
Unit 2, Lesson 3
EQ: How do scientists use models and simulations?
Unit 3, Lesson 1
EQ: What is the engineering design process?
Unit 1, Lesson 1
EQ: What properties define matter?
Unit 1, Lesson 5
EQ: How do particles in solids, liquids, and gases move?
Unit 2, Lesson 1
EQ: What is energy?
Unit 2, Lesson 2
EQ: How is temperature related to kinetic energy?
Unit 2, Lesson 1
EQ: How is work related to energy?
Unit 2, Lesson 2
EQ: What are kinetic and potential energy?
Unit 3, Lesson 1
EQ: What makes something electrically charged?
Unit 1, Lesson 1
EQ: What are waves?
Unit 2, Lesson 2
EQ: How do sound waves travel and interact?
Unit 3, Lesson 2
EQ: How does light interact with matter?
Unit 1, Lesson 1
EQ: What makes up the universe?
Unit 1, Lesson 2
EQ: What are some properties of stars?
Unit 1, Lesson 2
EQ: What are physical and chemcial properties of matter?
Unit 3, Lesson 1
EQ: How do we know what parts make up the atom?
Unit 1, Lesson 2
EQ: How can we describe a wave?
Unit 2, Lesson 1
EQ: What is sound?
Unit 3, Lesson 1
EQ: What is the relationship between various EM
waves?
Unit 1, Lesson 3
EQ: How do stars change over time?
A digital experience for every textbook
lesson teaches the same concepts, but
delivers the material in a different way.
This gives students multiple exposures
to all standards.
12
Module I
Motion, Forces, and Energy
Unit 1, Lesson 3
EQ: How do stars change over time?
Unit 3, Lesson 2
EQ: How do Earth, the moon, and the sun affect each other?
Energy and matter:
Flows, cycles, and
conservation
Structure and
function
Module H
Matter and Energy
ScienceFusion embeds the seven Crosscutting Concepts starting in the earliest years of school
through Grade 8. Units and Lessons, organized around Big Ideas and Essential Questions, allow
students to build connections and intellectual tools that are related across different areas of content
and enrich their applications of practices across print, digital, and hands-on resources.
EQ = Essential Question
Inquiry-based Video Projects give
your students a foundation for applying
scientific reasoning and engineering
design skills in a variety of STEM and
environmentally related scenarios.
13
Dimension 3
CORE IDEAS
ScienceFusion Grades 6–8
GRADE 6–8
CORE IDEAS IN FOUR
DISCIPLINARY AREAS
PHYSICAL SCIENCES
PS 1: Matter and its Interactions
PS 2: Motion and Stability: Forces and Interactions
Module
H: Matter and Energy
Module
I: Motion, Forces, and Energy
PS 3: Energy
LS 1: From Molecules to Organisms: Structures and Processes
ESS 1: Earth’s Place in the Universe
ESS 2: Earth’s Systems
Unit 1: Motion and Forces
Unit 2: Work, Energy, and Machines
Unit 3: Electricity and Magnetism
Module
B: The Diversity of Living Things
Unit 2: Earth’s Organisms
Unit 1: The Universe
Unit 2: The Solar System
Unit 3: The Earth-Moon-Sun System
Unit 4: Exploring Space
Module
E: The Dynamic Earth
ESS 3: Earth and Human Activity
Unit 1: Earth’s Surface
Unit 2: Earth’s History
Unit 3: Minerals and Rocks
Unit 4: The Restless Earth
ENGINEERING, TECHNOLOGY, AND
THE APPLICATIONS OF SCIENCE
ETS 1: Engineering Design
Unit 1: Earth’s Water
Unit 2: Oceanography
Unit 3: Earth’s Atmosphere
Unit 4: Weather and Climate
Module
D: Ecology and the Environment
Unit 3: Electricity and Magnetism
Unit 1: Cells
Module
F: Earth’s Water and Atmosphere
Unit 1: Introduction to Waves
Module
A: Cells and Heredity
Module
G: Space Science
Unit 2: Energy
Unit 3: Light
Module
I: Motion, Forces, and Energy
LIFE SCIENCES
EARTH and SPACE SCIENCES
Module
J: Sound and Light
GRADE 6–8
CORE IDEAS IN FOUR
DISCIPLINARY AREAS
Module
H: Matter and Energy
PS 4: Waves and their applications in technologies
for information transfer
Unit 1: Matter
Unit 3: Atoms and the Periodic Table
Unit 4: Interactions of Matter
Unit 5: Solutions, Acids, and Bases
ScienceFusion uses students’ natural curiosity—as well as their reasoning skills—to help them
discover, interact with, and apply what they’ve learned. Organized around the Core Ideas of physical,
life, and earth and space sciences as well as engineering and technology, ScienceFusion guides
students toward a coherent and scientifically based view of the natural sciences and engineering.
Unit 3: Earth’s Resources
Unit 4: Human Impact on the Environment
Module
K: Introduction to Science and Technology
Unit 1: The Nature of Science
Unit 2: Measurement and Data
Unit 3: Engineering, Technology, and Society
Module
C: The Human Body
LS 2: Ecosystems: Interactions, Energy, and Dynamics
Unit 1: Interactions of Living Things
Unit 2: Earth’s Biomes and Ecosystems
Unit 3: Earth’s Resources
Unit 4: Human Impact on the Environment
Unit 2: Reproduction and Heredity
Module
B: The Diversity of Living Things
14
STEM features in every unit also address the ETS Core Ideas.
Module
A: Cells and Heredity
LS 4: Biological Evolution: Unity and Diversity
ETS 2: Links Among Engineering, Technology, Science,
and Society
Module
D: Ecology and the Environment
LS 3: Heredity: Inheritance and Variation of Traits
Unit 1: Human Body Systems
Unit 2: Human Health
Unit 1: Life Over Time
Unit 2: Earth’s Organisms
15
New Energy for Science!
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