Organization: Pearson Education Product Name: Pearson Elevate Science Florida Edition Course 3 Product Version: v1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-4aaa286e-683c-3879-bb61-2e47f02e315a Timestamp: Tuesday, June 5, 2018 06:16 PM EDT Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Recognize examples of the gaseous state of matter, such as steam or smoke. - SC.8.P.8.Pa.a Recognize the heavier of two objects. - SC.8.P.8.Pa.b Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). - SC.8.P.8.Pa.c Recognize common acids as safe or harmful. - SC.8.P.8.Pa.d Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). - SC.8.P.8.7 Recognize that elements are grouped in the periodic table according to similarities of their properties. - SC.8.P.8.6 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. - SC.8.P.8.5 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. - SC.8.P.8.4 Explore and describe the densities of various materials through measurement of their masses and volumes. - SC.8.P.8.3 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. - SC.8.P.8.2 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. - SC.8.P.8.1 Recognize that heat influences changes (chemical) in matter, such as cooking. - SC.8.P.9.Pa.b Distinguish among mixtures (including solutions) and pure substances. - SC.8.P.8.9 Recognize an example of a physical change, such as ice changing to water. - SC.8.P.9.Pa.a Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. - SC.8.P.8.8 Separate a mixture into its parts. - SC.8.P.8.Pa.e Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. - SC.8.P.8.B All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. - SC.8.P.8.A Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. - SC.8.P.9.Su.a Observe and recognize changes caused by heat on substances. - SC.8.P.9.Su.b Observe and classify changes in matter as physical (reversible) or chemical (irreversible). - SC.8.P.9.In.a Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. - SC.8.N.1.4 Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. - SC.8.N.1.3 Design and conduct a study using repeated trials and replication. - SC.8.N.1.2 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. - SC.8.N.1.1 Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. - SC.8.E.5.6 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. - SC.8.E.5.7 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. - SC.8.N.1.6 Compare various historical models of the Solar System, including geocentric and heliocentric. - SC.8.E.5.8 Analyze the methods used to develop a scientific explanation as seen in different fields of science. - SC.8.N.1.5 Recognize a possible explanation (hypothesis) for a science problem. - SC.8.N.1.Su.b Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. - SC.8.N.1.Su.a Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. - SC.8.N.1.D Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. - SC.8.N.1.In.a Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. - SC.8.N.1.C Identify methods used in different areas of science, such as life science, earth and space science, and physical science. - SC.8.N.1.In.c The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' - SC.8.N.1.B Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. - SC.8.N.1.A Identify a possible explanation (hypothesis) for a science problem. - SC.8.N.1.In.b Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. - SC.8.N.1.Su.d Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. - SC.8.N.1.In.d Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. - SC.8.N.1.Su.c Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. - SC.8.E.1.Pa.d Recognize the four seasons. - SC.8.E.1.Pa.c Identify that scientific knowledge must be supported by evidence. - SC.8.N.2.In.a Recognize examples of evidence that supports scientific knowledge. - SC.8.N.2.Su.a Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. - SC.8.E.5.2 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. - SC.8.E.5.3 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. - SC.8.E.5.4 Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). - SC.8.E.5.5 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. - SC.8.E.5.1 Observe and identify how temperature influences chemical changes. - SC.8.P.9.In.b the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. - SC.8.E.5.9.2 the Sun on the Earth including seasons and gravitational attraction - SC.8.E.5.9.1 Matter and energy are recycled through cycles such as the carbon cycle. - SC.8.L.18.C Discuss what characterizes science and its methods. - SC.8.N.2.2 Distinguish between scientific and pseudoscientific ideas. - SC.8.N.2.1 Living things all share basic needs for life. - SC.8.L.18.A Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). - SC.8.L.18.B Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. - SC.8.L.18.3 Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. - SC.8.N.2.C Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. - SC.8.L.18.4 Scientific knowledge is durable and robust, but open to change. - SC.8.N.2.B Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. - SC.8.L.18.1 Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. - SC.8.N.2.A Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. - SC.8.L.18.2 Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. - SC.8.E.5.11 Summarize the effects of space exploration on the economy and culture of Florida. - SC.8.E.5.12 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. - SC.8.E.5.10 Illustrate a model that shows how carbon is cycled between plants and animals. - SC.8.L.18.In.c Recognize that cells break down food to release energy. - SC.8.L.18.In.b Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. - SC.8.L.18.In.a Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. - SC.8.L.18.Su.d Recognize that plants use the carbon dioxide that animals breathe out. - SC.8.L.18.Su.c Identify the flow of energy from the Sun as it is transferred along a food chain. - SC.8.L.18.In.d Recognize that plants and animals get energy from food. - SC.8.L.18.Su.b Recognize that plants make their own food through a process called photosynthesis. - SC.8.L.18.Su.a Observe and recognize a cause-effect relationship related to a science topic. - SC.8.N.3.Pa.b Associate a model with an activity used in the context of one's own study of science. - SC.8.N.3.Pa.a Recognize an example of observable evidence related to science. - SC.8.N.2.Pa.a Recognize that technology allows special cameras and satellites to take pictures of objects in space. - SC.8.E.5.In.l Identify technology used by scientists to locate, view, and study objects in space. - SC.8.E.5.In.k Identify effects of space research and exploration on Florida's economy. - SC.8.E.5.In.m Explain why theories may be modified but are rarely discarded. - SC.8.N.3.2 Identify gravity as the force that holds orbiting planets in place in the Solar System. - SC.8.E.5.In.d Select models useful in relating the results of their own investigations. - SC.8.N.3.1 Identify ways that science processes can be used to make informed decisions in the community, state, and nation. - SC.8.N.4.In.a Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. - SC.8.E.5.In.c Describe the Sun as a mass of hot, burning gases that produces very high temperatures. - SC.8.E.5.In.f Identify differences in physical properties of stars, such as brightness, color, and size. - SC.8.E.5.In.e Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. - SC.8.E.5.In.h Recognize that scientists use special tools to examine objects in space. - SC.8.E.5.Su.h Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. - SC.8.E.5.In.g Identify an effect space exploration has had on Florida's economy. - SC.8.E.5.Su.i Recognize that conditions on other planets in the Solar System are different than those on Earth. - SC.8.E.5.Su.f Recognize that the Moon's revolution around Earth takes about thirty days. - SC.8.E.5.In.j Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. - SC.8.E.5.In.i Recognize that Earth revolves around the Sun creating the four seasons. - SC.8.E.5.Su.g Recognize that the Sun is the closest star to Earth and appears large and bright. - SC.8.E.5.Su.d Recognize that the Sun is made of gases that are on fire. - SC.8.E.5.Su.e Recognize that the Solar System is part of a galaxy. - SC.8.E.5.Su.b Identify that there are planets and moons in the Solar System. - SC.8.E.5.Su.c Identify the relative positions of the Sun and the Moon from Earth. - SC.8.E.5.Su.a Identify that the Earth and Sun are a part of the Milky Way galaxy. - SC.8.E.5.In.b Recognize the Sun and stars as objects in space. - SC.8.E.1.Pa.b Compare the distances of the Moon, the Sun, and other stars from the Earth. - SC.8.E.5.In.a Recognize that science processes can be used to help people in the community and state make wise choices. - SC.8.N.4.Su.a Recognize that the Moon is closer to Earth than the Sun. - SC.8.E.1.Pa.a Identify common elements, such as oxygen, iron, and carbon. - SC.8.P.8.In.f Recognize that common elements combine in different ways to make up all living and nonliving things. - SC.8.P.8.In.e Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. - SC.8.P.8.In.h Identify that matter is made of small particles called atoms. - SC.8.P.8.In.g Recognize that the weight of an object is related to the pull of gravity. - SC.8.P.8.In.b Compare properties of solids, liquids, and gases. - SC.8.P.8.In.a Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. - SC.8.P.8.In.d Observe and compare the density of various materials. - SC.8.P.8.In.c Recognize that parts of matter can be separated in tiny particles. - SC.8.P.8.Su.e Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. - SC.8.P.8.Su.d Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. - SC.8.P.8.Su.g Recognize examples of common elements, such as carbon or iron. - SC.8.P.8.Su.f Investigate and describe how temperature influences chemical changes. - SC.8.P.9.3 Differentiate between physical changes and chemical changes. - SC.8.P.9.2 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. - SC.8.P.9.1 Identify common materials as pure substances or mixtures. - SC.8.P.8.In.i Recognize examples of pure substances and mixtures. - SC.8.P.8.Su.h Identify that scientific theories can change. - SC.8.N.3.In.b Recognize that plants need water and light to grow. - SC.8.L.18.Pa.a Recognize that scientific theories can change. - SC.8.N.3.Su.b When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. - SC.8.P.9.C Recognize that food provides energy. - SC.8.L.18.Pa.b Recognize models used in the context of one's own study of science. - SC.8.N.3.Su.a When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. - SC.8.P.9.B Matter can undergo a variety of changes. - SC.8.P.9.A Identify models used in the context of one's own study of science. - SC.8.N.3.In.a Recognize a way science is used in the community. - SC.8.N.4.Pa.a Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. - SC.8.N.1.Pa.a Recognize science as a way to solve problems about the natural world. - SC.8.N.1.Pa.b Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. - SC.8.N.4.1 Explain how political, social, and economic concerns can 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I_fbb90f88-ec3f-340d-9407-ef1320373edb_R/BasicLTI.xml I_fc1833c2-9233-34cb-9924-7766521aeed3_1_R/BasicLTI.xml I_fcd86447-24d2-3b6c-8209-d92f21a7abdc_1_R/BasicLTI.xml I_fd253945-cc9b-3925-893c-b7273e3a35dd_R/BasicLTI.xml I_fd2c8612-5a9a-3def-bc2f-6485ff80cdee_1_R/BasicLTI.xml I_fd72693d-487b-32eb-9313-f545c62b9611_1_R/BasicLTI.xml I_fd992353-f55b-395b-8b51-949d535d50ab_1_R/BasicLTI.xml I_fe74eb2b-2673-3d1c-b01b-9bf8428b9059_1_R/BasicLTI.xml I_fef47f64-b747-3426-9ecb-63961e806f8b_1_R/BasicLTI.xml I_ff4cdb08-e439-3167-96e8-03f348c2c630_1_R/BasicLTI.xml I_ff4cdb08-e439-3167-96e8-03f348c2c630_3_R/BasicLTI.xml I_ff6234f5-574e-3fc8-b331-02f5a1cc9c60_1_R/BasicLTI.xml I_ff7648b0-ccd6-3aaa-9bf2-ea34882ff3ce_1_R/BasicLTI.xml Title: Pearson Elevate Science Florida Edition Course 3 Navigating Your Digital Course Program Overview Realize Reader Navigation and Features Elevate Science Florida Edition Course 3 Student Digital Book Topic 1: Earth-Sun-Moon System Topic Launch: Earth-Sun-Moon System eText: Earth-Sun-Moon System Editable Readiness Test: Earth-Sun-Moon System Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Readiness Test: Earth-Sun-Moon System Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Remediation Summary: Earth-Sun-Moon System Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Identify gravity as the force that holds orbiting planets in place in the Solar System. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. uConnect Lab: What Is at the Center? Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Quest Kickoff: It's as Sure as the Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Quest Checklist: It's as Sure as the Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Quest Rubric: It's as Sure as the Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Lesson 1: Movement in Space Connect Poll: Observation of the Night Sky Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Investigate eText: Movement in Space Curriculum Standards: Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. Recognize that the Moon's revolution around Earth takes about thirty days. Interactivity: Evidence in Observations Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Video: Movement in Space uInvestigate Lab: Watching the Skies Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. eText: Case Study: The Ptolemaic Model: Explaining the Unexplained Synthesize Interactivity: Interpreting the Night Sky Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Quest Check-In eText: Tides and Earth's Motion Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Quest Check-In Interactivity: Tides and Earth's Motion Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Enrichment: Models of the Universe Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Identify models used in the context of one's own study of science. Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. Demonstrate eText: Lesson 1 Check Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Quiz Review: Movement in Space Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Editable Quiz: Movement in Space Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Quiz: Movement in Space Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Lesson 2: Earth's Movement in Space Connect Inquiry Warm-Up Lab: Patterns: Day and Night Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Investigate eText: Earth's Movement in Space Curriculum Standards: Recognize that Earth revolves around the Sun creating the four seasons. Recognize the four seasons. Identify the relative positions of the Sun and the Moon from Earth. Recognize that the Moon is closer to Earth than the Sun. Interactivity: Patterns in Earth's Rotation and Revolution Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify gravity as the force that holds orbiting planets in place in the Solar System. Interactivity: What Keeps Objects in Motion? Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. Recognize that the Moon's revolution around Earth takes about thirty days. Video: Earth's Movement in Space uInvestigate Lab: Lighten Up! Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Synthesize Interactivity: Seasons on Earth Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize the four seasons. Quest Check-In eText: Tides and the Moon's Gravity Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Quest Check-In Interactivity: Tides and the Moon's Gravity Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Enrichment: Glaciation and Earth's Movements Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify gravity as the force that holds orbiting planets in place in the Solar System. Demonstrate eText: Lesson 2 Check Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify gravity as the force that holds orbiting planets in place in the Solar System. Quiz Review: Earth's Movement in Space Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify gravity as the force that holds orbiting planets in place in the Solar System. Editable Quiz: Earth's Movement in Space Quiz: Earth's Movement in Space Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify gravity as the force that holds orbiting planets in place in the Solar System. Lesson 3: Phases and Eclipses Connect Write: Why Can You See the Moon During the Day? Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Investigate eText: Phases and Eclipses Interactivity: Our View of the Moon Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. Recognize that the Moon's revolution around Earth takes about thirty days. Interactivity: Eclipses Worksheet: Eclipses Virtual Lab: Shadows in Space Video: Phases and Eclipses uInvestigate Lab: How Does the Moon Move? Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Sun on the Earth including seasons and gravitational attraction Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. eText: uEngineer It!: Sustainable Design: Power from the Tides uEngineer It! Video: Power From the Tides Career Video: Planetarium Technician Synthesize Interactivity: Moon Phases and Eclipses Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Quest Check-In eText: The Moon's Revolution and Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Sun on the Earth including seasons and gravitational attraction Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Quest Check-In Lab: The Moon's Revolution and Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Sun on the Earth including seasons and gravitational attraction Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Enrichment: How Long Is a Day? Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Demonstrate eText: Lesson 3 Check Curriculum Standards: Discuss what characterizes science and its methods. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Quiz Review: Phases and Eclipses Curriculum Standards: Discuss what characterizes science and its methods. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Editable Quiz: Phases and Eclipses Curriculum Standards: Discuss what characterizes science and its methods. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Quiz: Phases and Eclipses Curriculum Standards: Discuss what characterizes science and its methods. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Topic Close: Earth-Sun-Moon System eText: Review and Assess: Earth-Sun-Moon System eText: Review and Assess: Earth-Sun-Moon SystemThis links to this topic's Review and Assessment in the student eText. Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. eText: Florida Benchmark Review: Earth-Sun-Moon System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. uDemonstrate Lab: Modeling Lunar Phases Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Sun on the Earth including seasons and gravitational attraction uDemonstrate Lab Do It Yourself: Modeling Lunar Phases Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Sun on the Earth including seasons and gravitational attraction Quest Findings eText: Reflect on It's As Sure As the Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Quest Findings: Reflect on It's As Sure As the Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. the Sun on the Earth including seasons and gravitational attraction Main Ideas: Earth-Sun-Moon System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Editable Test: Earth-Sun-Moon System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Test: Earth-Sun-Moon System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. the Sun on the Earth including seasons and gravitational attraction Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Topic 2: Solar System and the Universe Topic Launch: Solar System and the Universe eText: Solar System and the Universe Editable Readiness Test: Solar System and the Universe Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Readiness Test: Solar System and the Universe Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Remediation Summary: Solar System and the Universe Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. uConnect Lab: Planetary Measures Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Quest Kickoff: Searching for a Star Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Quest Checklist: Searching for a Star Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Quest Rubric: Searching for a Star Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Lesson 1: Solar System Objects Connect Inquiry Warm-Up Lab: Ring Around the Sun Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Investigate eText: Solar System Objects Curriculum Standards: Identify the relative positions of the Sun and the Moon from Earth. Recognize that Earth revolves around the Sun creating the four seasons. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Moon is closer to Earth than the Sun. Interactivity: Distance Learning Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Identify the relative positions of the Sun and the Moon from Earth. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that the Moon is closer to Earth than the Sun. Interactivity: Solar System Curriculum Standards: Identify the relative positions of the Sun and the Moon from Earth. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that the Moon is closer to Earth than the Sun. Worksheet: Solar System Virtual Lab: A New Home Video: Distances in the Solar System Curriculum Standards: Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. uInvestigate Lab: Pulling Planets Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Synthesize Interactivity: How to Make a Solar System Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Quest Check-In eText: Space Invaders Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Quest Check-In Interactivity: Space Invaders Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Enrichment: Where Do Comets and Asteroids Come From? Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Demonstrate eText: Lesson 1 Check Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Quiz Review: Solar System Objects Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Editable Quiz: Solar System Objects Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Quiz: Solar System Objects Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Lesson 2: The Sun Connect Inquiry Warm-Up Lab: How Can You Safely Observe the Sun? Investigate eText: The Sun Curriculum Standards: Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. Identify the relative positions of the Sun and the Moon from Earth. Recognize that the Moon is closer to Earth than the Sun. Interactivity: Anatomy of the Sun Curriculum Standards: Describe the Sun as a mass of hot, burning gases that produces very high temperatures. Recognize that the Sun is made of gases that are on fire. Video: Sunspots Curriculum Standards: Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. uInvestigate Lab: Layers of the Sun Curriculum Standards: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Select models useful in relating the results of their own investigations. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Synthesize Interactivity: Solar Temperature Curriculum Standards: Describe the Sun as a mass of hot, burning gases that produces very high temperatures. Recognize that the Sun is made of gases that are on fire. Enrichment: Sunspot Cycles Curriculum Standards: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Demonstrate eText: Lesson 2 Check Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Quiz Review: The Sun Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Editable Quiz: The Sun Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Quiz: The Sun Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Lesson 3: Learning About the Universe Connect Inquiry Warm-Up Lab: How Does Distance Affect an Image? Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Investigate eText: Learning About the Universe Curriculum Standards: Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Interactivity: Space Exploration Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Interactivity: Telescopes Curriculum Standards: Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Worksheet: Telescopes Curriculum Standards: Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Video: Learning About the Universe uInvestigate Lab: Space Exploration Vehicle Curriculum Standards: Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. eText: Case Study: The Impact of the Space Industry on Florida Curriculum Standards: Summarize the effects of space exploration on the economy and culture of Florida. Identify an effect space exploration has had on Florida's economy. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Identify effects of space research and exploration on Florida's economy. Career Video: Astrophysicist Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Analyze the methods used to develop a scientific explanation as seen in different fields of science. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. Synthesize Interactivity: Eyes in the Sky Interactivity: Eyes in the SkyThis digital activity allows students to learn different methods in which we collect data from space and explain why such data is important. Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Quest Check-In eText: Anybody Out There? Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Quest Check-In Interactivity: Anybody Out There? Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Enrichment: Eyes in the Sky Curriculum Standards: Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Demonstrate eText: Lesson 3 Check Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Quiz Review: Learning About the Universe Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Editable Quiz: Learning About the Universe Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Quiz: Learning About the Universe Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Lesson 4: Stars Connect Poll: Estimate the Number of Stars Curriculum Standards: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Investigate eText: Stars Curriculum Standards: Identify differences in physical properties of stars, such as brightness, color, and size. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. Interactivity: Star Systems Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Video: Birth of a Star uInvestigate Lab: How Far Is That Star? Curriculum Standards: Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify differences in physical properties of stars, such as brightness, color, and size. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. Synthesize Interactivity: Lives of Stars Curriculum Standards: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Identify differences in physical properties of stars, such as brightness, color, and size. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. Enrichment: The Closest Stars Curriculum Standards: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Demonstrate eText: Lesson 4 Check Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Quiz Review: Stars Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Editable Quiz: Stars Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Quiz: Stars Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Lesson 5: Galaxies Connect Write: Hollywood Goes to Space Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Investigate eText: Galaxies Interactivity: Types of Galaxies Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Video: Big Bang Theory uInvestigate Lab: Model the Milky Way Curriculum Standards: Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. eText: uEngineer It!: Defining the Problem: Blast Off uEngineer It! Interactivity: Launch a Space Probe Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Synthesize Interactivity: Model a Galaxy Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize the Sun and stars as objects in space. Quest Check-In eText: Searching for the Unseen Curriculum Standards: Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Quest Check-In Interactivity: Searching for the Unseen Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Enrichment: Colliding Galaxies Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Demonstrate eText: Lesson 5 Check Curriculum Standards: Discuss what characterizes science and its methods. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Quiz Review: Galaxies Curriculum Standards: Discuss what characterizes science and its methods. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Editable Quiz: Galaxies Curriculum Standards: Discuss what characterizes science and its methods. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Quiz: Galaxies Curriculum Standards: Discuss what characterizes science and its methods. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Topic Close: Solar System and the Universe eText: Review and Assess: Solar System and the Universe Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. eText: Florida Benchmark Review: Solar System and the Universe Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. uDemonstrate Lab: Scaling Down the Solar System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explain how political, social, and economic concerns can affect science, and vice versa. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. uDemonstrate Lab Do It Yourself: Scaling Down the Solar System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explain how political, social, and economic concerns can affect science, and vice versa. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Quest Findings eText: Reflect on Searching for a Star Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Quest Findings: Reflect on Searching for a Star Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Main Ideas: Solar System and the Universe Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Editable Test: Solar System and the Universe Editable Test: Solar System and the UniverseThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic. [boilerplate] Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Test: Solar System and the Universe Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Topic 3: Introduction to Matter Topic Launch: Introduction to Matter eText: Introduction to Matter Editable Readiness Test: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize that the weight of an object is related to the pull of gravity. Readiness Test: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize that the weight of an object is related to the pull of gravity. Remediation Summary: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize that the weight of an object is related to the pull of gravity. uConnect Lab: The Nuts and Bolts of Formulas Quest Kickoff: Lights! Camera! Action! Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Quest Checklist: Lights! Camera! Action! Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Quest Rubric: Lights! Camera! Action! Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Lesson 1: Describing and Classifying Matter Connect Class Discussion: How Is Matter Like Words? Investigate eText: Describing and Classifying Matter Interactivity: What Makes Up Matter? Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Video: Describing and Classifying Matter uInvestigate Lab: Modeling Atoms and Molecules Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). eText: Career Feature: Museum Technician Career Video: Museum Technician Synthesize Interactivity: Molecules and Extended Structures Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize models used in the context of one's own study of science. Associate a model with an activity used in the context of one's own study of science. Identify models used in the context of one's own study of science. Quest Check-In eText: The Science of Special Effects Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Quest Check-In Interactivity: The Science of Special Effects Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Enrichment: What's In The Air? Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Demonstrate eText: Lesson 1 Check Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Quiz Review: Describing and Classifying Matter Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Editable Quiz: Describing and Classifying Matter Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Quiz: Describing and Classifying Matter Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Lesson 2: Measuring Matter Connect Inquiry Warm-Up Lab: Which Has More Mass? Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. Recognize the heavier of two objects. Compare the weight of different sized objects. Investigate eText: Measuring Matter Curriculum Standards: Recognize the heavier of two objects. Compare the weight of different sized objects. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Interactivity: Calculating Density Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. Video: Measuring Matter Curriculum Standards: Compare the weight of different sized objects. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. uInvestigate Lab: Observing Physical Properties uInvestigate Lab: Observing Physical PropertiesThis lab investigation provides an opportunity for students to observe the physical properties of water. Students use inferences and prior knowledge to describe water in liquid and solid states. Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. eText: Case Study: An Epic Disaster Curriculum Standards: Observe and recognize a cause-effect relationship related to a science topic. Identify ways that science processes can be used to make informed decisions in the community, state, and nation. Synthesize Interactivity: Weight on the Moon Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. Enrichment: Ocean Currents Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Demonstrate eText: Lesson 2 Check Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. Quiz Review: Measuring Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. Editable Quiz: Measuring Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. Quiz: Measuring Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Select models useful in relating the results of their own investigations. Discuss what characterizes science and its methods. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize that the weight of an object is related to the pull of gravity. Lesson 3: Changes in Matter Connect Inquiry Warm-Up Lab: Is a New Substance Formed? Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Investigate eText: Changes in Matter Curriculum Standards: Observe and recognize changes caused by heat on substances. Discuss what characterizes science and its methods. Identify that scientific knowledge must be supported by evidence. Scientific knowledge is durable and robust, but open to change. Identify that scientific theories can change. Recognize that scientific theories can change. Virtual Lab: What's the Matter with My Chocolate? Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Video: Changes in Matter uInvestigate Lab: Physical and Chemical Changes Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Observe and recognize changes caused by heat on substances. eText: uEngineer It!: Gathering Speed with Superconductors Curriculum Standards: Scientific knowledge is durable and robust, but open to change. Discuss what characterizes science and its methods. Identify that scientific theories can change. Recognize that scientific theories can change. uEngineer It! Video: Gathering Speed with Superconductors Curriculum Standards: Scientific knowledge is durable and robust, but open to change. Discuss what characterizes science and its methods. Identify that scientific theories can change. Recognize that scientific theories can change. Synthesize Interactivity: Properties of Matter Quest Check-In eText: Changes in Matter Quest Check-In Interactivity: Mysterious Movie Fog Quest Check-In Lab: Cinematic Science Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Enrichment: Chemical Changes in Plants and Animals Curriculum Standards: When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Demonstrate eText: Lesson 3 Check Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Quiz Review: Changes in Matter Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Editable Quiz: Changes in Matter Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Quiz: Changes in Matter Curriculum Standards: Explain why theories may be modified but are rarely discarded. Discuss what characterizes science and its methods. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Distinguish between scientific and pseudoscientific ideas. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Topic Close: Introduction to Matter eText: Review and Assess: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Matter can undergo a variety of changes. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. eText: Florida Benchmark Review: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. uDemonstrate Lab: Help Out the Wildlife Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. uDemonstrate Lab Do It Yourself: Help Out the Wildlife Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Quest Findings eText: Reflect on Your Scene Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Quest Findings: Reflect on Your Scene Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Main Ideas: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. Editable Test: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. Test: Introduction to Matter Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Matter can undergo a variety of changes. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. Topic 4: Solids, Liquids, and Gases Topic Launch: Solids, Liquids, and Gases eText: Solids, Liquids, and Gases Editable Readiness Test: Solids, Liquids, and Gases Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Matter can undergo a variety of changes. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Readiness Test: Solids, Liquids, and Gases Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Matter can undergo a variety of changes. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Remediation Summary: Solids, Liquids, and Gases Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Matter can undergo a variety of changes. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. uConnect Lab: Solid, Liquid, or Gas? Curriculum Standards: All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Quest Kickoff: Getting a Lift Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Quest Checklist: Getting a Lift Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Quest Rubric: Getting a Lift Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Lesson 1: States of Matter Connect Poll: Determining the State of Matter Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Investigate eText: States of Matter Curriculum Standards: Recognize models used in the context of one's own study of science. Associate a model with an activity used in the context of one's own study of science. Interactivity: Particles and States of Matter Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Virtual Lab: Cooking and States of Matter Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Video: States of Matter uInvestigate Lab: Properties of Matter Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. eText: uEngineer It!: From "Ink" to Objects: 3D Printing uEngineer It! Interactivity: A Matter of Printing Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Career Video: Materials Scientist Synthesize Interactivity: Properties of Solids, Liquids, and Gases Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Quest Check-In eText: Design Your Lift Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Compare properties of solids, liquids, and gases. Quest Check-In Interactivity: Design Your Lift Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Enrichment: Lava Viscosity Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Demonstrate eText: Lesson 1 Check Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Quiz Review: States of Matter Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Editable Quiz: States of Matter Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Quiz: States of Matter Curriculum Standards: Select models useful in relating the results of their own investigations. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Lesson 2: Changes of State Connect Write: Changing States Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Investigate eText: Changes of State Interactivity: Particle Motion and States of Matter Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Interactivity: States of Matter Worksheet: States of Matter Video: Changes of State uInvestigate Lab: Mirror, Mirror Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Synthesize Interactivity: Thermal Energy and Changes of State Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Quest Check-In eText: Lift Your Car Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Compare properties of solids, liquids, and gases. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Quest Check-In Interactivity: Lift Your Car Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Compare properties of solids, liquids, and gases. Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Enrichment: Cooling Curves Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Demonstrate eText: Lesson 2 Check Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Quiz Review: Changes of State Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Editable Quiz: Changes of State Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Quiz: Changes of State Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Lesson 3: Gas Behavior Connect Inquiry Warm-Up Lab: How Can Air Keep Chalk From Breaking? Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Investigate eText: Gas Behavior Interactivity: The Gas Laws Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that the weight of an object is related to the pull of gravity. Video: Gas Behavior uInvestigate Lab: Testing Charles's and Boyle's Gas Laws Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. eText: Case Study: Rising to the Occasion: Charles's Law in the Oven! Synthesize Interactivity: Hot Air Balloon Ride Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that the weight of an object is related to the pull of gravity. Quest Check-In eText: Phases of Matter Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that the weight of an object is related to the pull of gravity. Quest Check-In Lab: Phases of Matter Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that the weight of an object is related to the pull of gravity. Enrichment: Gas Behavior in Daily Life Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Demonstrate eText: Lesson 3 Check Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Quiz Review: Gas Behavior Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Editable Quiz: Gas Behavior Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Quiz: Gas Behavior Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Topic Close: Solids, Liquids, and Gases eText: Review and Assess: Solids, Liquids, and Gases eText: Review and Assess: Solids, Liquids, and GasesThis links to this topic's Review and Assessment in the student eText. Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. eText: Florida Benchmark Review: Solids, Liquids, and Gases Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. uDemonstrate Lab: Melting Ice Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. uDemonstrate Lab Do It Yourself: Melting Ice uDemonstrate Lab Do It Yourself: Melting IceThis lab investigation gives students the opportunity to investigate the question, How does the temperature of the surroundings affect the rate at which ice melts? Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Quest Findings eText: Reflect on Your Lift Quest Findings eText: Reflect on Your LiftThis links to this topic's Quest Findings in the student eText. Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Compare properties of solids, liquids, and gases. Quest Findings: Reflect on Your Lift Curriculum Standards: Recognize three states of matter, including solids, liquids, and gases. Recognize examples of the gaseous state of matter, such as steam or smoke. Compare properties of solids, liquids, and gases. Main Ideas: Solids, Liquids, and Gases Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Editable Test: Solids, Liquids, and Gases Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Test: Solids, Liquids, and Gases Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Topic 5: Atoms and the Periodic Table Topic Launch: Atoms and the Periodic Table eText: Atoms and the Periodic Table Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Editable Readiness Test: Atoms and the Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Readiness Test: Atoms and the Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Remediation Summary: Atoms and the Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. uConnect Lab: Modeling Matter Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Recognize models used in the context of one's own study of science. Associate a model with an activity used in the context of one's own study of science. Quest Kickoff: Dessert Disaster Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Quest Checklist: How Can You Use Chemistry to Solve a Culinary Mystery? Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Quest Rubric: Dessert Disaster Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Lesson 1: Atomic Theory Connect Inquiry Warm-Up Lab: What's in the Box? Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Investigate eText: Atomic Theory Curriculum Standards: Discuss what characterizes science and its methods. Identify that scientific knowledge must be supported by evidence. Scientific knowledge is durable and robust, but open to change. Identify that scientific theories can change. Recognize that scientific theories can change. Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. Interactivity: Build an Atom Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Video: Isotopes of Hydrogen uInvestigate Lab: How Far Away Is the Electron? Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. eText: Case Study: Unlocking the Power of the Atom Curriculum Standards: Recognize that science processes can be used to help people in the community and state make wise choices. Recognize a way science is used in the community. Synthesize Interactivity: Models of Atoms Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Identify that matter is made of small particles called atoms. Enrichment: Introduction to Atoms Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Demonstrate eText: Lesson 1 Check Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. Quiz Review: Atomic Theory Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. Editable Quiz: Atomic Theory Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. Quiz: Atomic Theory Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Use phrases such as 'results support' or 'fail to support' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. Lesson 2: The Periodic Table Connect Inquiry Warm-Up Lab: Which Is Easier? Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Investigate eText: The Periodic Table Interactivity: Organization of the Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Interactivity: Interactive Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Worksheet: Interactive Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Video: Major Patterns in the Periodic Table uInvestigate Lab: Classifying Elements Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Career Video: Artist Synthesize Interactivity: Groups of Elements Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Quest Check-In eText: Examining Physical Properties of Powders Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Quest Check-In Interactivity: Examining Physical Properties of the Powders Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Enrichment: Mystery of the Unknown Element Enrichment: Mystery of the Unknown ElementThis worksheet extends student understanding of the lesson by encouraging them to use provided clues to calculate an unknown element. Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Demonstrate eText: Lesson 2 Check Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. Quiz Review: The Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. Editable Quiz: The Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. Quiz: The Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that elements are grouped in the periodic table according to similarities of their properties. Lesson 3: Bonding and the Periodic Table Connect Inquiry Warm-Up Lab: What are the Trends in the Periodic Table? Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Investigate eText: Bonding and the Periodic Table Interactivity: Valence Electrons Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that common elements combine in different ways to make up all living and nonliving things. Separate a mixture into its parts. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Video: Modeling an Atom uInvestigate Lab: Element Chemistry Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. eText: uEngineer It!: Designing Solutions: When Particles Collide eText: uEngineer It!: Designing Solutions: When Particles CollideThis links to this topic's uEngineer It! Feature in the student eText. uEngineer It! Video: When Particles Collide Synthesize Interactivity: Transferring Energy Through Bonding Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. Separate a mixture into its parts. Quest Check-In eText: The Iodine Test for Starch Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. Quest Check-In Interactivity: The Iodine Test for Starch Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. Enrichment: All That Glitters Is Not Gold Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Demonstrate eText: Lesson 3 Check Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Quiz Review: Bonding and the Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Editable Quiz: Bonding and the Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Quiz: Bonding and the Periodic Table Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Lesson 4: Types of Bonds Connect Inquiry Warm-Up Lab: How Do Ions Form? Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Investigate eText: Types of Bonds Interactivity: Build an Ionic Compound Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. Interactivity: Ionic or Covalent Bonding Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Worksheet: Ionic or Covalent Bonding Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Video: What Makes Water Unique uInvestigate Lab: Properties of Molecular Compounds Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Virtual Lab: Protect the Helpers! Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Synthesize Interactivity: Chemical Bonding Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Separate a mixture into its parts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Recognize that parts of matter can be separated in tiny particles. Distinguish among mixtures (including solutions) and pure substances. Quest Check-In eText: The Vinegar Test Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Quest Check-In Interactivity: The Vinegar Test Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Enrichment: Covalent Bonds Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Demonstrate eText: Lesson 4 Check Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Quiz Review: Types of Bonds Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Editable Quiz: Types of Bonds Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Quiz: Types of Bonds Curriculum Standards: Discuss what characterizes science and its methods. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Lesson 5: Acids and Bases Connect Inquiry Warm-Up Lab: What Can Cabbage Juice Tell You? Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Investigate eText: Acids and Bases Interactivity: Properties and Uses of Acids and Bases Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Interactivity: Acids and Bases in Careers Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Analyze the methods used to develop a scientific explanation as seen in different fields of science. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. Worksheet: Acids and Bases in Careers Video: Baking Soda and Vinegar React uInvestigate Lab: Properties of Acids and Bases Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Synthesize Interactivity: Acid Rain Curriculum Standards: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Quest Check-In eText: Solving the Mystery Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Quest Check-In Lab: Solving the Mystery Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Enrichment: Acids and Bases in Nature Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Demonstrate eText: Lesson 5 Check Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Quiz Review: Acids and Bases Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Editable Quiz: Acids and Bases Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Quiz: Acids and Bases Curriculum Standards: Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Topic Close: Atoms and the Periodic Table eText: Review and Assess: Atoms and the Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. eText: Florida Benchmark Review: Atoms and the Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Analyze the methods used to develop a scientific explanation as seen in different fields of science. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. uDemonstrate Lab: Shedding Light on Ions Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. uDemonstrate Lab Do It Yourself: Shedding Light on Ions Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. Quest Findings eText: Reflect on the Culinary Mystery: Dessert Disaster Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Quest Findings: Reflect on the Culinary Mystery: Dessert Disaster Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Main Ideas: Atoms and the Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Editable Test: Atoms and the Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Test: Atoms and the Periodic Table Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. Discuss what characterizes science and its methods. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Topic 6: Chemical Reactions Topic Launch: Chemical Reactions eText: Chemical Reactions Editable Readiness Test: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Readiness Test: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Remediation Summary: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. uConnect Lab: What Happens When Chemicals React? Curriculum Standards: When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Quest Kickoff: Hot and Cool Chemistry Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Quest Checklist: Hot and Cool Chemistry Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Quest Rubric: Hot and Cool Chemistry Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Lesson 1: Mixtures and Solutions Connect Poll: Mixing Substances Poll: Mixing SubstancesThis activity starts the lesson by asking students to consider which event or events constitute a chemical change. Curriculum Standards: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Investigate eText: Mixtures and Solutions Interactivity: Separating a Mixture Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Video: Mixtures and Solutions uInvestigate Lab: Particles in Liquids eText: uEngineer It!: Making Water Safe to Drink uEngineer It! Interactivity: Water Contaminants and Removal Methods Curriculum Standards: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Synthesize Interactivity: Inside a Water Treatment Plant Curriculum Standards: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties. Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties. Quest Check-In eText: Energy Salts Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Quest Check-In Lab: Energy Salts Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Enrichment: Chemistry of Ice Cream Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Demonstrate eText: Lesson 1 Check Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Quiz Review: Mixtures and Solutions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Editable Quiz: Mixtures and Solutions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Quiz: Mixtures and Solutions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Lesson 2: Chemical Change Connect Inquiry Warm-Up Lab: Presto Change-O! Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Investigate eText: Chemical Change Interactivity: Evidence Of Chemical Reactions Curriculum Standards: Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize an example of a physical change, such as ice changing to water. Discuss what characterizes science and its methods. Identify that scientific knowledge must be supported by evidence. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Video: Chemical Change uInvestigate Lab: Changes in a Burning Candle Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Career Video: Forensic Scientist Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Analyze the methods used to develop a scientific explanation as seen in different fields of science. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Recognize methods used in different areas of science, such as life science, earth and space science, and physical science. Virtual Lab: Chemistry of Glow Sticks Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Synthesize Interactivity: Analyze Exothermic and Endothermic Graphs Curriculum Standards: Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize an example of a physical change, such as ice changing to water. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Quest Check-In eText: Design Your Pack Curriculum Standards: Observe and identify how temperature influences chemical changes. Quest Check-In Interactivity: Design Your Pack Curriculum Standards: Observe and identify how temperature influences chemical changes. Enrichment: Changes in Matter Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Demonstrate eText: Lesson 2 Check Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Quiz Review: Chemical Change Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Editable Quiz: Chemical Change Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Quiz: Chemical Change Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Lesson 3: Modeling Chemical Reactions Connect Write: When Wood Burns Investigate eText: Modeling Chemical Reactions Interactivity: Conservation of Matter Interactivity: Model a Chemical Reaction Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Interactivity: Reactants and Products Worksheet: Reactants and Products Video: Modeling Chemical Reactions uInvestigate Lab: Is Matter Conserved? Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify models used in the context of one's own study of science. Synthesize Interactivity: Model the Conservation of Mass Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Quest Check-In eText: Pack Building Quest Check-In Lab: Pack Building Enrichment: Formula for Success Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Demonstrate eText: Lesson 3 Check Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Quiz Review: Modeling Chemical Reactions Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Editable Quiz: Modeling Chemical Reactions Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Quiz: Modeling Chemical Reactions Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Lesson 4: Producing Useful Materials Connect Class Discussion: Making Synthetic Materials Investigate eText: Producing Useful Materials Interactivity: Describe the Impact of Synthetics Curriculum Standards: Explain how political, social, and economic concerns can affect science, and vice versa. Video: Producing Useful Materials eText: Case Study: Is Plastic Really So Fantastic? Curriculum Standards: Recognize that science processes can be used to help people in the community and state make wise choices. Recognize a way science is used in the community. uInvestigate Lab: Making Plastic from Starch Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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 how political, social, and economic concerns can affect science, and vice versa. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Synthesize Interactivity: The Impact of Synthetics Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify ways that science processes can be used to make informed decisions in the community, state, and nation. Quest Check-In eText: Heat It Up or Ice It Down Curriculum Standards: Observe and recognize changes caused by heat on substances. Quest Check-In Lab: Heat It Up or Ice It Down Curriculum Standards: Observe and recognize changes caused by heat on substances. Enrichment: How Sweet It Is Curriculum Standards: Explain how political, social, and economic concerns can affect science, and vice versa. Demonstrate eText: Lesson 4 Check Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Quiz Review: Producing Useful Materials Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Editable Quiz: Producing Useful Materials Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Quiz: Producing Useful Materials Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Topic Close: Chemical Reactions eText: Review and Assess: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. eText: Florida Benchmark Review: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. uDemonstrate Lab: Evidence of Chemical Change Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. uDemonstrate Lab Do It Yourself: Evidence of Chemical Change Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Quest Findings eText: Reflect on Your Pack Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Quest Findings: Reflect on Your Pack Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Main Ideas: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Editable Test: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Test: Chemical Reactions Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Matter can undergo a variety of changes. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Topic 7: Organisms, Energy, and Matter Topic Launch: Organisms, Energy, and Matter eText: Organisms, Energy, and Matter Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Editable Readiness Test: Organisms, Energy, and Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Readiness Test: Organisms, Energy, and Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Remediation Summary: Organisms, Energy, and Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. uConnect Lab: Where Does the Energy Come From? Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Quest Kickoff: Problem in the Greenhouse Curriculum Standards: Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify the flow of energy from the Sun as it is transferred along a food chain. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Quest Checklist: Problem in the Greenhouse Curriculum Standards: Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Quest Rubric: Problem in the Greenhouse Curriculum Standards: Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Discuss what characterizes science and its methods. Lesson 1: Photosynthesis Connect Poll: Food or Fiction? Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Investigate eText: Photosynthesis Curriculum Standards: Living things all share basic needs for life. Interactivity: Making Food for Cells Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Video: Photosynthesis eText: Case Study: Florida's Vital Seagrass in Peril Curriculum Standards: Observe and recognize a cause-effect relationship related to a science topic. uInvestigate Lab: Energy From the Sun Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living things all share basic needs for life. Virtual Lab: Greenhouse Survival Synthesize Interactivity: Flower Food Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Quest Check-In eText: Photosynthesis in the Greenhouse Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Quest Check-In Interactivity: Photosynthesis in the Greenhouse Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Enrichment: Limits to Photosynthesis Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Demonstrate eText: Lesson 1 Check Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Quiz Review: Photosynthesis Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Editable Quiz: Photosynthesis Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Quiz: Photosynthesis Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Lesson 2: Cellular Respiration Connect Inquiry Warm-Up Lab: Cellular Respiration Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Investigate eText: Cellular Respiration Interactivity: Making Energy for Cells Video: Cellular Respiration uInvestigate Lab: Exhaling Carbon Dioxide Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Career Video: Biology Professor Synthesize Interactivity: Energy to Food and Food to Energy Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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 how political, social, and economic concerns can affect science, and vice versa. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize that plants and animals get energy from food. Identify the flow of energy from the Sun as it is transferred along a food chain. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Quest Check-In eText: Respiration in the Greenhouse Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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 how political, social, and economic concerns can affect science, and vice versa. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize that plants and animals get energy from food. Identify the flow of energy from the Sun as it is transferred along a food chain. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Quest Check-In Interactivity: Respiration in the Greenhouse Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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 how political, social, and economic concerns can affect science, and vice versa. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize that plants and animals get energy from food. Identify the flow of energy from the Sun as it is transferred along a food chain. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Enrichment: Oxygen Consumption Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Demonstrate eText: Lesson 2 Check Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Quiz Review: Cellular Respiration Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Editable Quiz: Cellular Respiration Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Quiz: Cellular Respiration Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Lesson 3: Cycles of Matter Connect Write: Recycling Your Energy Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Investigate eText: Cycles of Matter Interactivity: Cycles of Matter Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Video: Cycles of Matter uInvestigate Lab: Following Water Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. eText: uEngineer It!: Sustainable Design: An Artificial Leaf uEngineer It! Video: An Artificial Leaf Synthesize Interactivity: Earth's Recyclables Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Recognize that science processes can be used to help people in the community and state make wise choices. Recognize a way science is used in the community. Quest Check-In eText: Cycling of Matter in the Greenhouse Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Quest Check-In Interactivity: Cycling of Matter in the Greenhouse Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Enrichment: Carbon and the Ocean Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that science processes can be used to help people in the community and state make wise choices. Recognize a way science is used in the community. Demonstrate eText: Lesson 3 Check Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Quiz Review: Cycles of Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Editable Quiz: Cycles of Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Quiz: Cycles of Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Discuss what characterizes science and its methods. Explain why theories may be modified but are rarely discarded. Select models useful in relating the results of their own investigations. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Topic Close: Organisms, Energy, and Matter eText: Review and Assess: Organisms, Energy, and Matter eText: Review and Assess: Organisms, Energy, and MatterThis links to this topic's Review and Assessment in the student eText. Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Discuss what characterizes science and its methods. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. eText: Florida Benchmark Review: Organisms, Energy, and Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Discuss what characterizes science and its methods. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. uDemonstrate Lab: Cycling Energy and Matter Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Living things all share basic needs for life. uDemonstrate Lab Do It Yourself: Cycling Energy and Matter Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Living things all share basic needs for life. Recognize that plants use the carbon dioxide that animals breathe out. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Quest Findings eText: Reflect on the Problem in the Greenhouse Curriculum Standards: Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify the flow of energy from the Sun as it is transferred along a food chain. Quest Findings: Reflect on the Problem in the Greenhouse Curriculum Standards: Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify the flow of energy from the Sun as it is transferred along a food chain. Main Ideas: Organisms, Energy, and Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Discuss what characterizes science and its methods. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Editable Test: Organisms, Energy, and Matter Editable Test: Organisms, Energy, and MatterThis is an editable and printable version of the topic/chapter test, which assesses mastery of concepts presented in the topic/chapter. Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Discuss what characterizes science and its methods. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Test: Organisms, Energy, and Matter Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Select models useful in relating the results of their own investigations. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Discuss what characterizes science and its methods. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Engineering Design Notebook Course 3 Curriculum Standards: Select models useful in relating the results of their own investigations. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Design and conduct a study using repeated trials and replication. Identify models used in the context of one's own study of science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Program Resources Course Glossary Multilingual Glossary Simplified Chinese Traditional Chinese Haitian Creole Hmong Korean Russian Spanish Vietnamese Labs Topic 1: Earth-Sun-Moon System Labs uConnect Lab: What Is at the Center? Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. uInvestigate Lab: Watching the Skies Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Inquiry Warm-Up Lab: Patterns: Day and Night Curriculum Standards: the Sun on the Earth including seasons and gravitational attraction Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. uInvestigate Lab: Lighten Up! Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. uInvestigate Lab: How Does the Moon Move? Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Sun on the Earth including seasons and gravitational attraction Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Quest Check-In Lab: The Moon's Revolution and Tides Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. the Sun on the Earth including seasons and gravitational attraction Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. uDemonstrate Lab: Modeling Lunar Phases Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Sun on the Earth including seasons and gravitational attraction uDemonstrate Lab Do It Yourself: Modeling Lunar Phases Curriculum Standards: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Sun on the Earth including seasons and gravitational attraction Topic 2: Solar System and the Universe Labs uConnect Lab: Planetary Measures Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Inquiry Warm-Up Lab: Ring Around the Sun Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. uInvestigate Lab: Pulling Planets Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Inquiry Warm-Up Lab: How Can You Safely Observe the Sun? uInvestigate Lab: Layers of the Sun Curriculum Standards: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Select models useful in relating the results of their own investigations. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Inquiry Warm-Up Lab: How Does Distance Affect an Image? Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. uInvestigate Lab: Space Exploration Vehicle Curriculum Standards: Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. uInvestigate Lab: How Far Is That Star? Curriculum Standards: Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify differences in physical properties of stars, such as brightness, color, and size. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. uInvestigate Lab: Model the Milky Way Curriculum Standards: Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. uDemonstrate Lab: Scaling Down the Solar System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explain how political, social, and economic concerns can affect science, and vice versa. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. uDemonstrate Lab Do It Yourself: Scaling Down the Solar System Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explain how political, social, and economic concerns can affect science, and vice versa. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Topic 3: Introduction to Matter Labs uConnect Lab: The Nuts and Bolts of Formulas uInvestigate Lab: Modeling Atoms and Molecules Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Inquiry Warm-Up Lab: Which Has More Mass? Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. Recognize the heavier of two objects. Compare the weight of different sized objects. uInvestigate Lab: Observing Physical Properties uInvestigate Lab: Observing Physical PropertiesThis lab investigation provides an opportunity for students to observe the physical properties of water. Students use inferences and prior knowledge to describe water in liquid and solid states. Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize that the weight of an object is related to the pull of gravity. Inquiry Warm-Up Lab: Is a New Substance Formed? Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. uInvestigate Lab: Physical and Chemical Changes Curriculum Standards: Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Observe and recognize changes caused by heat on substances. Quest Check-In Lab: Cinematic Science Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. uDemonstrate Lab: Help Out the Wildlife Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. uDemonstrate Lab Do It Yourself: Help Out the Wildlife Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Recognize science as a way to solve problems about the natural world. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Distinguish among mixtures (including solutions) and pure substances. Differentiate between physical changes and chemical changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Topic 4: Solids, Liquids, and Gases Labs uConnect Lab: Solid, Liquid, or Gas? Curriculum Standards: All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. uInvestigate Lab: Properties of Matter Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. uInvestigate Lab: Mirror, Mirror Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Inquiry Warm-Up Lab: How Can Air Keep Chalk From Breaking? Curriculum Standards: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Observe and compare the density of various materials. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). uInvestigate Lab: Testing Charles's and Boyle's Gas Laws Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Quest Check-In Lab: Phases of Matter Curriculum Standards: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that the weight of an object is related to the pull of gravity. uDemonstrate Lab: Melting Ice Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. uDemonstrate Lab Do It Yourself: Melting Ice uDemonstrate Lab Do It Yourself: Melting IceThis lab investigation gives students the opportunity to investigate the question, How does the temperature of the surroundings affect the rate at which ice melts? Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Topic 5: Atoms and the Periodic Table Labs uConnect Lab: Modeling Matter Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Recognize models used in the context of one's own study of science. Associate a model with an activity used in the context of one's own study of science. Inquiry Warm-Up Lab: What's in the Box? Curriculum Standards: Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). uInvestigate Lab: How Far Away Is the Electron? Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Inquiry Warm-Up Lab: Which Is Easier? Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. uInvestigate Lab: Classifying Elements Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Recognize that elements are grouped in the periodic table according to similarities of their properties. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Inquiry Warm-Up Lab: What are the Trends in the Periodic Table? Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. uInvestigate Lab: Element Chemistry Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify common elements, such as oxygen, iron, and carbon. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Inquiry Warm-Up Lab: How Do Ions Form? Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. uInvestigate Lab: Properties of Molecular Compounds Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Inquiry Warm-Up Lab: What Can Cabbage Juice Tell You? Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. uInvestigate Lab: Properties of Acids and Bases Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Quest Check-In Lab: Solving the Mystery Curriculum Standards: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. uDemonstrate Lab: Shedding Light on Ions Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. uDemonstrate Lab Do It Yourself: Shedding Light on Ions Curriculum Standards: Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Recognize examples of common elements, such as carbon or iron. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Identify common elements, such as oxygen, iron, and carbon. Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. Topic 6: Chemical Reactions Labs uConnect Lab: What Happens When Chemicals React? Curriculum Standards: When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. uInvestigate Lab: Particles in Liquids Quest Check-In Lab: Energy Salts Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Inquiry Warm-Up Lab: Presto Change-O! Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. uInvestigate Lab: Changes in a Burning Candle Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. uInvestigate Lab: Is Matter Conserved? Curriculum Standards: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Identify models used in the context of one's own study of science. Quest Check-In Lab: Pack Building uInvestigate Lab: Making Plastic from Starch Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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 how political, social, and economic concerns can affect science, and vice versa. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Quest Check-In Lab: Heat It Up or Ice It Down Curriculum Standards: Observe and recognize changes caused by heat on substances. uDemonstrate Lab: Evidence of Chemical Change Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. uDemonstrate Lab Do It Yourself: Evidence of Chemical Change Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Recognize examples of evidence that supports scientific knowledge. Recognize an example of observable evidence related to science. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Topic 7: Organisms, Energy, and Matter Labs uConnect Lab: Where Does the Energy Come From? Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. uInvestigate Lab: Energy From the Sun Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Select models useful in relating the results of their own investigations. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living things all share basic needs for life. Inquiry Warm-Up Lab: Cellular Respiration Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. uInvestigate Lab: Exhaling Carbon Dioxide Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. uInvestigate Lab: Following Water Curriculum Standards: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. uDemonstrate Lab: Cycling Energy and Matter Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. Living things all share basic needs for life. uDemonstrate Lab Do It Yourself: Cycling Energy and Matter Curriculum Standards: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify a possible explanation (hypothesis) for a science problem. Recognize a possible explanation (hypothesis) for a science problem. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Discuss what characterizes science and its methods. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Living things all share basic needs for life. Recognize that plants use the carbon dioxide that animals breathe out. Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution. Design and conduct a study using repeated trials and replication. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions. STEM Invention Toolbox Activities littleBits Challenge Log Guided: Tidal Patterns littleBits Challenge Log Open: Tidal Patterns littleBits Challenge Log Guided: Space Communication littleBits Challenge Log Open: Space Communication littleBits Challenge Log Guided: Particle Accelerator littleBits Challenge Log Open: Particle Accelerator littleBits Challenge Log Guided: Water Quality littleBits Challenge Log Open: Water Quality Test-Taking Strategies Overview Anticipating the Answer Avoiding Careless Mistakes Eliminating Incorrect Answers Interpreting Bar Graphs Interpreting Data Tables Interpreting Diagrams Interpreting Experiments Interpreting Line Graphs Interpreting Tables Interpreting a Text Passage Make Logical Connections Narrowing the Choices Paying Attention to the Details Reading All the Answer Choices Sequencing Events Using Mathematical Formulas Watching for Qualifiers Note-Taking Strategies Reading Strategies Handbook Target Reading Skill: Relate Text and Visuals Target Reading Skill: Outline Target Reading Skill: Ask Questions Reading Strategy: Mark the Text Vocabulary Skill: Use Root Words Vocabulary Skill: Use Prefixes Vocabulary Skill: Use Suffixes Vocabulary Skill: Use Context Clues Vocabulary Skill: Learn New Words Target Reading Skill: Identify the Main Idea Target Reading Skill: Identify Supporting Details Reading Strategy: Take Notes Target Reading Skill: Compare and Contrast Target Reading Skill: Sequence Target Reading Skill: Relate Cause and Effect Target Reading Skill: Summarize Course Tests Editable Pre/Post Test Curriculum Standards: Discuss what characterizes science and its methods. Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Matter and energy are recycled through cycles such as the carbon cycle. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific knowledge is durable and robust, but open to change. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Distinguish among mixtures (including solutions) and pure substances. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Identify that scientific knowledge must be supported by evidence. Identify that scientific theories can change. Recognize that scientific theories can change. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Recognize that elements are grouped in the periodic table according to similarities of their properties. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Illustrate a model that shows how carbon is cycled between plants and animals. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that technology allows special cameras and satellites to take pictures of objects in space. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that plants use the carbon dioxide that animals breathe out. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Pre/Post Test Curriculum Standards: Discuss what characterizes science and its methods. Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Matter and energy are recycled through cycles such as the carbon cycle. Explain why theories may be modified but are rarely discarded. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific knowledge is durable and robust, but open to change. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Distinguish among mixtures (including solutions) and pure substances. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Identify that scientific knowledge must be supported by evidence. Identify that scientific theories can change. Recognize that scientific theories can change. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Recognize that elements are grouped in the periodic table according to similarities of their properties. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Illustrate a model that shows how carbon is cycled between plants and animals. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Recognize that technology allows special cameras and satellites to take pictures of objects in space. Identify common elements, such as oxygen, iron, and carbon. Recognize examples of common elements, such as carbon or iron. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Recognize that plants use the carbon dioxide that animals breathe out. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Editable End-of-Year Test Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is durable and robust, but open to change. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize that plants use the carbon dioxide that animals breathe out. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Identify that there are planets and moons in the Solar System. Matter and energy are recycled through cycles such as the carbon cycle. Matter can undergo a variety of changes. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. End-of-Year Test Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is durable and robust, but open to change. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Select models useful in relating the results of their own investigations. Recognize that elements are grouped in the periodic table according to similarities of their properties. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Distinguish among mixtures (including solutions) and pure substances. Identify common materials as pure substances or mixtures. Recognize examples of pure substances and mixtures. Recognize that plants use the carbon dioxide that animals breathe out. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Identify that there are planets and moons in the Solar System. Matter and energy are recycled through cycles such as the carbon cycle. Matter can undergo a variety of changes. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Editable Benchmark Test A Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Identify that there are planets and moons in the Solar System. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Discuss what characterizes science and its methods. Benchmark Test A Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Select models useful in relating the results of their own investigations. the Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Identify that there are planets and moons in the Solar System. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Identify methods used in different areas of science, such as life science, earth and space science, and physical science. Discuss what characterizes science and its methods. Editable Benchmark Test B Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. Benchmark Test B Curriculum Standards: Explore and describe the densities of various materials through measurement of their masses and volumes. Observe and compare the density of various materials. Recognize that smaller objects can weigh more than bigger objects because of density. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or 'stuff') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of 'weight' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Recognize that the weight of an object is related to the pull of gravity. Editable Benchmark Test C Curriculum Standards: Discuss what characterizes science and its methods. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize that elements are grouped in the periodic table according to similarities of their properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize that plants use the carbon dioxide that animals breathe out. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Matter and energy are recycled through cycles such as the carbon cycle. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Matter can undergo a variety of changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Illustrate a model that shows how carbon is cycled between plants and animals. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Benchmark Test C Curriculum Standards: Discuss what characterizes science and its methods. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Recognize that elements are grouped in the periodic table according to similarities of their properties. Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Recognize that plants use the carbon dioxide that animals breathe out. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Differentiate between physical changes and chemical changes. Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter. Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations 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. Matter and energy are recycled through cycles such as the carbon cycle. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Matter can undergo a variety of changes. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Investigate and describe how temperature influences chemical changes. Recognize that heat influences changes (chemical) in matter, such as cooking. Illustrate a model that shows how carbon is cycled between plants and animals. Observe and classify changes in matter as physical (reversible) or chemical (irreversible). Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties. Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties. Recognize common acids as safe or harmful. Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold). When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. Distinguish among mixtures (including solutions) and pure substances. Recognize that parts of matter can be separated in tiny particles. Separate a mixture into its parts. Florida Science Assessment Workbook: Course 3 Spanish Resources Florida Elevar las ciencias Texto en línea del estudiante Curso 3 Quest Kickoff Video: It's As Sure As the Tides (Spanish Captioned) Quest Kickoff Video: Searching for a Star (Spanish Captioned) Quest Kickoff Video: Lights! Camera! Action! (Spanish captioned) Quest Kickoff Video: Getting a Lift (Spanish captioned) Quest Kickoff Video: Dessert Disaster (Spanish captioned) Quest Kickoff Video: Hot and Cool Chemistry (Spanish captioned) Quest Kickoff Video: Problem in the Greenhouse (Spanish captioned) Credits, Pearson Elevate Science Florida Edition Course 3 Teacher Resources Container Assessment Download Center Intended Role: Instructor Teacher eText: Earth-Sun-Moon System Intended Role: Instructor Quest Overview Teacher Support: It's as Sure as the Tides Intended Role: Instructor PD Modeling Video: Earth-Sun-Moon System Intended Role: Instructor Letter Home: Earth-Sun-Moon System Intended Role: Instructor Readiness Test Answer Key: Earth-Sun-Moon System Intended Role: Instructor Teacher Support: What Is at the Center? Intended Role: Instructor Teacher Support: It's as Sure as the Tides Intended Role: Instructor Teacher eText: Movement in Space Intended Role: Instructor Answer Key: Evidence in Observations Intended Role: Instructor Teacher Support: Watching the Skies Intended Role: Instructor Answer Key: Interpreting the Night Sky Intended Role: Instructor Teacher Support: Tides and Earth's Motion Intended Role: Instructor Answer Key: Models of the Universe Intended Role: Instructor Quiz Answer Key: Movement in Space Intended Role: Instructor Teacher eText: Earth's Movement in Space Intended Role: Instructor Teacher Support: Patterns: Day and Night Intended Role: Instructor Answer Key: Patterns in Earth's Rotation and Revolution Intended Role: Instructor Answer Key: What Keeps Objects in Motion? Intended Role: Instructor Teacher Support: Lighten Up! Intended Role: Instructor Answer Key: Seasons on Earth Intended Role: Instructor Teacher Support: Tides and the Moon's Gravity Intended Role: Instructor Answer Key: Glaciation and Earth's Movements Intended Role: Instructor Quiz Answer Key: Earth's Movement in Space Intended Role: Instructor Teacher eText: Phases and Eclipses Intended Role: Instructor Answer Key: Why Can You See the Moon During the Day? Intended Role: Instructor Answer Key: Our View of the Moon Intended Role: Instructor Teacher Support: Eclipses Intended Role: Instructor Teacher Support: Shadows in Space Teacher Support: Shadows in Space Intended Role: Instructor Teacher Support: How Does the Moon Move? Intended Role: Instructor Answer Key: Moon Phases and Eclipses Intended Role: Instructor Teacher Support: The Moon's Revolution and Tides Intended Role: Instructor Answer Key: How Long Is a Day? Intended Role: Instructor Quiz Answer Key: Phases and Eclipses Intended Role: Instructor Teacher eText: Earth-Sun-Moon System Intended Role: Instructor Teacher Support: Modeling Lunar Phases Intended Role: Instructor Teacher Support: DIY Modeling Lunar Phases Intended Role: Instructor Teacher Support: Reflect on It's As Sure As the Tides Intended Role: Instructor Test Answer Key: Earth-Sun-Moon System Intended Role: Instructor Teacher eText: Solar System and the Universe Intended Role: Instructor Quest Overview Teacher Support: Searching for a Star Intended Role: Instructor PD Modeling Video: Solar System Objects Intended Role: Instructor Letter Home: Solar System and the Universe Intended Role: Instructor Readiness Test Answer Key: Solar System and the Universe Readiness Test Answer Key: Solar System and the Universe Intended Role: Instructor Teacher Support: Planetary Measures Intended Role: Instructor Teacher Support: Searching for a Star Intended Role: Instructor Teacher eText: Solar System Objects Intended Role: Instructor Teacher Support: Ring Around the Sun Intended Role: Instructor Answer Key: Distance Learning Intended Role: Instructor Answer Key: Solar System Intended Role: Instructor Teacher Support: A New Home Intended Role: Instructor Teacher Support: Pulling Planets Intended Role: Instructor Answer Key: How to Make a Solar System Intended Role: Instructor Teacher Support: Space Invaders Intended Role: Instructor Answer Key: Where Do Comets and Asteroids Come From? Intended Role: Instructor Quiz Answer Key: Solar System Objects Quiz Answer Key: Solar System Objects Intended Role: Instructor Teacher eText: The Sun Intended Role: Instructor Teacher Support: How Can You Safely Observe the Sun? Intended Role: Instructor Answer Key: Anatomy of the Sun Intended Role: Instructor Teacher Support: Layers of the Sun Intended Role: Instructor Answer Key: Solar Temperature Intended Role: Instructor Answer Key: Sunspot Cycles Intended Role: Instructor Quiz Answer Key: The Sun Quiz Answer Key: The Sun Intended Role: Instructor Teacher eText: Learning About the Universe Intended Role: Instructor Teacher Support: How Does Distance Affect an Image? Intended Role: Instructor Answer Key: Space Exploration Intended Role: Instructor Answer Key: Telescopes Intended Role: Instructor Teacher Support: Space Exploration Vehicle Intended Role: Instructor Answer Key: Eyes in the Sky Intended Role: Instructor Teacher Support: Anybody Out There? Intended Role: Instructor Answer Key: Eyes in the Sky Intended Role: Instructor Quiz Answer Key: Learning About the Universe Intended Role: Instructor Teacher eText: Stars Intended Role: Instructor Answer Key: Star Systems Intended Role: Instructor Teacher Support: How Far Is That Star? Intended Role: Instructor Answer Key: The Closest Stars Intended Role: Instructor Quiz Answer Key: Stars Quiz Answer Key: Stars Intended Role: Instructor Teacher eText: Galaxies Intended Role: Instructor Answer Key: Hollywood Goes to Space Intended Role: Instructor Answer Key: Types of Galaxies Intended Role: Instructor Teacher Support: Model the Milky Way Intended Role: Instructor Answer Key: Launch a Space Probe Intended Role: Instructor Answer Key: Model a Galaxy Intended Role: Instructor Teacher Support: Searching for the Unseen Intended Role: Instructor Answer Key: Colliding Galaxies Intended Role: Instructor Quiz Answer Key: Galaxies Intended Role: Instructor Teacher eText: Solar System and the Universe Intended Role: Instructor Teacher Support: Scaling Down the Solar System Intended Role: Instructor Teacher Support: DIY Scaling Down the Solar System Intended Role: Instructor Teacher Support: Reflect on Searching for a Star Intended Role: Instructor Test Answer Key: Solar System and the Universe Intended Role: Instructor Teacher eText: Introduction to Matter Intended Role: Instructor Quest Overview Teacher Support: Lights! Camera! Action! Intended Role: Instructor PD Modeling Video: Introduction to Matter Intended Role: Instructor Letter Home: Introduction to Matter Intended Role: Instructor Readiness Test Answer Key: Introduction to Matter Intended Role: Instructor Teacher Support: The Nuts and Bolts of Formulas Intended Role: Instructor Teacher Support: Lights! Camera! Action! Intended Role: Instructor Teacher eText: Describing and Classifying Matter Intended Role: Instructor Answer Key: What Makes Up Matter? Intended Role: Instructor Teacher Support: Modeling Atoms and Molecules Intended Role: Instructor Answer Key: Molecules and Extended Structures Intended Role: Instructor Teacher Support: The Science of Special Effects Intended Role: Instructor Answer Key: What's In The Air? Intended Role: Instructor Quiz Answer Key: Describing and Classifying Matter Intended Role: Instructor Teacher eText: Measuring Matter Intended Role: Instructor Teacher Support: Which Has More Mass? Intended Role: Instructor Teacher Support: Observing Physical Properties Intended Role: Instructor Answer Key: Weight on the Moon Intended Role: Instructor Answer Key: Ocean Currents Intended Role: Instructor Quiz Answer Key: Measuring Matter Intended Role: Instructor Teacher eText: Changes in Matter Intended Role: Instructor Teacher Support: Is a New Substance Formed? Intended Role: Instructor Teacher Support: What's the Matter with My Chocolate? Intended Role: Instructor Teacher Support: Physical and Chemical Changes Intended Role: Instructor Teacher Support: Mysterious Movie Fog Intended Role: Instructor Teacher Support: Cinematic Science Teacher Support: Cinematic Science Intended Role: Instructor Answer Key: Chemical Changes in Plants and Animals Intended Role: Instructor Quiz Answer Key: Changes in Matter Intended Role: Instructor Teacher eText: Introduction to Matter Intended Role: Instructor Teacher Support: Help Out the Wildlife Intended Role: Instructor Teacher Support: DIY Help Out the Wildlife Intended Role: Instructor Teacher Support: Reflect on Your Scene Intended Role: Instructor Test Answer Key: Introduction to Matter Intended Role: Instructor Teacher eText: Solids, Liquids, and Gases Intended Role: Instructor Quest Overview Teacher Support: Getting a Lift Intended Role: Instructor PD Modeling Video: Solids, Liquids, and Gases Intended Role: Instructor Letter Home: Solids, Liquids, and Gases Intended Role: Instructor Readiness Test Answer Key: Solids, Liquids, and Gases Readiness Test Answer Key: Solids, Liquids, and Gases Intended Role: Instructor Teacher Support: Solid, Liquid, or Gas? Intended Role: Instructor Teacher Support: Getting a Lift Intended Role: Instructor Teacher eText: States of Matter Intended Role: Instructor Answer Key: Particles and States of Matter Intended Role: Instructor Teacher Support: Cooking and States of Matter Intended Role: Instructor Teacher Support: Properties of Matter Intended Role: Instructor Answer Key: A Matter of Printing Intended Role: Instructor Answer Key: Properties of Solids, Liquids, and Gases Intended Role: Instructor Teacher Support: Design Your Lift Intended Role: Instructor Answer Key: Lava Viscosity Intended Role: Instructor Quiz Answer Key: States of Matter Intended Role: Instructor Teacher eText: Changes of State Intended Role: Instructor Answer Key: Changing States Intended Role: Instructor Answer Key: Particle Motion and States of Matter Intended Role: Instructor Teacher Support: States of Matter Intended Role: Instructor Teacher Support: Mirror, Mirror Teacher Support: Mirror, Mirror Intended Role: Instructor Answer Key: Thermal Energy and Changes of State Intended Role: Instructor Teacher Support: Lift Your Car Intended Role: Instructor Answer Key: Cooling Curves Intended Role: Instructor Quiz Answer Key: Changes of State Intended Role: Instructor Teacher eText: Gas Behavior Intended Role: Instructor Teacher Support: How Can Air Keep Chalk From Breaking? Intended Role: Instructor Teacher Support: Testing Charles's and Boyle's Gas Laws Intended Role: Instructor Answer Key: Hot Air Balloon Ride Intended Role: Instructor Teacher Support: Phases of Matter Intended Role: Instructor Answer Key: Gas Behavior in Daily Life Intended Role: Instructor Quiz Answer Key: Gas Behavior Intended Role: Instructor Teacher eText: Solids, Liquids, and Gases Intended Role: Instructor Teacher Support: Melting Ice Intended Role: Instructor Teacher Support: DIY Melting Ice Intended Role: Instructor Teacher Support: Reflect on Your Lift Intended Role: Instructor Test Answer Key: Solids, Liquids, and Gases Intended Role: Instructor Teacher eText: Atoms and the Periodic Table Intended Role: Instructor Quest Overview Teacher Support: Dessert Disaster Intended Role: Instructor PD Modeling Video: Atoms and the Periodic Table Intended Role: Instructor Letter Home: Atoms and the Periodic Table Intended Role: Instructor Readiness Test Answer Key: Atoms and the Periodic Table Intended Role: Instructor Teacher Support: Modeling Matter Intended Role: Instructor Teacher Support: Dessert Disaster Intended Role: Instructor Teacher eText: Atomic Theory Intended Role: Instructor Teacher Support: What's in the Box? Intended Role: Instructor Answer Key: Build an Atom Intended Role: Instructor Teacher Support: How Far Away Is the Electron? Intended Role: Instructor Answer Key: Models of Atoms Intended Role: Instructor Answer Key: Introduction to Atoms Intended Role: Instructor Quiz Answer Key: Atomic Theory Intended Role: Instructor Teacher eText: The Periodic Table Intended Role: Instructor Teacher Support: Which Is Easier? Intended Role: Instructor Answer Key: Organization of the Periodic Table Intended Role: Instructor Teacher Support: Interactive Periodic Table Intended Role: Instructor Teacher Support: Classifying Elements Intended Role: Instructor Answer Key: Groups of Elements Intended Role: Instructor Teacher Support: Examining Physical Properties of the Powders Intended Role: Instructor Answer Key: Mystery of the Unknown Element Intended Role: Instructor Quiz Answer Key: The Periodic Table Intended Role: Instructor Teacher eText: Bonding and the Periodic Table Intended Role: Instructor Teacher Support: What are the Trends in the Periodic Table? Intended Role: Instructor Answer Key: Valence Electrons Intended Role: Instructor Teacher Support: Element Chemistry Intended Role: Instructor Answer Key: Transferring Energy Through Bonding Intended Role: Instructor Teacher Support: The Iodine Test for Starch Intended Role: Instructor Answer Key: All That Glitters Is Not Gold Intended Role: Instructor Quiz Answer Key: Bonding and the Periodic Table Intended Role: Instructor Teacher eText: Types of Bonds Intended Role: Instructor Teacher Support: How Do Ions Form? Intended Role: Instructor Answer Key: Build an Ionic Compound Intended Role: Instructor Teacher Support: Ionic or Covalent Bonding Intended Role: Instructor Teacher Support: Properties of Molecular Compounds Intended Role: Instructor Teacher Support: Protect the Helpers! Intended Role: Instructor Answer Key: Chemical Bonding Intended Role: Instructor Teacher Support: The Vinegar Test Intended Role: Instructor Answer Key: Covalent Bonds Intended Role: Instructor Quiz Answer Key: Types of Bonds Intended Role: Instructor Teacher eText: Acids and Bases Intended Role: Instructor Teacher Support: What Can Cabbage Juice Tell You? Intended Role: Instructor Answer Key: Properties and Uses of Acids and Bases Intended Role: Instructor Teacher Support: Acids and Bases in Careers Intended Role: Instructor Teacher Support: Properties of Acids and Bases Intended Role: Instructor Answer Key: Acid Rain Intended Role: Instructor Teacher Support: Solving the Mystery Teacher Support: Solving the Mystery Intended Role: Instructor Answer Key: Acids and Bases in Nature Intended Role: Instructor Quiz Answer Key: Acids and Bases Intended Role: Instructor Teacher eText: Atoms and the Periodic Table Intended Role: Instructor Teacher Support: Shedding Light on Ions Intended Role: Instructor Additional Teacher Support: Shedding Light on Ions Intended Role: Instructor Additional Teacher Support: Shedding Light on Ions Intended Role: Instructor Teacher Support: DIY Shedding Light on Ions Intended Role: Instructor Teacher Support: Reflect on the Culinary Mystery: Dessert Disaster Intended Role: Instructor Test Answer Key: Atoms and the Periodic Table Intended Role: Instructor Teacher eText: Chemical Reactions Intended Role: Instructor Quest Overview Teacher Support: Hot and Cool Chemistry Intended Role: Instructor PD Modeling Video: Chemical Reactions Intended Role: Instructor Letter Home: Chemical Reactions Intended Role: Instructor Readiness Test Answer Key: Chemical Reactions Intended Role: Instructor Teacher Support: What Happens When Chemicals React? Intended Role: Instructor Teacher Support: Hot and Cool Chemistry Intended Role: Instructor Teacher eText: Mixtures and Solutions Intended Role: Instructor Answer Key: Separating a Mixture Intended Role: Instructor Teacher Support: Particles in Liquids Intended Role: Instructor Answer Key: Water Contaminants and Removal Methods Intended Role: Instructor Answer Key: Inside a Water Treatment Plant Intended Role: Instructor Teacher Support: Energy Salts Intended Role: Instructor Answer Key: Chemistry of Ice Cream Intended Role: Instructor Quiz Answer Key: Mixtures and Solutions Intended Role: Instructor Teacher eText: Chemical Change Intended Role: Instructor Teacher Support: Presto Change-O! Intended Role: Instructor Answer Key: Evidence Of Chemical Reactions Intended Role: Instructor Teacher Support: Changes in a Burning Candle Intended Role: Instructor Teacher Support: Chemistry of Glow Sticks Intended Role: Instructor Answer Key: Analyze Exothermic and Endothermic Graphs Intended Role: Instructor Teacher Support: Design Your Pack Intended Role: Instructor Answer Key: Changes in Matter Intended Role: Instructor Quiz Answer Key: Chemical Change Quiz Answer Key: Chemical Change Intended Role: Instructor Teacher eText: Modeling Chemical Reactions Intended Role: Instructor Answer Key: When Wood Burns Intended Role: Instructor Answer Key: Model a Chemical Reaction Intended Role: Instructor Teacher Support: Reactants and Products Intended Role: Instructor Teacher Support: Is Matter Conserved? Intended Role: Instructor Answer Key: Model the Conservation of Mass Intended Role: Instructor Teacher Support: Pack Building Intended Role: Instructor Answer Key: Formula for Success Intended Role: Instructor Quiz Answer Key: Modeling Chemical Reactions Intended Role: Instructor Teacher eText: Producing Useful Materials Intended Role: Instructor Answer Key: Describe the Impact of Synthetics Intended Role: Instructor Teacher Support: Making Plastic from Starch Intended Role: Instructor Answer Key: The Impact of Synthetics Intended Role: Instructor Teacher Support: Heat It Up or Ice It Down Intended Role: Instructor Answer Key: How Sweet It Is Intended Role: Instructor Quiz Answer Key: Producing Useful Materials Intended Role: Instructor Teacher eText: Chemical Reactions Intended Role: Instructor Teacher Support: Evidence of Chemical Change Intended Role: Instructor Teacher Support: DIY Evidence of Chemical Change Intended Role: Instructor Teacher Support: Reflect on Your Pack Intended Role: Instructor Test Answer Key: Chemical Reactions Intended Role: Instructor Teacher eText: Organisms, Energy, and Matter Intended Role: Instructor Quest Overview Teacher Support: Problem In the Greenhouse Intended Role: Instructor PD Modeling Video: Organisms, Energy, and Matter Intended Role: Instructor Letter Home: Organisms, Energy, and Matter Intended Role: Instructor Readiness Test Answer Key: Organisms, Energy, and Matter Readiness Test Answer Key: Organisms, Energy, and Matter Intended Role: Instructor Teacher Support: Where Does the Energy Come From? 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