Organization: Pearson Education
Product Name: Elevate Science Earth
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-3b0336d4-0284-3e94-8d38-275292716105
Timestamp:  Monday, July 16, 2018 10:14 AM 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:

Patterns in rates of change and other numerical relationships can provide information about natural systems. - 6-8-CCC-1.b
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. - PS-MS-ESS2-3
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) - MS-ETS1-C-2
Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions - MS-SEP-1.g
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) - MS-ETS1-C-1
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. - PS-MS-ESS2-4
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. - PS-MS-ESS2-5
The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) - MS-ETS1-A-1
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. - PS-MS-ESS2-6
Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. - MS-SEP-3.b
Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. - MS-SEP-3.d
Ask questions to identify and clarify evidence of an argument. - MS-SEP-1.b
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. - PS-MS-ESS2-1
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. - PS-MS-ESS2-2
Stability might be disturbed either by sudden events or gradual changes that accumulate over time. - 6-8-CCC-7.c
Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. - 6-8-CCC-7.a
Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. - 6-8-CCC-5.b
Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. - 6-8-CCC-3.c
Graphs and charts can be used to identify patterns in data. - 6-8-CCC-1.d
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. - 6-8-CCC-3.a
Patterns can be used to identify cause and effect relationships. - 6-8-CCC-1.c
Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) - MS-ESS2-D-1
Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. (MS-ESS2-3) - MS-ESS2-B-1
This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) - MS-ESS1-B-2
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) - MS-ESS1-B-1
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) - MS-ESS3-D-1
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) - MS-ESS1-B-3
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) - MS-ESS3-B-1
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. - MGS-NoS-6.a
All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. - STSE-MS-2.a
The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. - STSE-MS-2.b
Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. - MGS-NoS-8.c
The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) - MS-ESS2-D-3
Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) - MS-ESS2-D-2
Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. - 6-8-CCC-2.a
Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. - MS-SEP-6.f
Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. - MGS-SEP-7.c
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria - MGS-SEP-7.e
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. - PS-MS-ESS1-4
Develop a model to describe unobservable mechanisms. - MS-SEP-2.f
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) - MS-ETS1-B-3
Analyze and interpret data to provide evidence for phenomena. - MS-SEP-4.d
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. - PS-MS-ESS3-2
There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) - MS-ETS1-B-2
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. - MS-SEP-6.c
Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. - MS-SEP-2.g
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* - PS-MS-ESS3-3
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. - PS-MS-ESS3-4
A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) - MS-ETS1-B-1
Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. - MS-SEP-6.d
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. - PS-MS-ESS3-5
Analyze and interpret data to determine similarities and differences in findings. - MS-SEP-4.g
Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. - MS-SEP-4.a
Develop and/or use a model to describe phenomena. - MS-SEP-2.e
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. - PS-MS-ESS1-1
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. - PS-MS-ESS1-2
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. - PS-MS-ESS3-1
Models of all kinds are important for testing solutions. (MSETS1- 4) - MS-ETS1-B-4
Analyze and interpret data to determine scale properties of objects in the solar system. - PS-MS-ESS1-3
Models can be used to represent systems and their interactions. - 6-8-CCC-4.b
Cause and effect relationships may be used to predict phenomena in natural systems. - 6-8-CCC-2.b
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) - MS-ESS2-C-2
Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) - MS-ESS2-C-1
All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) - MS-ESS2-A-2
The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) - MS-ESS2-A-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. - PS-MS-ETS1-1
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. - PS-MS-ETS1-2
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) - MS-ESS1-A-1
The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) - MS-ESS1-C-1
Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) - MS-ESS3-C-2
Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) - MS-ESS1-A-2
Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) - MS-ESS1-C-2
Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) - MS-ESS3-A-1
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) - MS-ESS3-C-1
Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. - STSE-MS-1.a
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. - PS-MS-ETS1-3
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. - PS-MS-ETS1-4
Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) - MS-ESS2-C-5
The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) - MS-ESS2-C-4
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4) - MS-ESS2-C-3


List of all Files Validated:

imsmanifest.xml
I_00136926-c362-39c6-81ee-9f5076cca6cd_1_R/BasicLTI.xml
I_00bc5979-273e-3f40-aac2-a9930a696607_1_R/BasicLTI.xml
I_0114ba75-2329-32e3-a72f-74c8b5273646_R/BasicLTI.xml
I_013962df-3ef7-3b8b-93f7-d503c095893a_1_R/BasicLTI.xml
I_013cf822-4606-32c1-a580-38dcb6b65843_R/BasicLTI.xml
I_0180e1f0-3ef3-3b41-8002-7c4e472e7923_R/BasicLTI.xml
I_01902a19-46d7-3238-be19-c3e045c2aaa1_R/BasicLTI.xml
I_01b5e685-a104-3de3-a3d3-75b806e29ac9_R/BasicLTI.xml
I_01c8adfa-caf8-3464-9def-44b32532c972_1_R/BasicLTI.xml
I_01e47d90-05c4-3d9f-9d7e-1674665908ba_1_R/BasicLTI.xml
I_0204c560-7c9f-3fda-bd48-6228bf27cb99_1_R/BasicLTI.xml
I_0205d84c-4d54-3b35-b3cf-39a3873c72ef_1_R/BasicLTI.xml
I_020edee6-8353-3b30-b588-137d1df2c75a_R/BasicLTI.xml
I_02442a86-6b62-3f29-8c24-39629e9aec23_1_R/BasicLTI.xml
I_02442a86-6b62-3f29-8c24-39629e9aec23_3_R/BasicLTI.xml
I_026e5653-f727-3873-8554-4381c34820fd_R/BasicLTI.xml
I_02733f46-075e-34c1-89d2-2c511913119f_1_R/BasicLTI.xml
I_028d8cc7-e291-3b5e-8911-89def3f94fac_1_R/BasicLTI.xml
I_02b69719-b0ca-3fd4-b6b7-0256aeb2930f_R/BasicLTI.xml
I_0313dc22-a89a-3a07-bfad-bd7cd753e5d0_1_R/BasicLTI.xml
I_036d55f6-ff19-3f7f-9769-e5b557e62591_R/BasicLTI.xml
I_036ef931-9e6b-3cfe-b0c1-2d127a509e4f_1_R/BasicLTI.xml
I_03ac26da-e91b-3ab0-bd5f-819358ab27fb_1_R/BasicLTI.xml
I_03b93569-7cc3-3f18-97b9-f025ecdf5d41_1_R/BasicLTI.xml
I_04021726-2e10-3256-8ce2-5afdc0834c59_1_R/BasicLTI.xml
I_04021726-2e10-3256-8ce2-5afdc0834c59_3_R/BasicLTI.xml
I_0430bf78-0ee4-3f29-b1f1-731602977a24_1_R/BasicLTI.xml
I_047ef1c6-a1bf-30dc-ae39-5bc6c39c5618_1_R/BasicLTI.xml
I_0538c8b8-7b75-35c4-aab9-ccf90ec082cb_1_R/BasicLTI.xml
I_05452fac-a67a-376d-97e1-4947635dde99_R/BasicLTI.xml
I_057352d1-a686-3396-b5f4-ea5919b364f2_1_R/BasicLTI.xml
I_058060a3-7492-3e74-8947-fd3f568e6150_R/BasicLTI.xml
I_059d32f1-dced-38d3-a011-c743dfe28470_R/BasicLTI.xml
I_05c8735d-5015-341e-b450-0425d1c534d9_1_R/BasicLTI.xml
I_05c8735d-5015-341e-b450-0425d1c534d9_3_R/BasicLTI.xml
I_05cc152d-c366-3d0a-bd3e-6376d30044a7_1_R/BasicLTI.xml
I_06422693-4c98-384a-b856-5b75687a606b_1_R/BasicLTI.xml
I_068359d9-faec-3515-bcfc-3c3dcc0e56e1_R/BasicLTI.xml
I_0694cf61-bf49-3e7d-a3c3-f7ad32336cbb_R/BasicLTI.xml
I_06b838cf-25e8-3a36-bb14-6c080dc28b29_1_R/BasicLTI.xml
I_06b98c6d-39ae-34eb-b2ac-ced73bfa1e7b_1_R/BasicLTI.xml
I_06bec700-42cd-368f-9e6a-5c9dbb9d14fa_1_R/BasicLTI.xml
I_06bec700-42cd-368f-9e6a-5c9dbb9d14fa_3_R/BasicLTI.xml
I_06d6d12f-0508-31c1-9eac-066628a5db98_1_R/BasicLTI.xml
I_06d6d12f-0508-31c1-9eac-066628a5db98_3_R/BasicLTI.xml
I_06f37515-2ce2-3193-97d5-ae18192aa6ae_1_R/BasicLTI.xml
I_07191454-ec30-3424-ae98-91d60a69be5d_R/BasicLTI.xml
I_0727d0cb-a8f7-393b-8d54-74f010b003df_R/BasicLTI.xml
I_074d2a47-662d-3192-985d-d71c7adc026d_1_R/BasicLTI.xml
I_078b1dfd-a01d-39c2-9e48-521e52f97496_1_R/BasicLTI.xml
I_078ca234-a9e5-3ca0-9531-e9a90d2c4b1f_1_R/BasicLTI.xml
I_079986fd-763a-364c-a71b-80df92ddc537_1_R/BasicLTI.xml
I_07ca1deb-8a5e-3f72-a3cb-02a878012b4a_1_R/BasicLTI.xml
I_07cc1ca7-2657-3d65-927c-91dbd23398cf_R/BasicLTI.xml
I_0813962c-00d0-3b22-a5e7-2a3695fa002a_R/BasicLTI.xml
I_081e59d8-91bb-38fc-b282-0dd8568bf35d_1_R/BasicLTI.xml
I_081e59d8-91bb-38fc-b282-0dd8568bf35d_R/BasicLTI.xml
I_0858ca1d-48d4-39be-995e-90fa31e0dacc_R/BasicLTI.xml
I_088bb072-b7d5-39f9-93c9-d4b9338974f9_1_R/BasicLTI.xml
I_08c325e9-3c55-35b7-8f70-f675a4d19940_1_R/BasicLTI.xml
I_08d689b7-41a9-352b-9f76-0b4f6b0afd64_R/BasicLTI.xml
I_08f09043-a535-36c5-8a16-9b29dc6ee907_1_R/BasicLTI.xml
I_08ffff1a-f967-358c-8327-725901cc19fa_1_R/BasicLTI.xml
I_09033a31-7db3-3226-aea0-4ad4fb71bd26_1_R/BasicLTI.xml
I_095ce918-fd2a-35ec-bb2e-203fe3df68f3_1_R/BasicLTI.xml
I_0997c582-6ac1-3341-a044-fd1a8b6ff876_R/BasicLTI.xml
I_09fb0c1e-0355-3fbf-b97a-ea1d5a3a59e0_R/BasicLTI.xml
I_0a3ec434-6d84-3dec-86bc-bfa0bf04df41_1_R/BasicLTI.xml
I_0b50cef3-1bc6-3aab-b336-b66e72b27fa3_R/BasicLTI.xml
I_0b6acb0d-7df2-3d7e-b5e4-45204b6fd841_R/BasicLTI.xml
I_0b8aa37d-c92a-3b1f-8c70-95f052e18885_R/BasicLTI.xml
I_0c2eda24-d20e-33d5-b2ff-80b1a2ea13d0_1_R/BasicLTI.xml
I_0c5fa18c-8c6d-334b-a810-de0defe2d0cb_1_R/BasicLTI.xml
I_0c9d9c89-dda7-3548-8554-17254f675ba4_1_R/BasicLTI.xml
I_0cb37e3f-a486-3767-a96b-0ff154e48eda_1_R/BasicLTI.xml
I_0cd4d970-d0d4-323f-a517-c846ecc46640_1_R/BasicLTI.xml
I_0d05ce36-834e-356f-82d1-fe127aceea78_1_R/BasicLTI.xml
I_0d1f6d9d-3c2d-3c13-ae07-5c6573024b2b_1_R/BasicLTI.xml
I_0d257411-aca4-3293-86af-89d2699fc7e5_1_R/BasicLTI.xml
I_0d6d030d-a0c3-35c7-8cdf-8daf42489e35_R/BasicLTI.xml
I_0d6feb95-3628-3087-a447-1392c2fc0f25_1_R/BasicLTI.xml
I_0d7df43d-dd0a-3d20-a14c-f7b32bc75dcb_1_R/BasicLTI.xml
I_0d8c4581-826f-3b77-bb3a-c6d86451a0b3_1_R/BasicLTI.xml
I_0d8e2f95-7237-3216-b54d-d9e2d8accbe6_1_R/BasicLTI.xml
I_0da363dd-0520-3844-9e7f-4abad7161ef3_1_R/BasicLTI.xml
I_0da363dd-0520-3844-9e7f-4abad7161ef3_3_R/BasicLTI.xml
I_0dc332d8-55ce-313c-a74b-27d38d26d7fd_R/BasicLTI.xml
I_0e01a02a-f6c5-3760-b622-52d72135fc15_1_R/BasicLTI.xml
I_0e01a02a-f6c5-3760-b622-52d72135fc15_R/BasicLTI.xml
I_0e120d8e-5023-3663-ae16-aed7a42d5499_R/BasicLTI.xml
I_0e3b0c0a-fb66-3111-af32-e0cfbe15ae63_1_R/BasicLTI.xml
I_0e3c6d79-1a95-3d91-a1f1-16b5621f5908_R/BasicLTI.xml
I_0e6cda70-8026-3b1f-aa51-b30df80e1fc6_R/BasicLTI.xml
I_0ebe1708-b513-3d4d-9177-a247ee40b25e_R/BasicLTI.xml
I_0f0892b2-b7a3-3a7b-bfdc-b3263e3cfe4c_R/BasicLTI.xml
I_0f0ea4d5-dd28-3cb7-bc1b-d5973f2c239d_1_R/BasicLTI.xml
I_0f13ccba-a778-3ff6-bc64-a4627759f9dd_1_R/BasicLTI.xml
I_0f296947-6d6c-3d6d-a743-b84a2e978845_R/BasicLTI.xml
I_0f33b0bd-2e1d-3cce-b56a-9430ac65ec15_1_R/BasicLTI.xml
I_0f4a9f67-9da0-3db3-98e7-ed1589a6f266_1_R/BasicLTI.xml
I_0f8aa47f-c8a3-34aa-86ee-36c9eeda5ca1_1_R/BasicLTI.xml
I_0f8ea5da-4867-38a7-b9a3-93d51effbc1b_R/BasicLTI.xml
I_0faf733a-26a8-3c0d-9244-08582d129cb7_R/BasicLTI.xml
I_0fb7c20c-c6fc-3eac-a4da-8470e731b0b6_1_R/BasicLTI.xml
I_0fcc00e3-2bd2-3f57-9776-55ae4226173d_1_R/BasicLTI.xml
I_100b77c2-80a9-32ff-9e8c-dcefc2b66190_1_R/BasicLTI.xml
I_1038b528-56a8-3ded-afb1-f7be3239a31b_1_R/BasicLTI.xml
I_104bdadd-351f-36ff-a314-f76fe927716f_1_R/BasicLTI.xml
I_104bdadd-351f-36ff-a314-f76fe927716f_3_R/BasicLTI.xml
I_10666fd1-7f71-3c0e-8011-1bda16b0ced1_1_R/BasicLTI.xml
I_107a96de-2c2f-33ab-9182-9c9da7d37e3e_1_R/BasicLTI.xml
I_10a069ff-65f9-3532-982b-2943aa105b82_R/BasicLTI.xml
I_10bd11e3-a549-3ec0-9716-099720eb659f_1_R/BasicLTI.xml
I_10cccdba-a7da-3045-b1a7-035b38a9ff9c_1_R/BasicLTI.xml
I_10cccdba-a7da-3045-b1a7-035b38a9ff9c_R/BasicLTI.xml
I_1115929b-109b-3880-a20d-fd8d5e1bae4e_R/BasicLTI.xml
I_1161f203-cb47-3bb5-9016-98bd7fe7307e_1_R/BasicLTI.xml
I_1161f203-cb47-3bb5-9016-98bd7fe7307e_R/BasicLTI.xml
I_11a83f89-6786-30b5-af03-56bc6c7d59c1_1_R/BasicLTI.xml
I_11db2520-32a7-3a76-8711-84b78afa1a9a_R/BasicLTI.xml
I_11e37c0c-4a58-37cb-964b-a4bef911163b_1_R/BasicLTI.xml
I_11e37c0c-4a58-37cb-964b-a4bef911163b_3_R/BasicLTI.xml
I_12227c85-bf28-3109-ba63-95df1bc5b1f8_1_R/BasicLTI.xml
I_123eb4a4-cbc7-3c2e-83e1-eaf903ca1ef5_1_R/BasicLTI.xml
I_124c4d88-172b-3f2a-ad2d-ff9456a7e837_R/BasicLTI.xml
I_124c7731-c22e-3c49-9f5b-bc8962aec2a0_1_R/BasicLTI.xml
I_1274082c-3ffb-3cf9-8fef-2bcc5fb4e345_1_R/BasicLTI.xml
I_1274082c-3ffb-3cf9-8fef-2bcc5fb4e345_R/BasicLTI.xml
I_13107c75-5f9c-3677-aaf0-781ef96da79a_1_R/BasicLTI.xml
I_131a1345-755e-37a7-95f9-ccc2adeb6cda_1_R/BasicLTI.xml
I_14412d4c-8afa-36c7-8ef3-18d71774efe4_1_R/BasicLTI.xml
I_14412d4c-8afa-36c7-8ef3-18d71774efe4_R/BasicLTI.xml
I_14915d9c-64c7-3132-bdf4-fe25512bab8d_1_R/BasicLTI.xml
I_14915d9c-64c7-3132-bdf4-fe25512bab8d_3_R/BasicLTI.xml
I_14a0dcc1-8685-3a95-91d6-314604f68334_1_R/BasicLTI.xml
I_1517b8f9-04fa-35c6-a379-fef49fe39489_1_R/BasicLTI.xml
I_15487e1f-4816-3fde-8e66-ca1cbd8b54fe_1_R/BasicLTI.xml
I_15487e1f-4816-3fde-8e66-ca1cbd8b54fe_3_R/BasicLTI.xml
I_15b8412a-47c7-325e-951a-040f0ed78bb4_R/BasicLTI.xml
I_15f92c35-eb92-3a7a-87f2-7123a4780ae9_1_R/BasicLTI.xml
I_16af46c8-46b8-3b5c-9952-7d4c36b1c37e_1_R/BasicLTI.xml
I_16af46c8-46b8-3b5c-9952-7d4c36b1c37e_3_R/BasicLTI.xml
I_17304082-b58c-3aca-a371-bbcafb48468e_1_R/BasicLTI.xml
I_17c98c89-bbeb-355d-a387-7768ce7ca3c1_1_R/BasicLTI.xml
I_182250c5-5649-3a9e-ac01-694e9ca6fbce_1_R/BasicLTI.xml
I_1828526a-e62d-3ce7-ad29-b3c6e95e67f1_1_R/BasicLTI.xml
I_183f385c-5522-3b61-9a90-7fc80e4018d1_1_R/BasicLTI.xml
I_183f385c-5522-3b61-9a90-7fc80e4018d1_R/BasicLTI.xml
I_184e5351-7421-3197-9111-4cd4891d4de6_1_R/BasicLTI.xml
I_18a44499-a0cb-3341-8370-7d78077e993c_1_R/BasicLTI.xml
I_18c29ec9-85f7-3355-9087-2481177937c7_1_R/BasicLTI.xml
I_18ca110e-3f29-3ad8-b460-11b0a15f7115_1_R/BasicLTI.xml
I_19109fd4-4200-321c-8c20-c708490fc5c4_R/BasicLTI.xml
I_1932992d-c52d-30c3-90ec-40ef69cb36ac_1_R/BasicLTI.xml
I_198eaddc-bed3-3fe4-be3d-7f8543bf9d9f_R/BasicLTI.xml
I_1a2c5755-ecdf-3f02-b802-e22b85b73b67_1_R/BasicLTI.xml
I_1a2c5755-ecdf-3f02-b802-e22b85b73b67_R/BasicLTI.xml
I_1a2e19fa-f0d9-3277-a051-8376b2c36056_1_R/BasicLTI.xml
I_1a3ecd0f-3460-3c1c-a545-b455209909c7_1_R/BasicLTI.xml
I_1aba38e0-95bb-3004-b638-b86265ed6e16_1_R/BasicLTI.xml
I_1acb78d9-08e1-3b05-b043-27ffd0787522_R/BasicLTI.xml
I_1af8ea5a-7b88-37e6-9e00-5e0b26118b65_1_R/BasicLTI.xml
I_1af8ea5a-7b88-37e6-9e00-5e0b26118b65_R/BasicLTI.xml
I_1b08b16a-b343-3ff5-a3a8-e437c41e2c58_1_R/BasicLTI.xml
I_1b099b02-c805-315a-82e6-e417b5dc7bfa_R/BasicLTI.xml
I_1b15f732-5efe-3772-8553-7d10e434ffbc_R/BasicLTI.xml
I_1b6bcc7e-6909-3481-b358-e2775ad9a394_1_R/BasicLTI.xml
I_1b88db5a-7584-398c-9c37-a5c379ad8271_1_R/BasicLTI.xml
I_1be79383-85cd-3cd9-8284-9faa789bb7eb_R/BasicLTI.xml
I_1c565f0b-a907-3a07-9dd8-7a906d7ec102_1_R/BasicLTI.xml
I_1c7a4fcd-46e2-3a2d-8016-e9e6f90961c4_R/BasicLTI.xml
I_1c844f49-c21f-347b-abc1-8768f0f898fd_1_R/BasicLTI.xml
I_1c9f5bc6-8734-38e8-9599-b8bc1c7bb14d_R/BasicLTI.xml
I_1ca9c44e-92b6-33bf-87ff-dc0912b23fde_1_R/BasicLTI.xml
I_1d3bc751-f25b-3cde-80ad-40cf53ea467c_1_R/BasicLTI.xml
I_1d4f4a4a-650a-37fc-9c56-8f440e0d9b06_1_R/BasicLTI.xml
I_1d91a3a5-ff3a-31f4-9ea1-68dfdbfb45d4_1_R/BasicLTI.xml
I_1da3cd00-787f-3977-821b-cea0a95b3016_1_R/BasicLTI.xml
I_1da3cd00-787f-3977-821b-cea0a95b3016_3_R/BasicLTI.xml
I_1dcaaa45-39ce-39e7-a02e-46738c060ce3_R/BasicLTI.xml
I_1e2104f1-2485-3581-8191-93bfc84cc142_1_R/BasicLTI.xml
I_1e3af025-806b-3a46-a570-431f67690a4c_1_R/BasicLTI.xml
I_1e792bf3-aaf2-3c41-91e5-56555d07936a_1_R/BasicLTI.xml
I_1ea426f9-580a-3d79-b3f6-5ecc5ff6710b_1_R/BasicLTI.xml
I_1ea426f9-580a-3d79-b3f6-5ecc5ff6710b_3_R/BasicLTI.xml
I_1ebc89e0-d4e1-3743-bedd-570d77eb3e76_1_R/BasicLTI.xml
I_1ed5c1c7-cf1d-3bc8-afbf-c6b838b92b73_1_R/BasicLTI.xml
I_1f2a99eb-5a14-3579-9077-a5e256b2a267_R/BasicLTI.xml
I_1f31566b-1f23-368c-b18e-817ea9184f96_R/BasicLTI.xml
I_1f3223b4-0a00-35f6-9983-65b5eb519f6a_R/BasicLTI.xml
I_1f334f0d-2e5d-3937-9fa4-02874cbf162b_1_R/BasicLTI.xml
I_1f334f0d-2e5d-3937-9fa4-02874cbf162b_R/BasicLTI.xml
I_1f8a5d27-6d09-3777-ac6f-5ea2b87d083e_1_R/BasicLTI.xml
I_1f912b00-fa91-332b-8840-b55865b5bbc1_1_R/BasicLTI.xml
I_1fa36f99-dad4-3ea7-97f2-192e546cc37c_1_R/BasicLTI.xml
I_1fa36f99-dad4-3ea7-97f2-192e546cc37c_3_R/BasicLTI.xml
I_1fbf36df-9952-318e-9bb0-8ddc8cfe0ab0_1_R/BasicLTI.xml
I_1fbf36df-9952-318e-9bb0-8ddc8cfe0ab0_3_R/BasicLTI.xml
I_1fcccb36-d678-3be8-8668-5c8766905008_R/BasicLTI.xml
I_1fdc11f9-9fdc-340c-8f9b-dec08a037a0d_1_R/BasicLTI.xml
I_201ff171-e429-3968-9fdc-f956ee2b78ea_1_R/BasicLTI.xml
I_201ff171-e429-3968-9fdc-f956ee2b78ea_R/BasicLTI.xml
I_202a9661-626d-30ca-8994-9b06405cffcd_R/BasicLTI.xml
I_2053e92a-c626-3e5c-b7bf-6014d7869439_1_R/BasicLTI.xml
I_2053e92a-c626-3e5c-b7bf-6014d7869439_R/BasicLTI.xml
I_2066c7d1-c019-38d1-b6ce-7a7dfc0ced2e_R/BasicLTI.xml
I_20b9ed2f-7c3b-33d6-beca-2516df618578_1_R/BasicLTI.xml
I_20c17e49-9cba-3088-93f9-9902b8fcfce1_1_R/BasicLTI.xml
I_20c75433-2dce-380b-93ad-133213e5a0f9_1_R/BasicLTI.xml
I_2140b52b-8dcb-3256-aae3-65625b828457_1_R/BasicLTI.xml
I_2140b52b-8dcb-3256-aae3-65625b828457_R/BasicLTI.xml
I_21a89288-cc4a-3826-afd4-8918dca023be_R/BasicLTI.xml
I_21d20612-32a1-39fc-b2ab-f79b874c5fb7_1_R/BasicLTI.xml
I_21d2fff3-590a-3405-a8d0-10be0cf5495b_1_R/BasicLTI.xml
I_21d2fff3-590a-3405-a8d0-10be0cf5495b_R/BasicLTI.xml
I_21f03991-3d3c-3cf8-a88a-6513a30e6d7c_R/BasicLTI.xml
I_2217040c-d908-3ca2-85fd-c8061a76d801_1_R/BasicLTI.xml
I_223c00b7-9fb1-3156-ac7d-809381a85f36_R/BasicLTI.xml
I_2253ec97-64fa-3499-a269-6b5b132a66b1_R/BasicLTI.xml
I_226175c8-ca53-313a-91c4-47bd097a6269_1_R/BasicLTI.xml
I_22d18955-88c4-375f-8e0f-85d46978712c_R/BasicLTI.xml
I_22e9c27a-ee26-38f7-bf9e-528b83a175b5_1_R/BasicLTI.xml
I_22f4b7f6-4569-39f1-8220-94a65f12c14b_1_R/BasicLTI.xml
I_22f4b7f6-4569-39f1-8220-94a65f12c14b_R/BasicLTI.xml
I_23174d15-04cd-31ef-af41-dfa9c53151ce_1_R/BasicLTI.xml
I_23299c69-abbf-32b3-9592-2f8f450ea301_1_R/BasicLTI.xml
I_234f3b5e-d99a-37e1-83c5-59e93b3831e4_1_R/BasicLTI.xml
I_23d39860-0686-3525-a6a7-0f9a01fe2850_1_R/BasicLTI.xml
I_23d39860-0686-3525-a6a7-0f9a01fe2850_3_R/BasicLTI.xml
I_23d97d78-5214-38d4-81fe-19c4c48ba184_R/BasicLTI.xml
I_23e4426d-8d10-3cd0-a226-9194ddf7958b_1_R/BasicLTI.xml
I_23efaab7-2803-3adf-ab0b-64c657876bcc_1_R/BasicLTI.xml
I_240dd842-01bd-32b2-9620-27ef7d20a4c3_1_R/BasicLTI.xml
I_241bed4f-c370-311d-bc42-b170258c913d_1_R/BasicLTI.xml
I_2448695d-4107-32d8-baab-6061854d3f65_1_R/BasicLTI.xml
I_24494358-71be-35e5-a652-1004b63cffda_1_R/BasicLTI.xml
I_24652416-0b0d-3dc7-9f42-05c86c17bad4_R/BasicLTI.xml
I_246a093c-9146-3e11-8d8e-15ab6a02e488_1_R/BasicLTI.xml
I_246dcd51-e9cf-37a5-8996-5fe89278869b_R/BasicLTI.xml
I_24808ab4-e8a3-34e5-a587-bd10c4e40cac_1_R/BasicLTI.xml
I_24e33d0e-f589-3af1-bbed-55280bdb9b33_1_R/BasicLTI.xml
I_25793269-2bee-38a7-a32b-b78bf3e5ec19_1_R/BasicLTI.xml
I_25a930ff-e822-3fe6-a059-66e2d8c620a3_1_R/BasicLTI.xml
I_25ab07b8-32f8-3538-bdea-fa2ec3c1747c_R/BasicLTI.xml
I_25dec27d-d206-3649-a903-bdde87cf2e2e_1_R/BasicLTI.xml
I_25e78c45-60f3-3124-9f06-442a202e9fa7_1_R/BasicLTI.xml
I_25ff2e19-a7f4-3d38-aedf-42027fcbf7cf_R/BasicLTI.xml
I_262d83d5-34b5-3892-be59-683dafcb1be4_R/BasicLTI.xml
I_2649086c-6331-31cc-aed5-4639a8fc5757_1_R/BasicLTI.xml
I_26954180-0a24-3c91-a0a3-da27d400f272_1_R/BasicLTI.xml
I_26ede87c-673c-3720-b221-4a3618034584_R/BasicLTI.xml
I_26fed4c7-978c-3c00-a2aa-18e2ab938781_R/BasicLTI.xml
I_270d9ca2-44d6-387e-b26d-c293f3b67ad4_1_R/BasicLTI.xml
I_272cb57f-2f62-3cd8-9250-cebbe224e312_1_R/BasicLTI.xml
I_2738c369-0b29-3a72-a6fd-b4ba5d18df35_R/BasicLTI.xml
I_2742ddf2-8633-34ff-9ce3-4c95e651a77f_1_R/BasicLTI.xml
I_27605bdc-51e4-3790-aa4e-7db76946c62f_1_R/BasicLTI.xml
I_27605bdc-51e4-3790-aa4e-7db76946c62f_R/BasicLTI.xml
I_27788ea8-cb27-3c46-8174-c5fa50ffc6b8_R/BasicLTI.xml
I_27b9c518-25b1-3aac-aad8-f57feeea63fb_1_R/BasicLTI.xml
I_27e2b2ce-d804-3aed-b7af-1ad4d9d8ea63_1_R/BasicLTI.xml
I_27fdf534-d2c5-3db4-8d62-b6e669811e6d_1_R/BasicLTI.xml
I_2807bc81-7a6a-3a27-a3a1-d27cb6cc1b0f_R/BasicLTI.xml
I_282664a6-06ab-3227-9b53-c3aa0c3a9e0b_1_R/BasicLTI.xml
I_282664a6-06ab-3227-9b53-c3aa0c3a9e0b_R/BasicLTI.xml
I_283263b9-28cc-3065-bae8-31b754ccd96b_R/BasicLTI.xml
I_2834340c-b73d-3235-bf18-d23e896015a2_1_R/BasicLTI.xml
I_285a09cc-d477-37bd-a55d-e6c7fb5f8662_1_R/BasicLTI.xml
I_285b0b66-e8d4-34fb-8ee1-b9fcfc2d0a59_1_R/BasicLTI.xml
I_285b0b66-e8d4-34fb-8ee1-b9fcfc2d0a59_R/BasicLTI.xml
I_2890aa49-20f3-349b-9034-db9a9e913cf7_1_R/BasicLTI.xml
I_28b385a3-6044-3787-b219-c9a0df5865df_1_R/BasicLTI.xml
I_29434c9c-7517-3c04-b146-50eafd8817ad_1_R/BasicLTI.xml
I_29a3204b-85ce-33c3-89bd-9b8edfa5dcfb_1_R/BasicLTI.xml
I_29aaf779-4191-3a73-9278-4738a691a79c_1_R/BasicLTI.xml
I_29ac2370-22cb-3f5c-ba4a-25de1a154678_R/BasicLTI.xml
I_29f0004d-8dd7-3f17-a05a-efe7f879475d_1_R/BasicLTI.xml
I_29f40a5a-6e4d-33f1-b8ef-fc51e03f40c8_R/BasicLTI.xml
I_2a1b6a37-96a7-30b2-843a-642c1d23c6ea_R/BasicLTI.xml
I_2a76fe65-9412-3baa-91e4-21cd10250eb6_1_R/BasicLTI.xml
I_2a95aa70-5d90-3939-979f-69586ec7e9d0_R/BasicLTI.xml
I_2abee32d-2f05-3a96-b494-86ef24fd9970_R/BasicLTI.xml
I_2adade98-14b5-3ffe-bc28-0463fa2fd22b_1_R/BasicLTI.xml
I_2adade98-14b5-3ffe-bc28-0463fa2fd22b_3_R/BasicLTI.xml
I_2b10e787-ff64-3e7a-82f4-680e6173532c_1_R/BasicLTI.xml
I_2b174646-925b-3209-8802-5c60072b09f6_R/BasicLTI.xml
I_2b24db62-e735-35e7-925a-ed406f2ba00a_1_R/BasicLTI.xml
I_2b30c09e-f981-318d-9039-eb3f780e891c_1_R/BasicLTI.xml
I_2b30c09e-f981-318d-9039-eb3f780e891c_3_R/BasicLTI.xml
I_2bc90c60-7aec-3a70-adff-8d331d9f69f7_R/BasicLTI.xml
I_2bff6987-c90b-341d-b090-456798d3a29b_1_R/BasicLTI.xml
I_2c2ba03f-6bb3-3289-af09-ba3b7e0e49a1_R/BasicLTI.xml
I_2c3ada21-860c-3bdb-a0d7-5f3254abf036_R/BasicLTI.xml
I_2c4a3f57-7252-3332-804a-db0ad52491a8_1_R/BasicLTI.xml
I_2c616522-2d5e-30eb-9246-262f04c57426_1_R/BasicLTI.xml
I_2c708097-de99-3386-8c34-bed1c0bb617c_1_R/BasicLTI.xml
I_2c809d4e-ac1e-3a8c-b3be-b3ecd166404c_1_R/BasicLTI.xml
I_2c89b5f2-e145-3a89-9499-9a491f87e1ab_R/BasicLTI.xml
I_2c96501e-1b40-398d-b314-9a7c391d78ff_1_R/BasicLTI.xml
I_2c96501e-1b40-398d-b314-9a7c391d78ff_R/BasicLTI.xml
I_2cbc3278-d0d2-34c2-936e-ca87fa8b9ee3_1_R/BasicLTI.xml
I_2ce40507-a294-3146-ae65-1f98c0ecbbbf_1_R/BasicLTI.xml
I_2cf18c40-1c04-311f-92a9-880f3cfe8848_1_R/BasicLTI.xml
I_2cf6ed39-0862-34cb-99d8-170e9f350a82_R/BasicLTI.xml
I_2d05374c-492e-3221-b17a-567b28987567_1_R/BasicLTI.xml
I_2d105b42-5274-3844-b1e3-7c8eef40aca0_1_R/BasicLTI.xml
I_2d45e1bd-31c2-380b-ac08-54b7790e943f_1_R/BasicLTI.xml
I_2d69454a-f2b1-3209-8800-22ce6b68cabc_R/BasicLTI.xml
I_2d6ec51e-0423-3238-8874-79a14e33cec4_1_R/BasicLTI.xml
I_2e02409c-0348-3d22-ae62-40bfcce22197_1_R/BasicLTI.xml
I_2e3b7553-d964-38d9-8fd5-6444295a116f_1_R/BasicLTI.xml
I_2e4571a2-595d-3717-95a6-ee0ca6b6f7d0_R/BasicLTI.xml
I_2e9ddc26-eb1a-37a6-a882-813e1bb9781f_1_R/BasicLTI.xml
I_2ea7eaf1-8f1e-30ac-93b7-7172a4b553b6_1_R/BasicLTI.xml
I_2eca6804-bced-37a7-ac72-fe1d4cda1419_1_R/BasicLTI.xml
I_2eca6804-bced-37a7-ac72-fe1d4cda1419_R/BasicLTI.xml
I_2edc1db5-e064-3b8c-8585-7b8507a46695_1_R/BasicLTI.xml
I_2f0bbac4-d219-313f-9e16-08c4aa8a5efd_1_R/BasicLTI.xml
I_2f734361-4bfa-36fb-939e-3fc44c31d894_1_R/BasicLTI.xml
I_2f7ee519-8501-35da-8c3a-8e4c3bdc4abd_R/BasicLTI.xml
I_2ff911cd-515c-3d83-9d91-8bcba5470ddf_1_R/BasicLTI.xml
I_304098f9-916d-357a-8bf3-b0f5b0355889_1_R/BasicLTI.xml
I_307bd477-b031-37ab-8f8b-9e6ba1474f82_1_R/BasicLTI.xml
I_307bd477-b031-37ab-8f8b-9e6ba1474f82_R/BasicLTI.xml
I_3081eeb1-4216-3312-a5ed-c3e2cf68c298_1_R/BasicLTI.xml
I_3090e9bd-7f6f-37c8-936f-5eaf3d6dc97e_R/BasicLTI.xml
I_3099f4c7-325b-3905-b0e9-ed674870c30e_1_R/BasicLTI.xml
I_3099f4c7-325b-3905-b0e9-ed674870c30e_3_R/BasicLTI.xml
I_30bc5fdb-7298-305a-a3f4-2ef2e7bc36d3_1_R/BasicLTI.xml
I_315e57d7-fb72-35a1-95df-671ebe15d626_R/BasicLTI.xml
I_317d4255-4cf1-3efe-9ec2-fa9a65df2193_R/BasicLTI.xml
I_3196116b-cf3c-3ed9-b7b5-fd5e0eff3dac_1_R/BasicLTI.xml
I_31a71900-49d7-3d6a-a327-fd5ff2f28292_R/BasicLTI.xml
I_31b0acb8-7717-341d-8ef6-03589d4e6a0c_1_R/BasicLTI.xml
I_31ef3c59-1eed-3a9f-883b-4382325c4f0a_1_R/BasicLTI.xml
I_31fa135e-b7a2-3108-93bd-4a720b4c589f_R/BasicLTI.xml
I_3200ed8c-2794-3f52-aa99-cf5d8796e0b1_R/BasicLTI.xml
I_32188e05-cf11-34f6-8957-9f3943204590_1_R/BasicLTI.xml
I_3223819d-db6c-313c-a450-77c54ec25264_1_R/BasicLTI.xml
I_325ed953-d3cd-328b-96ec-cb1732141165_1_R/BasicLTI.xml
I_3273e2ad-d7cc-3f7f-b41c-c100fb628ca8_1_R/BasicLTI.xml
I_3273e2ad-d7cc-3f7f-b41c-c100fb628ca8_3_R/BasicLTI.xml
I_329e09c3-16a4-301d-965e-e2b13f3c07c9_1_R/BasicLTI.xml
I_32a88eae-181b-3844-899f-81b4e5d84cfc_1_R/BasicLTI.xml
I_32d8a966-ebc2-3e59-8040-5ff54b7e3786_1_R/BasicLTI.xml
I_32d8a966-ebc2-3e59-8040-5ff54b7e3786_3_R/BasicLTI.xml
I_32e4e6f8-992f-3bad-b81b-0a0a23b81452_1_R/BasicLTI.xml
I_32f1169c-68e3-34b4-b053-4da9b36fe39d_1_R/BasicLTI.xml
I_3311e91f-4f16-3b86-99a1-6e647c47cabe_1_R/BasicLTI.xml
I_3319cdbd-99ae-339e-a67e-4b0f89976250_R/BasicLTI.xml
I_33555129-d69e-3019-8a72-09b8b860eee8_1_R/BasicLTI.xml
I_337cff80-e9eb-33e2-a59c-55effa94c437_R/BasicLTI.xml
I_337ef360-f931-3c8e-9f58-4d6c07231960_1_R/BasicLTI.xml
I_33823b78-40c0-31eb-839b-4c1591c4d0fe_1_R/BasicLTI.xml
I_343e41da-3f07-3468-aabc-016ddb787dfc_R/BasicLTI.xml
I_34567b6d-2350-3191-85da-1a7cd91ca5f8_1_R/BasicLTI.xml
I_34567b6d-2350-3191-85da-1a7cd91ca5f8_R/BasicLTI.xml
I_3469d9aa-16aa-32bc-b438-f45ac812a31c_R/BasicLTI.xml
I_349e255f-1d78-3ae8-9f8b-2150e3746d2c_1_R/BasicLTI.xml
I_34aef643-83f5-35a3-9a20-7e9beb9b384e_1_R/BasicLTI.xml
I_34b0611a-dc69-33bb-a82e-514d516e546a_1_R/BasicLTI.xml
I_35563bbe-669e-32a5-809f-0ecd8d0a9bd3_1_R/BasicLTI.xml
I_35f941b2-b041-3b58-8dd5-4b3e2c148a20_1_R/BasicLTI.xml
I_363b7bcc-26c9-3fa9-a16c-0fa502653e3d_1_R/BasicLTI.xml
I_3675cb04-3c9e-3400-9f51-0b14a9e2012c_1_R/BasicLTI.xml
I_3675cb04-3c9e-3400-9f51-0b14a9e2012c_R/BasicLTI.xml
I_36aab31c-63ae-33d7-af55-e5cdbd7bfa20_1_R/BasicLTI.xml
I_36ac6922-1ee7-3c3c-8b78-b96e05c351f1_1_R/BasicLTI.xml
I_36ac6922-1ee7-3c3c-8b78-b96e05c351f1_R/BasicLTI.xml
I_36f4779f-4a53-3c8f-bc32-f30299596402_1_R/BasicLTI.xml
I_3746b04e-5974-357c-92aa-b18cfcd52982_1_R/BasicLTI.xml
I_3762f173-a979-3b00-bcab-3c44b0315ce4_1_R/BasicLTI.xml
I_37811de5-fde0-3655-a931-3b0e08bd2569_1_R/BasicLTI.xml
I_379cdca3-5cb4-38a1-b9a2-15da7104edb6_1_R/BasicLTI.xml
I_37c22d4c-a0fa-390e-acf9-3d8dc504c020_R/BasicLTI.xml
I_37c6b4b1-8b8d-390e-99e7-12a1f28b989f_1_R/BasicLTI.xml
I_37c6b4b1-8b8d-390e-99e7-12a1f28b989f_3_R/BasicLTI.xml
I_37ca8436-e9ab-385a-8ef6-6c7f5414c94b_1_R/BasicLTI.xml
I_37dde42d-99ac-31b0-af9f-d3e195c61ccc_R/BasicLTI.xml
I_380a9936-3907-3baa-8428-08865ad873a8_R/BasicLTI.xml
I_382c47a5-267a-33ca-bcc0-55f163a3020b_1_R/BasicLTI.xml
I_382c47a5-267a-33ca-bcc0-55f163a3020b_3_R/BasicLTI.xml
I_385d2a36-7fd9-3e8c-b1fb-337932e5b1cd_1_R/BasicLTI.xml
I_388b97c0-2d69-32ed-bbd3-4cd1d681770f_1_R/BasicLTI.xml
I_38dd6926-0b81-32ce-b6f9-3e7cee5b935a_1_R/BasicLTI.xml
I_38dd6926-0b81-32ce-b6f9-3e7cee5b935a_R/BasicLTI.xml
I_39073690-e507-3fd6-bc79-5f46df6f6d2e_1_R/BasicLTI.xml
I_390887fe-2d36-39c8-9c83-3a72f5be1eaf_R/BasicLTI.xml
I_39238512-0a4e-3c09-81f2-e08a21059731_1_R/BasicLTI.xml
I_3933f342-be95-3db8-8d0a-2a26164435b0_R/BasicLTI.xml
I_393627e1-1daa-339c-ae04-56fed1dc06d4_1_R/BasicLTI.xml
I_394f290a-ccf3-3f08-bb01-f66168ceeab0_1_R/BasicLTI.xml
I_3958bd6c-23f4-33fc-bbe4-a74afa6c3085_1_R/BasicLTI.xml
I_399f44da-04dc-376e-819e-8478b320c4b5_1_R/BasicLTI.xml
I_39a51685-1057-3108-a4e9-ed9add56b7d4_1_R/BasicLTI.xml
I_39a51685-1057-3108-a4e9-ed9add56b7d4_R/BasicLTI.xml
I_3a02d87b-ebc1-3535-b790-ae0b5efe5bec_R/BasicLTI.xml
I_3a192048-47a4-32e2-8c1b-080d43758569_1_R/BasicLTI.xml
I_3a192048-47a4-32e2-8c1b-080d43758569_R/BasicLTI.xml
I_3a2db2e5-4e76-3b29-a604-aa8bc8943ed1_1_R/BasicLTI.xml
I_3abbdeb8-bea7-3b9f-8d3b-f8b2bfc5bc0b_1_R/BasicLTI.xml
I_3abbdeb8-bea7-3b9f-8d3b-f8b2bfc5bc0b_3_R/BasicLTI.xml
I_3b37046a-16ea-377e-b054-2424a37f6642_1_R/BasicLTI.xml
I_3b5b5373-8ec0-32cf-b0f1-d171f2cd0cfd_1_R/BasicLTI.xml
I_3b696e8e-e3fd-380a-bf5a-f16091a32490_1_R/BasicLTI.xml
I_3b7ba758-fc0b-310a-ab4b-f4b8909b5368_1_R/BasicLTI.xml
I_3ba99fbb-c79c-383f-922b-7c9834e73a59_1_R/BasicLTI.xml
I_3bf5d2a2-206c-3847-a9a3-244afc741da2_1_R/BasicLTI.xml
I_3c0e4245-60fa-38a6-9bf2-ff39e19ac16d_1_R/BasicLTI.xml
I_3c0e4245-60fa-38a6-9bf2-ff39e19ac16d_3_R/BasicLTI.xml
I_3c1c0a75-8aa8-3c6a-9ba1-d33b13d358ed_1_R/BasicLTI.xml
I_3c2a99ad-db79-37c5-9ecb-34011c676345_R/BasicLTI.xml
I_3c456406-b3e6-3ae3-be1f-57b97a241fa2_1_R/BasicLTI.xml
I_3c456406-b3e6-3ae3-be1f-57b97a241fa2_3_R/BasicLTI.xml
I_3c4d1402-5c7c-3943-8de3-cda25c5235bb_1_R/BasicLTI.xml
I_3c4d1402-5c7c-3943-8de3-cda25c5235bb_3_R/BasicLTI.xml
I_3c51d9e7-f2cc-3335-a38e-3b93123728e4_1_R/BasicLTI.xml
I_3ce58d12-b000-33d2-aad7-152ee4295506_1_R/BasicLTI.xml
I_3ce58d12-b000-33d2-aad7-152ee4295506_R/BasicLTI.xml
I_3d1bd8a5-6446-3f97-b542-9cba2cad76ae_R/BasicLTI.xml
I_3d3cb08f-3212-344f-931b-7ae132646538_R/BasicLTI.xml
I_3d532df0-8e9a-35ce-b194-496b0aaeb5bc_R/BasicLTI.xml
I_3d549d37-c9cd-3a65-9088-00b825839244_1_R/BasicLTI.xml
I_3d5f2203-2363-392a-a5fa-55fdd518995b_R/BasicLTI.xml
I_3d6de3a4-693d-3860-ba3b-93fadce50e6a_1_R/BasicLTI.xml
I_3d907494-e5de-3185-b8e5-0c8c6c049565_1_R/BasicLTI.xml
I_3dc6b1e9-d169-33f5-957f-5b4a34156bbd_1_R/BasicLTI.xml
I_3ded9e95-48dc-387a-8f6c-ee7c95a685ce_1_R/BasicLTI.xml
I_3ded9e95-48dc-387a-8f6c-ee7c95a685ce_R/BasicLTI.xml
I_3ec3d454-84ca-3e2d-8ef6-5c0c34293e00_1_R/BasicLTI.xml
I_3eccd749-009b-3f19-b4f4-f04b71552300_1_R/BasicLTI.xml
I_3eccd749-009b-3f19-b4f4-f04b71552300_R/BasicLTI.xml
I_3ece012e-6654-376b-abb6-b14ab221d6ae_1_R/BasicLTI.xml
I_3ef291a6-8aab-39e4-946e-b993bcef9a1e_1_R/BasicLTI.xml
I_3f09af16-9f79-3cf2-a69c-dda5a50f5ad5_1_R/BasicLTI.xml
I_3f2bf37a-86a4-317e-aee8-91f04a8e4531_R/BasicLTI.xml
I_3f5d2592-5f23-35a5-a5f1-483ba3c18578_1_R/BasicLTI.xml
I_3f5d2592-5f23-35a5-a5f1-483ba3c18578_3_R/BasicLTI.xml
I_3f5fa7bd-a049-3a99-9471-89cedc9a31c1_R/BasicLTI.xml
I_3fc9a013-4f35-3c3a-b11c-40dda9d486b7_1_R/BasicLTI.xml
I_3ff146ae-6c94-3abf-9da4-90271c697abd_1_R/BasicLTI.xml
I_400959e1-36af-3859-bceb-941db305f595_1_R/BasicLTI.xml
I_402f49d6-f4ca-3a9e-909f-f3176f4e4d18_1_R/BasicLTI.xml
I_402f49d6-f4ca-3a9e-909f-f3176f4e4d18_R/BasicLTI.xml
I_40534501-bfcd-3db8-9226-c01e62511d6a_1_R/BasicLTI.xml
I_40745bac-29ec-3e24-baa8-d4a1eb26c1c3_1_R/BasicLTI.xml
I_40afcf0b-a293-314f-a1df-3ee4ec6757c4_1_R/BasicLTI.xml
I_40afcf0b-a293-314f-a1df-3ee4ec6757c4_3_R/BasicLTI.xml
I_40fb3cfa-3896-3f1c-a0a8-2d96e2433f0d_1_R/BasicLTI.xml
I_41cd23bb-5bbb-3f69-9e90-38c1f2d8d952_1_R/BasicLTI.xml
I_41cd23bb-5bbb-3f69-9e90-38c1f2d8d952_R/BasicLTI.xml
I_41fe8852-4934-3159-bf14-a07ff14cc121_1_R/BasicLTI.xml
I_42004c72-eabc-3ad2-98b7-415ca840d1dc_R/BasicLTI.xml
I_4203f136-7fad-3d8e-a011-bb49720647c1_1_R/BasicLTI.xml
I_421d534a-8123-3c42-b86d-d3a80cb598b9_1_R/BasicLTI.xml
I_4230dacd-6613-3ebf-8f62-4bcf41fc9bc8_1_R/BasicLTI.xml
I_4230dacd-6613-3ebf-8f62-4bcf41fc9bc8_3_R/BasicLTI.xml
I_4252a0a2-8e09-347f-a179-6d7221bbf223_R/BasicLTI.xml
I_42829afa-a4c0-380e-9c87-fd244368f1a4_1_R/BasicLTI.xml
I_42a43133-25c4-3929-aaa4-eb1ddccb0dc1_1_R/BasicLTI.xml
I_42acf463-c36d-3ff0-baf6-c3f08c9fe042_1_R/BasicLTI.xml
I_42bb0951-a0bb-3d6f-be91-cdcb024ba824_1_R/BasicLTI.xml
I_4327d2f9-23c7-3d94-b1cd-e23d25506288_1_R/BasicLTI.xml
I_43829eab-4c3f-3fe0-b99a-67f6bfa62deb_1_R/BasicLTI.xml
I_438bd96f-39b5-328a-bb4e-902444584134_1_R/BasicLTI.xml
I_43948384-9118-3608-87be-461a449d5ab0_1_R/BasicLTI.xml
I_43c8898e-09d3-3ace-8df0-cde414b36ce3_R/BasicLTI.xml
I_43ce546c-98e8-3ccc-9a7e-d75ded23dd3f_1_R/BasicLTI.xml
I_43f035b9-a82e-3073-9595-171820c28bbb_1_R/BasicLTI.xml
I_43f035b9-a82e-3073-9595-171820c28bbb_R/BasicLTI.xml
I_43f03b76-cf4d-3131-9a86-da952cd90bfa_R/BasicLTI.xml
I_440be09a-17b2-301a-8071-72f3d2754b4c_R/BasicLTI.xml
I_441148ae-56ae-3693-925d-725410307776_1_R/BasicLTI.xml
I_445439ff-b7ac-3e4e-aac7-3bd662619fb5_1_R/BasicLTI.xml
I_4459bc40-ff2d-3416-8031-f092c5194441_1_R/BasicLTI.xml
I_445a7cf4-b572-3e5a-b18d-4462fbd94f72_1_R/BasicLTI.xml
I_4462cec0-171f-3a6f-a596-72ffba820504_1_R/BasicLTI.xml
I_4462cec0-171f-3a6f-a596-72ffba820504_3_R/BasicLTI.xml
I_4498fe1d-cf43-399d-a270-0bd06c5342d2_1_R/BasicLTI.xml
I_44cba755-ccc7-3b57-821c-23b1266fedf3_R/BasicLTI.xml
I_44de77bb-3095-350c-b4bb-d18d88ef1e76_1_R/BasicLTI.xml
I_44f891e9-32f6-3fac-8855-ed5b4ebd1d7a_1_R/BasicLTI.xml
I_459d56ea-a6e4-3ac1-a9b3-539d3388516f_1_R/BasicLTI.xml
I_459d56ea-a6e4-3ac1-a9b3-539d3388516f_R/BasicLTI.xml
I_45dd8dcb-a1cd-3788-bf5d-db5f3e25a5b4_1_R/BasicLTI.xml
I_45e2c0f4-7c62-3117-8b4d-9433dd65da6f_R/BasicLTI.xml
I_45f26145-11bd-32ed-83ff-1684515c2861_1_R/BasicLTI.xml
I_469515e2-5e23-3596-8401-d7e0c6e4a433_1_R/BasicLTI.xml
I_469515e2-5e23-3596-8401-d7e0c6e4a433_R/BasicLTI.xml
I_46a221fb-0d00-3df8-a2e5-7295b54d5a59_1_R/BasicLTI.xml
I_46a221fb-0d00-3df8-a2e5-7295b54d5a59_R/BasicLTI.xml
I_46d91575-5140-3bc0-89b3-7eb932afa7ae_1_R/BasicLTI.xml
I_47209d15-e706-3f14-a583-93df4acf8841_R/BasicLTI.xml
I_4775fe2c-23ad-3952-bc4f-3f514f83573a_1_R/BasicLTI.xml
I_478bbe32-b983-3ab4-8470-6b5e715549f1_R/BasicLTI.xml
I_47b5cb57-cbf3-372d-a336-a7bcb9c55e89_R/BasicLTI.xml
I_47bd1c81-6d8b-39e8-bdde-196432c9ca46_1_R/BasicLTI.xml
I_485202f9-94a6-3752-bf2c-d0a5d7fd73a5_1_R/BasicLTI.xml
I_485202f9-94a6-3752-bf2c-d0a5d7fd73a5_3_R/BasicLTI.xml
I_485d14d2-dd78-32e3-b95d-a08caa380949_R/BasicLTI.xml
I_48911fc4-d9f5-3129-a48d-d583f6f639e4_1_R/BasicLTI.xml
I_489cb846-3da0-386d-a705-a10e4e18b126_1_R/BasicLTI.xml
I_490de3db-e53c-3955-ad9b-6c9e478cc688_1_R/BasicLTI.xml
I_493ebbe0-ef0c-3db2-bfbb-8505bb25ca07_1_R/BasicLTI.xml
I_49c48d10-2eee-3f5b-988e-5d37a3f29ed7_1_R/BasicLTI.xml
I_49ca199e-64e5-3d6c-9179-1df13306224f_R/BasicLTI.xml
I_49e375a4-3ea6-388e-83be-f39aea495dad_R/BasicLTI.xml
I_49e443f4-9c19-3d5a-899d-563232a31b5f_1_R/BasicLTI.xml
I_4a108eb8-a5ac-30c6-9874-2752dbf884c5_1_R/BasicLTI.xml
I_4a54e733-aa19-339e-8e44-afe4d406b3b2_1_R/BasicLTI.xml
I_4a59a002-183e-35bd-87cf-a15915c5c232_1_R/BasicLTI.xml
I_4ab0ea3d-d297-3522-aa66-f015751ede11_1_R/BasicLTI.xml
I_4ab6e845-7317-320b-a2e5-455bd774ef1d_1_R/BasicLTI.xml
I_4ae3519a-a45b-3d21-a80b-0a45aff5542e_R/BasicLTI.xml
I_4b32aa8b-bd01-34c6-98e8-118092f9a908_1_R/BasicLTI.xml
I_4b33020f-d35d-34d2-9735-07e4e897d985_1_R/BasicLTI.xml
I_4b378fb5-af01-3c0c-b00a-6bfed617b643_1_R/BasicLTI.xml
I_4b3a20f7-ad32-3fc9-8fec-43ac686afe6a_1_R/BasicLTI.xml
I_4b3a20f7-ad32-3fc9-8fec-43ac686afe6a_R/BasicLTI.xml
I_4bca3df9-e1cc-32bb-a61a-08c0480b03c7_1_R/BasicLTI.xml
I_4bdabc09-9f9f-3ac8-bd62-d2ac5a811744_R/BasicLTI.xml
I_4c103e23-087e-373e-8858-10cafafc24d0_1_R/BasicLTI.xml
I_4c59abe3-42f4-3342-98c4-f30564705c46_1_R/BasicLTI.xml
I_4ccfd2e2-da8e-3c8d-95b8-4d69b7349418_1_R/BasicLTI.xml
I_4ccfd2e2-da8e-3c8d-95b8-4d69b7349418_3_R/BasicLTI.xml
I_4cfa7b0f-9b56-38c6-9b42-e485aff2dc2d_1_R/BasicLTI.xml
I_4d104693-a9f2-3b46-b9e1-9e59c430e094_1_R/BasicLTI.xml
I_4d33e962-4471-31a2-b5f4-2bbf2f7baead_1_R/BasicLTI.xml
I_4d5c1433-8d38-3bc9-a062-aac0870d01cf_1_R/BasicLTI.xml
I_4d6f1d88-8eb2-3c7d-bcdf-83602b6ea03e_1_R/BasicLTI.xml
I_4d6f1d88-8eb2-3c7d-bcdf-83602b6ea03e_R/BasicLTI.xml
I_4d721439-64d5-3464-b855-47579610775f_R/BasicLTI.xml
I_4dace315-ae70-3137-8a9a-6eb3935c6ead_1_R/BasicLTI.xml
I_4dace315-ae70-3137-8a9a-6eb3935c6ead_3_R/BasicLTI.xml
I_4dbecee8-d171-3445-9898-a6f019d6726a_1_R/BasicLTI.xml
I_4dbecee8-d171-3445-9898-a6f019d6726a_3_R/BasicLTI.xml
I_4dda2c7d-a2a6-3a43-a1d6-40c49327f19f_1_R/BasicLTI.xml
I_4de77039-382d-3c12-9411-7cc0cd260f09_1_R/BasicLTI.xml
I_4e142e33-d849-3858-9131-85a61fa58f1b_1_R/BasicLTI.xml
I_4e1ea105-43d4-3d58-97d9-bc957ce01ba8_R/BasicLTI.xml
I_4e24015b-a875-367f-89b5-67ac5a8ca8e8_1_R/BasicLTI.xml
I_4e28cb90-59c1-3dff-b74e-d9d5e64b2906_1_R/BasicLTI.xml
I_4e6e6cdc-4734-3c63-b9e8-ff19a05a7615_R/BasicLTI.xml
I_4e766c5e-5d54-3078-b277-99bcf5d199de_1_R/BasicLTI.xml
I_4ed15d74-2338-383f-9e13-78d4cbeb229c_R/BasicLTI.xml
I_4efc0ae5-51ab-3d98-af21-31991f7c1d10_R/BasicLTI.xml
I_4eff637b-fa0a-30dc-b41e-2d6c290870fe_1_R/BasicLTI.xml
I_4f61a8fb-c011-3d9f-8ecd-8db31461ea93_1_R/BasicLTI.xml
I_5049b562-a6f5-396d-8b59-652a178b6707_1_R/BasicLTI.xml
I_5049b562-a6f5-396d-8b59-652a178b6707_R/BasicLTI.xml
I_50814032-38d3-3eff-9ce4-b5c84927fb20_1_R/BasicLTI.xml
I_5089778e-a099-3d68-9b44-e39aa498710e_1_R/BasicLTI.xml
I_50c56fe6-2e7e-3bfc-9b71-3339066c3962_1_R/BasicLTI.xml
I_50ca9c1a-7e97-33bb-a3be-3bc0688c718d_1_R/BasicLTI.xml
I_50ccda77-5f85-3b29-81a5-be19ed7459df_1_R/BasicLTI.xml
I_510f07a9-5343-3496-87be-947dee684afa_1_R/BasicLTI.xml
I_5126806e-13a9-31cd-996f-f4a2a3c9f615_1_R/BasicLTI.xml
I_5126806e-13a9-31cd-996f-f4a2a3c9f615_3_R/BasicLTI.xml
I_514215cf-1365-3c7a-bd96-6cac4c37c64f_R/BasicLTI.xml
I_5164fd56-ed9c-30af-bea6-f7ac742a11be_R/BasicLTI.xml
I_518183ea-7470-32ce-9f4e-58b2f76294ed_R/BasicLTI.xml
I_518e1abc-6d96-3e5d-ba85-0a601aa271d1_1_R/BasicLTI.xml
I_518e1abc-6d96-3e5d-ba85-0a601aa271d1_R/BasicLTI.xml
I_51a9843b-1030-3645-90fd-1fef7532bc6d_1_R/BasicLTI.xml
I_51bf4bbe-a1d8-3607-943f-ad72ab91a2da_1_R/BasicLTI.xml
I_51bf4bbe-a1d8-3607-943f-ad72ab91a2da_R/BasicLTI.xml
I_52459e6f-5ece-3e20-9d38-a46605f32e1f_R/BasicLTI.xml
I_52936ddd-a415-3d17-8cab-4fdb6e5054da_R/BasicLTI.xml
I_5297f681-5e17-33c9-93d2-71f79dccf314_1_R/BasicLTI.xml
I_52c7ff03-742d-3d1f-950d-ff571dfbf016_R/BasicLTI.xml
I_532b56da-e4da-316c-9480-c264c6f7d4c0_R/BasicLTI.xml
I_53933da8-2f9b-3272-a527-8f098385f6e9_1_R/BasicLTI.xml
I_539f393d-e256-31ea-8ac9-9609810cb1a7_R/BasicLTI.xml
I_53ace3f0-a7f8-3b9a-97a0-2753c4e785b8_1_R/BasicLTI.xml
I_5408a097-3bb3-349f-b38c-f51ac9162d2c_1_R/BasicLTI.xml
I_540b8c33-166a-383a-aa15-e730a3116248_1_R/BasicLTI.xml
I_540b8c33-166a-383a-aa15-e730a3116248_R/BasicLTI.xml
I_540f18f7-b6ae-3c0f-9f31-e65a2fdb8fd2_1_R/BasicLTI.xml
I_54278c92-35d2-3047-8fe0-19c015dd12d7_1_R/BasicLTI.xml
I_54278c92-35d2-3047-8fe0-19c015dd12d7_3_R/BasicLTI.xml
I_5431672a-bdd1-3769-88e9-7cc1949f300f_1_R/BasicLTI.xml
I_544d376a-8964-3c1b-9be2-28e0c0d0b85b_1_R/BasicLTI.xml
I_54618dd6-6717-3eca-b3d1-567bf00acdfa_1_R/BasicLTI.xml
I_54dddc9b-f987-3794-aa54-e1de027e2a5d_1_R/BasicLTI.xml
I_54fbba6e-0cfb-3e86-8ce7-1f23cb20d7ae_R/BasicLTI.xml
I_551568a5-d0cf-3a17-8410-23f6700c8aba_1_R/BasicLTI.xml
I_558c3093-0f37-34de-94b8-1fcbe7a82683_1_R/BasicLTI.xml
I_55a9895d-3cbe-320b-94a4-b332a816890a_R/BasicLTI.xml
I_55d158ed-06b1-36bf-97ca-a3cb76e2203e_R/BasicLTI.xml
I_55fc8f84-1094-374b-9a84-6ca500e0d792_1_R/BasicLTI.xml
I_55fc8f84-1094-374b-9a84-6ca500e0d792_R/BasicLTI.xml
I_5697ce2c-22fa-3396-8ac1-2ede84939ab3_R/BasicLTI.xml
I_56e5738b-0079-3811-8413-bedea7a34c01_1_R/BasicLTI.xml
I_56e5738b-0079-3811-8413-bedea7a34c01_3_R/BasicLTI.xml
I_573769af-5d51-33b5-adb8-5ccc45233f71_1_R/BasicLTI.xml
I_57630368-612f-3160-a444-8941b9a80ee3_R/BasicLTI.xml
I_5787dfea-7cb5-3c8c-8efe-f538d9e30aef_R/BasicLTI.xml
I_57d437e7-971d-3216-a921-d9b8379588d9_1_R/BasicLTI.xml
I_57e19fb9-bbf8-3452-a4d2-69db60fb0683_R/BasicLTI.xml
I_57e77273-a970-3fae-8209-1e87987b2972_1_R/BasicLTI.xml
I_57edd47a-c721-3055-8e97-9de31bac150d_1_R/BasicLTI.xml
I_581c8a1c-1732-3d83-98b1-ec43cb5892bb_R/BasicLTI.xml
I_5879484d-df1a-39ae-8df8-35cb11d44963_1_R/BasicLTI.xml
I_58db1164-b992-3d7a-ba0e-32d9a4f92f79_1_R/BasicLTI.xml
I_58f12e39-e4d3-30e2-aec6-fde2c58fa1e1_1_R/BasicLTI.xml
I_59528ffa-4334-3c4b-9f55-74b724858b87_R/BasicLTI.xml
I_59f7365f-572e-30ab-94b7-dc7c61d89391_R/BasicLTI.xml
I_5a3bd7bd-99d1-375d-b033-6c9b509f7cd5_R/BasicLTI.xml
I_5a59c3ce-dc8c-378c-826c-0091bd56b8ad_1_R/BasicLTI.xml
I_5aaea88e-6c18-3202-bed9-60e33538decb_1_R/BasicLTI.xml
I_5ab09159-4f55-31d8-8755-051ad78492ce_1_R/BasicLTI.xml
I_5ae1d372-502c-377d-9afc-4b4323de3692_R/BasicLTI.xml
I_5af8d0ad-f0bc-3d2b-9138-4aa28adf644f_1_R/BasicLTI.xml
I_5b10ff3a-f484-37f0-a160-7475e1c4db09_R/BasicLTI.xml
I_5b401b72-bb08-3aa5-bf75-943f6fa82144_1_R/BasicLTI.xml
I_5b914c07-7467-3a69-9c61-8299ef71663e_1_R/BasicLTI.xml
I_5b98c03b-0e3e-3469-b5ec-7412ca7f83d8_1_R/BasicLTI.xml
I_5bf7354e-a72d-3a80-9120-1a0b15dde0d6_1_R/BasicLTI.xml
I_5c1726a8-049e-3fee-bb81-e7ae83503228_R/BasicLTI.xml
I_5c1a35b9-dcdf-375f-81e2-1c0858eb7f26_1_R/BasicLTI.xml
I_5c4cdbd4-ea67-321c-836b-3f981a1b22a4_1_R/BasicLTI.xml
I_5c4f23d6-25a8-32a2-9507-9c7eeaea0456_1_R/BasicLTI.xml
I_5c873d32-5010-38a3-9b11-928742b40d65_1_R/BasicLTI.xml
I_5c90e884-4653-3d88-a904-8408334e68c1_1_R/BasicLTI.xml
I_5cd3549e-4d78-3234-a7f2-13a4f9cbfa9e_R/BasicLTI.xml
I_5cdd8ae8-e869-345f-8056-47dbd68510ef_1_R/BasicLTI.xml
I_5d399a44-d1fe-3009-a719-066d041c6b46_1_R/BasicLTI.xml
I_5d734450-573f-3a05-9d39-e1f5b83c0d34_R/BasicLTI.xml
I_5d7ac701-9d9c-398e-bd91-e46d73072541_1_R/BasicLTI.xml
I_5d7ac701-9d9c-398e-bd91-e46d73072541_3_R/BasicLTI.xml
I_5d872631-e5da-30db-bb56-bef2686b72e6_1_R/BasicLTI.xml
I_5dd58b38-2b54-35a8-b1b9-58ec7eccf941_R/BasicLTI.xml
I_5e06a53d-f06c-3200-8da9-00238b9984d2_1_R/BasicLTI.xml
I_5e0eab2f-4696-3a7d-b971-b52721ec74d7_1_R/BasicLTI.xml
I_5e690c2d-2efb-3d46-9668-ec3e2d93507a_R/BasicLTI.xml
I_5e95009f-49b7-322a-9942-d62dbec6f71f_1_R/BasicLTI.xml
I_5e95009f-49b7-322a-9942-d62dbec6f71f_3_R/BasicLTI.xml
I_5ee11c87-292e-314e-bc8c-9064d1022fc7_R/BasicLTI.xml
I_5f07405b-2e36-3632-b890-b69eaff7e9bf_1_R/BasicLTI.xml
I_5f13a172-57bc-3060-acdb-bb441a93b39c_1_R/BasicLTI.xml
I_5f13a172-57bc-3060-acdb-bb441a93b39c_3_R/BasicLTI.xml
I_5f284945-537b-3031-9f00-9e495ad858d6_1_R/BasicLTI.xml
I_5f2e7545-5de1-36f3-a432-7ab35feb727d_1_R/BasicLTI.xml
I_5f66149e-bc31-3aac-9808-c0ddcf2f5926_1_R/BasicLTI.xml
I_5f7ab9a3-2fc9-32a8-bc83-2af280f88f6f_R/BasicLTI.xml
I_5fb3cd1c-0b1c-3881-b210-bd3465b0433d_R/BasicLTI.xml
I_5fc76d0d-ead2-3abf-955b-9498700a2f04_R/BasicLTI.xml
I_5fcc3ae5-4092-3855-9e87-cba43f19cc6c_1_R/BasicLTI.xml
I_5fdfc194-55af-3dfe-be95-9e9359cb8a63_1_R/BasicLTI.xml
I_5fdfc194-55af-3dfe-be95-9e9359cb8a63_R/BasicLTI.xml
I_5ffb33ef-b0d6-30a3-94c7-03c5e9ee7ceb_R/BasicLTI.xml
I_60067b57-fccf-3007-8e3e-8f5e8107a771_1_R/BasicLTI.xml
I_6010e4d9-ef40-3761-b89b-a1917b0b3a13_R/BasicLTI.xml
I_603f805c-69c4-37b7-b83a-ed111d574611_1_R/BasicLTI.xml
I_605d7534-50a7-3d21-bc3b-32c111df7c65_R/BasicLTI.xml
I_61034795-fd88-3074-845e-503247fa0396_1_R/BasicLTI.xml
I_610a051e-3b2c-36e4-8fe7-cec52ef0e840_1_R/BasicLTI.xml
I_610dcac8-9078-3438-9b26-d268b48ee86f_R/BasicLTI.xml
I_611980f1-151c-3d62-a812-d038cf787fe5_1_R/BasicLTI.xml
I_611980f1-151c-3d62-a812-d038cf787fe5_R/BasicLTI.xml
I_619db497-793b-367d-b577-d91e3ed702bc_1_R/BasicLTI.xml
I_61a3de54-b6d2-3272-84e8-e3067bf9da24_1_R/BasicLTI.xml
I_6209b1f5-f38d-3347-bbc2-63a8b97ea368_1_R/BasicLTI.xml
I_626f9199-68fb-339f-b230-efd76e6fca44_R/BasicLTI.xml
I_6271fff1-aca2-3436-856c-4b5431350468_1_R/BasicLTI.xml
I_62926eb3-e1f9-3036-8dd9-f5fa815ae94d_1_R/BasicLTI.xml
I_62cbbdd0-00ad-3a94-a24f-25c93c47c797_1_R/BasicLTI.xml
I_62e9e7c6-0d4b-3604-889a-d3fd34932e69_R/BasicLTI.xml
I_634b9342-04a0-3dee-a503-480ed0c32a4d_1_R/BasicLTI.xml
I_63ad94cf-d161-3916-a7f6-cb3c6546f95e_R/BasicLTI.xml
I_63ec1c14-7407-3920-b65f-da51b45ad24e_R/BasicLTI.xml
I_647b67aa-6b1c-3c65-949a-d85dab91bd50_1_R/BasicLTI.xml
I_64bd8349-7e50-3aa8-9c6d-4cb6b2a52aa2_1_R/BasicLTI.xml
I_64e236eb-0f27-35b7-9eb5-fef202809f8f_1_R/BasicLTI.xml
I_64e236eb-0f27-35b7-9eb5-fef202809f8f_3_R/BasicLTI.xml
I_653c85da-e4b2-3fcf-bc69-40d846e2ec06_1_R/BasicLTI.xml
I_653c85da-e4b2-3fcf-bc69-40d846e2ec06_3_R/BasicLTI.xml
I_656767fa-7bf7-3bdc-9555-294302461750_1_R/BasicLTI.xml
I_65798d46-0675-3299-9255-5acdf05de380_R/BasicLTI.xml
I_6591cf28-fa6f-3564-8e11-c18a52063ae1_1_R/BasicLTI.xml
I_65b0c1c7-1268-3a5e-8091-4e866863ea89_1_R/BasicLTI.xml
I_65d5af5f-6495-38cd-8bda-ac240e7c6560_1_R/BasicLTI.xml
I_65d5af5f-6495-38cd-8bda-ac240e7c6560_R/BasicLTI.xml
I_65d8f8a1-3b07-33e9-a967-88aae3fd8445_1_R/BasicLTI.xml
I_65db7294-486e-3948-bb17-fa07c040ca9d_R/BasicLTI.xml
I_660896ee-ddbe-3b3c-adf5-9a54bc3d3aff_1_R/BasicLTI.xml
I_662db8f2-1afe-396b-aa62-f6f44176cd4b_1_R/BasicLTI.xml
I_6680744e-ac14-323f-99e2-0daeac94f492_R/BasicLTI.xml
I_66a1e71c-46fa-3c2f-af90-1128943e09ab_1_R/BasicLTI.xml
I_66a2925c-4035-39e6-b4e1-f1b66b94923c_1_R/BasicLTI.xml
I_66b9d4bd-7a4a-30fe-888e-2aa8d91c2211_1_R/BasicLTI.xml
I_66b9d4bd-7a4a-30fe-888e-2aa8d91c2211_R/BasicLTI.xml
I_66f20b9b-471d-376b-9d1f-d0d3c76918f9_1_R/BasicLTI.xml
I_66fb1376-8cf6-3071-aaec-c0ab4b2f3a3d_1_R/BasicLTI.xml
I_671d5454-99c7-3ad2-b76c-79b736b48a8e_1_R/BasicLTI.xml
I_6730f544-0231-3cbc-8e25-22f3f29aaf0a_1_R/BasicLTI.xml
I_67811b54-ce20-3d54-9523-0872b943fedb_1_R/BasicLTI.xml
I_67e25320-b13d-33e0-b8f9-a19222b1b4dc_R/BasicLTI.xml
I_681a336e-dfdf-3b67-aa9f-ec70172c5f21_1_R/BasicLTI.xml
I_681a336e-dfdf-3b67-aa9f-ec70172c5f21_R/BasicLTI.xml
I_683e7309-a588-3b2d-841d-b34ed7569a55_1_R/BasicLTI.xml
I_68429594-c21b-3008-9f01-9b88e0716ad1_1_R/BasicLTI.xml
I_687e5d09-8361-3a22-afe8-e1895f51184c_1_R/BasicLTI.xml
I_68b36697-004b-32f0-aea4-34c13d913fca_1_R/BasicLTI.xml
I_68bf25b8-3fdf-3c01-973e-7f7ec3219112_1_R/BasicLTI.xml
I_692e9da1-57b9-3366-9dd1-398ec35a9a5c_R/BasicLTI.xml
I_695a9343-4dc1-307f-aeb6-387f583dcf0c_R/BasicLTI.xml
I_6964f10b-8e6b-3110-9448-9b009410a7a6_1_R/BasicLTI.xml
I_696ccf13-49fa-31bb-8ab7-25ba245032f6_1_R/BasicLTI.xml
I_699afb6b-4ae9-3e54-8877-b6c4aa75f764_1_R/BasicLTI.xml
I_699afb6b-4ae9-3e54-8877-b6c4aa75f764_3_R/BasicLTI.xml
I_699f728a-d4b4-3b27-9f22-eec7a947fb48_R/BasicLTI.xml
I_69a2a5ac-e8f1-35a9-8be1-fbd366d11094_1_R/BasicLTI.xml
I_69c4753c-a9b1-383d-a6ac-9443e37bf1d3_1_R/BasicLTI.xml
I_69c4753c-a9b1-383d-a6ac-9443e37bf1d3_R/BasicLTI.xml
I_6a1afba4-5c29-353e-9689-cf56bfa5f2af_R/BasicLTI.xml
I_6a3d187b-586d-3759-8651-db9dc95eaafb_1_R/BasicLTI.xml
I_6a3fd3ad-c724-3f82-ac6f-44cd3db970f4_1_R/BasicLTI.xml
I_6a507e3a-b826-3bda-a40a-a9c4e8c105a4_1_R/BasicLTI.xml
I_6a9ef2f1-99b0-34f9-97d0-6b6abdee427b_R/BasicLTI.xml
I_6ac1839d-90a0-3373-9eae-f4977a4ce34f_1_R/BasicLTI.xml
I_6b3d0ead-2db6-3c1d-8c30-ba68096014de_1_R/BasicLTI.xml
I_6b3d0ead-2db6-3c1d-8c30-ba68096014de_3_R/BasicLTI.xml
I_6b4e0bae-bbf6-308c-a2c4-ad7934b29aa0_R/BasicLTI.xml
I_6b70aeb8-8f05-30d4-acab-c6c45813382e_1_R/BasicLTI.xml
I_6b70aeb8-8f05-30d4-acab-c6c45813382e_3_R/BasicLTI.xml
I_6b79b892-0a58-3079-a02f-281a60183a8e_R/BasicLTI.xml
I_6c0c5fc7-a7be-3f55-8da1-2a4b764f2bd0_1_R/BasicLTI.xml
I_6c6e2dd4-8942-330e-a2b6-c6bdf6362295_1_R/BasicLTI.xml
I_6c97ad37-1993-3aff-92c1-d424a148572a_1_R/BasicLTI.xml
I_6cac57b4-d3f9-3b56-af16-123b5150599a_1_R/BasicLTI.xml
I_6cb89d58-2629-3f2c-b349-66206632e49d_1_R/BasicLTI.xml
I_6ce737be-0a64-36bd-9c28-3b9c16ac0208_1_R/BasicLTI.xml
I_6d226941-5e89-332d-b938-243af59fc0d9_R/BasicLTI.xml
I_6d32eadc-0b13-3170-8df2-be2b08995e52_1_R/BasicLTI.xml
I_6d5196df-405c-3462-b84a-541f47297386_1_R/BasicLTI.xml
I_6d70242b-82e4-321d-b87c-adff6f602d71_1_R/BasicLTI.xml
I_6d9ae6ff-f6a3-3aea-a0c1-25b89cf4112d_1_R/BasicLTI.xml
I_6db35b40-d85f-3ee0-a500-41bbae57cca3_R/BasicLTI.xml
I_6dc300a0-a4d6-3889-ae26-aecb4a10e643_R/BasicLTI.xml
I_6e30b00a-51bf-359b-a694-e5183f5de3f4_R/BasicLTI.xml
I_6e60ce3a-0f81-3888-84dd-bea974048c68_1_R/BasicLTI.xml
I_6e653f65-663c-3248-8a2d-47f611c2c7af_1_R/BasicLTI.xml
I_6e804b17-9f8e-3605-a093-c87aaf90d691_1_R/BasicLTI.xml
I_6e9f9d73-1c87-3c8b-8b0c-dc987bfe7601_R/BasicLTI.xml
I_6eca2679-1db5-357d-ba79-5ebeb4970173_1_R/BasicLTI.xml
I_6ed79970-f9b2-3bb8-8183-011bac9ba2a5_1_R/BasicLTI.xml
I_6ed79970-f9b2-3bb8-8183-011bac9ba2a5_3_R/BasicLTI.xml
I_6ee0a211-9568-3f5e-a3dc-1cbe0ada2d7a_1_R/BasicLTI.xml
I_6ee0a211-9568-3f5e-a3dc-1cbe0ada2d7a_3_R/BasicLTI.xml
I_6f4bcca6-7194-3b6e-aea4-b95c5cdad6c9_R/BasicLTI.xml
I_6f682b3a-6e67-3d35-9695-edf3de286382_1_R/BasicLTI.xml
I_6f765303-373f-33a7-b6db-a559664ec9de_1_R/BasicLTI.xml
I_6f765303-373f-33a7-b6db-a559664ec9de_3_R/BasicLTI.xml
I_6f9ae848-6d6e-35ab-ac03-69b02399c27c_R/BasicLTI.xml
I_6fb559ac-863a-36d1-8c05-f9c2a8afd2f1_1_R/BasicLTI.xml
I_6fd9982d-0835-315b-86d8-dc2541179d4a_1_R/BasicLTI.xml
I_702d6773-95a7-3f42-a1e1-0eefceb8fde3_1_R/BasicLTI.xml
I_702d6773-95a7-3f42-a1e1-0eefceb8fde3_3_R/BasicLTI.xml
I_703479b0-3515-3b39-9923-7cc137207341_1_R/BasicLTI.xml
I_7064dcf2-7845-30c4-b6dd-8d13090c533c_1_R/BasicLTI.xml
I_70771fb4-ceb5-30dc-8548-d24b24336410_1_R/BasicLTI.xml
I_708a3e0a-89bc-3f8e-a6a7-d580e58d2049_R/BasicLTI.xml
I_70b0171d-8f01-36a2-b09a-3b1b7f4986ab_R/BasicLTI.xml
I_70b9943b-97f7-3f15-82b4-adae7a7af2f4_1_R/BasicLTI.xml
I_70b9943b-97f7-3f15-82b4-adae7a7af2f4_R/BasicLTI.xml
I_70bc634a-b22c-39d1-8dd7-dccb0056a80f_1_R/BasicLTI.xml
I_710857f8-733b-396b-80c9-e0fb16a65d64_1_R/BasicLTI.xml
I_710857f8-733b-396b-80c9-e0fb16a65d64_3_R/BasicLTI.xml
I_7125b513-fdca-3b85-aadf-9740ab6f695e_1_R/BasicLTI.xml
I_7125b513-fdca-3b85-aadf-9740ab6f695e_R/BasicLTI.xml
I_71847bc9-2670-3a9e-8ada-ee59bf6253b4_R/BasicLTI.xml
I_7197ed08-579b-3ec6-b219-08c9c0f0fcd1_1_R/BasicLTI.xml
I_71a3ea0e-0b52-3211-8b9f-21fb7eed9fd4_1_R/BasicLTI.xml
I_71c787b8-7714-3043-879f-771f712f3d9c_R/BasicLTI.xml
I_71d56653-5cf8-3c2e-b457-f568462822bc_1_R/BasicLTI.xml
I_71d56653-5cf8-3c2e-b457-f568462822bc_3_R/BasicLTI.xml
I_71e04355-43eb-3c9e-a11e-86d9bcc9ddb6_R/BasicLTI.xml
I_71e62650-6432-3ff3-99f3-f4f142c6d57f_1_R/BasicLTI.xml
I_7241266c-c9d3-38da-aaa7-ee71a4ec0ab4_1_R/BasicLTI.xml
I_7251d2e9-6b42-3e6e-a318-506f1175193a_1_R/BasicLTI.xml
I_72560727-3a6a-3fdb-9e1d-6f1fe01488d4_1_R/BasicLTI.xml
I_72a80238-697a-3795-a7ff-c7e02883dcea_1_R/BasicLTI.xml
I_72ce4ed8-bdcd-37fb-921e-34f14e75669b_1_R/BasicLTI.xml
I_7351e2b1-cc66-3ad1-a7c4-38ec14bdeab6_1_R/BasicLTI.xml
I_7351e2b1-cc66-3ad1-a7c4-38ec14bdeab6_3_R/BasicLTI.xml
I_7355838c-4a46-336f-85e2-8b11f891fee8_1_R/BasicLTI.xml
I_737d3d1d-76b0-333d-a5c9-e49337f015d2_1_R/BasicLTI.xml
I_73901bb4-48eb-3d2b-b425-289f33dfdd47_1_R/BasicLTI.xml
I_7395a18a-085f-384e-ab94-f84a99cac5db_1_R/BasicLTI.xml
I_7398d821-bfa6-355a-b274-ee916d036412_R/BasicLTI.xml
I_73f41c4d-e337-3e54-aa2d-a11e52cb6d95_1_R/BasicLTI.xml
I_73fae376-371d-31c5-a672-1cb0eac34729_1_R/BasicLTI.xml
I_7463236f-dcfa-340a-93f7-66a508d9d197_1_R/BasicLTI.xml
I_7463236f-dcfa-340a-93f7-66a508d9d197_3_R/BasicLTI.xml
I_747cc205-c507-3a40-896f-3860b1fb4811_R/BasicLTI.xml
I_74872a65-4592-368b-8b21-4a72a7caad86_1_R/BasicLTI.xml
I_74e78953-5686-30c4-9948-d2368d1c3470_R/BasicLTI.xml
I_74ec0f8c-c08d-3c92-a941-fe148fff76c9_R/BasicLTI.xml
I_74edba83-7546-3afd-a506-d7edcc445ff6_R/BasicLTI.xml
I_750a6f8f-83a1-3130-bfe4-086c4c4a4d6d_1_R/BasicLTI.xml
I_750a6f8f-83a1-3130-bfe4-086c4c4a4d6d_R/BasicLTI.xml
I_7518abce-6d9a-3bc4-9f9a-20e6d21d2814_R/BasicLTI.xml
I_7583db30-4c3a-356a-b97e-5862d7528836_R/BasicLTI.xml
I_75baa3b9-978d-3a36-abcb-30146c4a1ba5_R/BasicLTI.xml
I_75e8aa75-6803-3f7e-9a81-6056fc73dcbb_R/BasicLTI.xml
I_763121e0-e91e-3de2-b56e-59f99d41cf2c_1_R/BasicLTI.xml
I_763121e0-e91e-3de2-b56e-59f99d41cf2c_3_R/BasicLTI.xml
I_76be39f3-890c-32c0-a7f9-4b19a1e454bd_R/BasicLTI.xml
I_76c4dea2-f12b-3229-baeb-b5b61855f6d9_1_R/BasicLTI.xml
I_772fbf20-0aec-35ec-b908-22297cbe3316_R/BasicLTI.xml
I_775f48c0-6c01-3e61-81ca-b5bed07a6c8f_R/BasicLTI.xml
I_7781aaf9-fa79-3fb4-a483-dfecd0d908c0_R/BasicLTI.xml
I_778364f0-fb8a-391a-b3d5-567da5d362b4_R/BasicLTI.xml
I_77a21a99-168f-3b6f-8dde-0dfca7b9f2dc_1_R/BasicLTI.xml
I_77a21a99-168f-3b6f-8dde-0dfca7b9f2dc_3_R/BasicLTI.xml
I_77e1e654-d406-32fc-bdf1-d715e09a7b37_1_R/BasicLTI.xml
I_77f6645a-52b7-3cef-9c2a-4326d7dd674c_R/BasicLTI.xml
I_781a7537-df0e-34b2-87bd-3a4615d9ce5c_R/BasicLTI.xml
I_78336bbe-54fe-3b8b-8392-a0e63ce0d704_1_R/BasicLTI.xml
I_785f9d3f-41c9-3a86-a938-7d8577a41e12_1_R/BasicLTI.xml
I_785f9d3f-41c9-3a86-a938-7d8577a41e12_R/BasicLTI.xml
I_7864a01d-2a36-3708-9cbe-d783be7f00c9_1_R/BasicLTI.xml
I_78f4b1d8-135d-37a1-98f9-79f26e278128_1_R/BasicLTI.xml
I_7901d9bc-6d37-3d20-96c6-7d2d623464ba_1_R/BasicLTI.xml
I_790296c7-4980-3fce-87fb-033191d980b6_1_R/BasicLTI.xml
I_79033b02-37bb-37bc-9da7-94517b63614c_R/BasicLTI.xml
I_790fa285-e574-35a7-b5ff-a3094cf26e9b_R/BasicLTI.xml
I_7919793f-c55d-3f49-8501-ebb7e59bcc09_R/BasicLTI.xml
I_79b119c0-a002-3d84-afbc-dc4acdfc5685_1_R/BasicLTI.xml
I_79ca4a7d-cf8b-38db-9480-970844878178_1_R/BasicLTI.xml
I_79ca4a7d-cf8b-38db-9480-970844878178_R/BasicLTI.xml
I_7a082ea2-f21f-3d61-86a5-70a79d9e5da3_1_R/BasicLTI.xml
I_7a170e56-4d36-34a3-9e03-62b80cb2221e_R/BasicLTI.xml
I_7aaaaacf-df73-3750-8172-0ea316549cab_1_R/BasicLTI.xml
I_7afe4462-00d9-356d-b497-3c3cbd143059_1_R/BasicLTI.xml
I_7afe4462-00d9-356d-b497-3c3cbd143059_R/BasicLTI.xml
I_7b397779-f637-3eb3-b1ec-63ffee048420_1_R/BasicLTI.xml
I_7b41a2e3-3c92-3de0-a399-38dc31b0e314_1_R/BasicLTI.xml
I_7b7a0c2f-7f22-3bf5-87ae-c42bc8060ea0_R/BasicLTI.xml
I_7b7b5186-6b67-30f9-a4dd-b916f181b8d9_1_R/BasicLTI.xml
I_7b89a823-89d2-3edd-ba22-236c1de25500_R/BasicLTI.xml
I_7bb5e6eb-48db-358d-a3b2-ff3f7f7e4591_1_R/BasicLTI.xml
I_7bddb118-482c-3190-8159-94eb7d73fbec_1_R/BasicLTI.xml
I_7c3d67f5-5e82-36b3-b36d-d071a1d05c9d_1_R/BasicLTI.xml
I_7c518e91-4aff-3cc0-a9a8-5bb68b22568e_R/BasicLTI.xml
I_7c5f15e8-21fb-3b1d-8063-8956f2ccea97_1_R/BasicLTI.xml
I_7c804324-cc5e-3bc6-807a-2e4c234bbcba_R/BasicLTI.xml
I_7d1e45ce-c167-3393-b963-dfb533788a8e_R/BasicLTI.xml
I_7d32f5d1-6c3a-3fdd-b8bd-56b4ca872f75_1_R/BasicLTI.xml
I_7d60ce96-1cc5-3b57-81fe-eae24c75b2a8_R/BasicLTI.xml
I_7da10de4-7433-344b-9235-cd418ef08a7c_R/BasicLTI.xml
I_7dafcb62-39bd-3322-8b3f-7368bf14efaa_1_R/BasicLTI.xml
I_7dc23be3-7eb1-3b35-83dc-aceb254fdde7_1_R/BasicLTI.xml
I_7df2134e-af12-37af-9737-bf33783c9f2c_1_R/BasicLTI.xml
I_7df2134e-af12-37af-9737-bf33783c9f2c_3_R/BasicLTI.xml
I_7e10ac58-0553-374b-9538-61aba2254243_R/BasicLTI.xml
I_7e19ed1c-e0c4-32c1-93e9-325d06156699_R/BasicLTI.xml
I_7e1b637d-02c9-3a3d-bf6b-cbc4ad56c586_1_R/BasicLTI.xml
I_7e1cb213-d296-30c4-ba46-56e5154da0d4_1_R/BasicLTI.xml
I_7e2f0158-1989-3764-af00-14906dde3925_R/BasicLTI.xml
I_7e55d1e3-f742-3f80-bf12-21d94d431b30_1_R/BasicLTI.xml
I_7e55d1e3-f742-3f80-bf12-21d94d431b30_R/BasicLTI.xml
I_7e57db22-9cef-30c6-87ce-18cf7e6074e5_1_R/BasicLTI.xml
I_7e5f0cd9-dfb6-3bf6-8e1a-938d7a5ac45c_1_R/BasicLTI.xml
I_7e5f0cd9-dfb6-3bf6-8e1a-938d7a5ac45c_R/BasicLTI.xml
I_7e6235a9-3db0-3c16-91e6-d1e23653e354_1_R/BasicLTI.xml
I_7e9c19a7-74cc-3cb6-be9d-f47f6ece3154_1_R/BasicLTI.xml
I_7ec397c8-814b-309b-a702-ff2a3ddc243c_R/BasicLTI.xml
I_7f18c138-1148-3cd9-a3be-69ec5b78f66e_1_R/BasicLTI.xml
I_7f1956b9-914c-3715-ada0-2da2d5d6fb1a_1_R/BasicLTI.xml
I_7f2e7ad9-87ac-33db-bb15-9b7781da174c_1_R/BasicLTI.xml
I_7f4887d5-145d-3d5a-866e-8d6ec7885ff6_R/BasicLTI.xml
I_7f5b440d-a73e-3f9c-b0d9-a7b23322347b_1_R/BasicLTI.xml
I_7f5e9020-ba86-3e6a-a2f4-416b76e08708_1_R/BasicLTI.xml
I_7f677f09-d069-3006-8f14-aa5d8a47b139_1_R/BasicLTI.xml
I_7f677f09-d069-3006-8f14-aa5d8a47b139_R/BasicLTI.xml
I_7f68e3f6-f631-3107-9314-e66261a74a4c_1_R/BasicLTI.xml
I_7f73ec05-476f-339a-94f8-7457de663932_R/BasicLTI.xml
I_7f78c711-3734-35aa-95a0-4aafefa2c490_1_R/BasicLTI.xml
I_7f9367eb-dcb5-3437-89b3-9219aa372379_R/BasicLTI.xml
I_7f9fdad4-4b0e-333d-9d80-5c6f486e09b8_1_R/BasicLTI.xml
I_7f9fdad4-4b0e-333d-9d80-5c6f486e09b8_3_R/BasicLTI.xml
I_7fda19e9-1ad8-3126-8e1b-cacc1b8f3545_R/BasicLTI.xml
I_8009901d-8af8-3c59-9ccb-31d76c503928_1_R/BasicLTI.xml
I_8011f7bf-0ff5-36be-8b7c-4da714fce951_1_R/BasicLTI.xml
I_80193f57-2434-35a4-a848-be60ef7e0da4_R/BasicLTI.xml
I_8057fd45-4410-36a6-be4e-47953fd22831_1_R/BasicLTI.xml
I_80696d57-b8db-310c-9e81-6a018171c6e1_1_R/BasicLTI.xml
I_807d66e8-6a32-3548-8266-4ed1b350324d_1_R/BasicLTI.xml
I_80897a91-79a3-3619-bf66-ef0d34615d52_1_R/BasicLTI.xml
I_80c0a069-e6a7-38eb-9881-ea4de9d39693_1_R/BasicLTI.xml
I_80c1053f-2ecc-3454-afe5-13776a7b4ca1_R/BasicLTI.xml
I_80e41093-fc0c-3137-8786-5b0aa86b4e72_1_R/BasicLTI.xml
I_80e8b95b-44b8-3e50-9008-098f9c88a3b8_1_R/BasicLTI.xml
I_8189ee69-7cae-36e2-ad8b-a1e69b38a786_1_R/BasicLTI.xml
I_8189ee69-7cae-36e2-ad8b-a1e69b38a786_3_R/BasicLTI.xml
I_818df304-4bed-3e8a-b76c-89385c129c83_1_R/BasicLTI.xml
I_81e6cad7-dcf4-3a61-bd72-2e2517a529d2_1_R/BasicLTI.xml
I_820af2d9-27ca-3f34-b98d-a3c5fcf78dff_1_R/BasicLTI.xml
I_8218c8e5-f8db-3c93-b525-f735bb065fc9_1_R/BasicLTI.xml
I_8218c8e5-f8db-3c93-b525-f735bb065fc9_R/BasicLTI.xml
I_821dec0b-9d81-308e-8e2c-5a89aaf5b078_1_R/BasicLTI.xml
I_8227a15d-bb11-3126-8199-e7c3d5d96928_1_R/BasicLTI.xml
I_822b7493-8868-3dbd-8c38-75edc145a664_R/BasicLTI.xml
I_824b4169-5f08-3189-bf4c-e12de13c70b9_1_R/BasicLTI.xml
I_8251c8b3-7792-3f2c-bc23-3f0f723c4c74_1_R/BasicLTI.xml
I_8251c8b3-7792-3f2c-bc23-3f0f723c4c74_3_R/BasicLTI.xml
I_825591cf-4289-3c52-b2a2-6a7ee779169c_1_R/BasicLTI.xml
I_825591cf-4289-3c52-b2a2-6a7ee779169c_3_R/BasicLTI.xml
I_82842600-5607-304d-960b-356db6440de7_1_R/BasicLTI.xml
I_8289f348-c7e8-30cd-ba60-87f4e65e6acd_R/BasicLTI.xml
I_8291660e-fff9-3b6f-a5c2-4034f924063d_1_R/BasicLTI.xml
I_82a41fba-a94a-35be-ac7a-48999afe7a19_1_R/BasicLTI.xml
I_82eb9cd7-7981-3617-938a-6611a4e28259_1_R/BasicLTI.xml
I_83125655-05a8-3761-b452-5eb88d4e8bb6_R/BasicLTI.xml
I_831580c9-3c30-33a9-8521-6f5797cfdaff_1_R/BasicLTI.xml
I_831580c9-3c30-33a9-8521-6f5797cfdaff_3_R/BasicLTI.xml
I_832e9199-fe0b-3b2b-9db0-04b65a68769f_R/BasicLTI.xml
I_83ab8403-f778-3589-827d-c862e8712789_1_R/BasicLTI.xml
I_83e77140-b472-3147-a903-211b92c4cc4a_1_R/BasicLTI.xml
I_83f6d53a-e6f6-34a1-affe-282a25566dd6_R/BasicLTI.xml
I_8412162d-c752-3f4f-8893-4f0b574a6794_1_R/BasicLTI.xml
I_842c8f09-0a68-35d5-b255-be7b645b90c8_1_R/BasicLTI.xml
I_84403ba2-eabd-3499-8113-f4ba91bc9d48_R/BasicLTI.xml
I_84444fc8-db1f-3a17-af65-ece7aadf4a3c_R/BasicLTI.xml
I_8496424a-3e76-31b4-95a6-e53be8a64a1a_1_R/BasicLTI.xml
I_84f10e1f-a9a5-39a8-8ef7-29b92b1e82fb_1_R/BasicLTI.xml
I_8546874f-a2ba-3288-bbab-89b91b49be93_1_R/BasicLTI.xml
I_8553a641-8125-38ac-b927-9a75b2339eec_R/BasicLTI.xml
I_8565eb1a-395d-32ba-8da9-647adf8c063b_R/BasicLTI.xml
I_85a872a6-8882-3e59-b85b-dfd7a3f51b37_R/BasicLTI.xml
I_85b9a7f1-65d2-39c6-83aa-00e34d37115c_1_R/BasicLTI.xml
I_85bcfe6f-6286-3d6c-b8f6-88062ca6b31b_1_R/BasicLTI.xml
I_85bcfe6f-6286-3d6c-b8f6-88062ca6b31b_R/BasicLTI.xml
I_86465ff1-5470-3e09-818a-6749567f6373_1_R/BasicLTI.xml
I_866fe201-9b6b-34d0-b501-94ae44f1a93d_1_R/BasicLTI.xml
I_86aa7390-5672-35d2-82e6-7a8abf0be6ea_1_R/BasicLTI.xml
I_86ca0123-44c1-39b4-82d2-286e48621f1b_1_R/BasicLTI.xml
I_86d75175-70c2-3688-aa0f-d200677c7acf_1_R/BasicLTI.xml
I_86f1da0b-9c4e-3d9e-ac10-ea712f9f270d_1_R/BasicLTI.xml
I_870979f4-89f1-3aa0-b753-d5b331afba89_1_R/BasicLTI.xml
I_8727f846-8079-3c57-92df-5c5c3753bc45_1_R/BasicLTI.xml
I_877c4ceb-1456-3b7e-9dc5-8d4e65fa3409_1_R/BasicLTI.xml
I_877c4ceb-1456-3b7e-9dc5-8d4e65fa3409_3_R/BasicLTI.xml
I_8783615d-ee21-3da9-a7cb-193d41b94033_1_R/BasicLTI.xml
I_8783615d-ee21-3da9-a7cb-193d41b94033_3_R/BasicLTI.xml
I_8789108d-b9cb-372e-b33d-19bdc40a9011_1_R/BasicLTI.xml
I_87d05211-bf8a-3a2b-9c84-d799532b8a67_R/BasicLTI.xml
I_87d23100-0cf8-3d93-97b3-305a4d222da2_1_R/BasicLTI.xml
I_88173a7c-774a-3bdd-b4a7-92f5265cdf43_1_R/BasicLTI.xml
I_884b831d-6c61-33b8-aeb8-3aafb59baf2b_1_R/BasicLTI.xml
I_884b831d-6c61-33b8-aeb8-3aafb59baf2b_3_R/BasicLTI.xml
I_887bc500-29e6-34f0-8fcb-2a88ebd62048_1_R/BasicLTI.xml
I_88d6251f-cdbd-3dee-91fe-8e1935aa1562_1_R/BasicLTI.xml
I_899e06a0-0eff-3dbe-99cd-3d54e6c5057a_1_R/BasicLTI.xml
I_89b3e476-503f-3279-a2bf-bcbdac1f0c48_1_R/BasicLTI.xml
I_89c0f018-c917-335a-82de-af541ee4c75b_1_R/BasicLTI.xml
I_8a0a98b2-1fe0-3b68-9c19-2d470e49408d_1_R/BasicLTI.xml
I_8a9ab061-f5c4-355b-9e54-953fd2b7a4c2_R/BasicLTI.xml
I_8aa152de-a155-3f49-870e-23c9897d0805_R/BasicLTI.xml
I_8aca51a4-2631-33be-b64c-e487c7d46dfb_R/BasicLTI.xml
I_8b38a9c9-adad-3f44-ba40-b38b004afb85_1_R/BasicLTI.xml
I_8b60604d-01a9-3ab7-978d-0b7db607eff3_R/BasicLTI.xml
I_8b80616a-450c-3851-aa5e-309228b759fc_1_R/BasicLTI.xml
I_8badc02c-41fc-3cfb-bad7-4e5f45002e26_1_R/BasicLTI.xml
I_8badc02c-41fc-3cfb-bad7-4e5f45002e26_R/BasicLTI.xml
I_8bd560b6-9b1f-3819-a4fb-112364b2d0c9_1_R/BasicLTI.xml
I_8bff3a69-0cc4-3790-8c19-e16d2fe5ef85_1_R/BasicLTI.xml
I_8bff3a69-0cc4-3790-8c19-e16d2fe5ef85_3_R/BasicLTI.xml
I_8c2b9261-d229-302c-94b5-5c326c0a87a2_1_R/BasicLTI.xml
I_8c2ddb5f-c7e2-3544-8454-6b30ff81901c_1_R/BasicLTI.xml
I_8c76a45b-c875-382e-a68f-98133f3c64af_1_R/BasicLTI.xml
I_8d27f91b-57d8-36a3-82c3-9f2989044e39_R/BasicLTI.xml
I_8d3c6b7e-fac8-31b2-9736-1fc2f016925c_1_R/BasicLTI.xml
I_8d6d2e33-7b41-3e87-b5c9-6a157066e646_R/BasicLTI.xml
I_8d6e82dd-24ad-371d-95c0-b4b0ea9623e1_1_R/BasicLTI.xml
I_8ddc7d5d-9c3e-3768-8af7-e56a01292c4a_R/BasicLTI.xml
I_8df80ca3-cb99-309f-88c5-23ca7d4518b7_1_R/BasicLTI.xml
I_8e6565e6-1c97-39f0-afc8-6b0fa77162d4_1_R/BasicLTI.xml
I_8e7131fb-2bf6-336e-9528-e2aa4f9ebee1_1_R/BasicLTI.xml
I_8e9c032a-480d-34f4-972b-ada7dc3f502b_1_R/BasicLTI.xml
I_8f078fb4-3ddf-3037-aff0-f16a484a7cea_R/BasicLTI.xml
I_8f29b1bc-d989-3307-9706-fdab6f347acd_1_R/BasicLTI.xml
I_8f2baf28-5cf1-3bba-a092-4dfb0017527d_1_R/BasicLTI.xml
I_8f56e4c1-f4a7-3372-b611-3e625dfff6d3_1_R/BasicLTI.xml
I_8f56e4c1-f4a7-3372-b611-3e625dfff6d3_R/BasicLTI.xml
I_8f7a0ecd-2919-3853-86ba-a048509f0826_1_R/BasicLTI.xml
I_8f7a0ecd-2919-3853-86ba-a048509f0826_3_R/BasicLTI.xml
I_8f7d1c38-ed31-3389-b5e8-ef3557fe6086_1_R/BasicLTI.xml
I_8f7d1c38-ed31-3389-b5e8-ef3557fe6086_R/BasicLTI.xml
I_8fbb840a-009e-3633-9d2d-194a1231b461_1_R/BasicLTI.xml
I_8fcb6b62-01a0-3fe5-b44c-2d054d872336_R/BasicLTI.xml
I_8fcc3386-1fac-3bf2-b7cd-074918f3576c_R/BasicLTI.xml
I_900e1a52-ff75-3538-bd76-8625e9976438_1_R/BasicLTI.xml
I_90f127a9-4ff1-36ec-86ba-32291786029c_R/BasicLTI.xml
I_918df7a4-dfac-3af5-a8cf-7aa28d42e268_R/BasicLTI.xml
I_91bc02ee-778d-389b-89e7-45b71f1084c4_1_R/BasicLTI.xml
I_9224bb81-ad84-3f96-ada1-96761b18674c_R/BasicLTI.xml
I_9234c185-cf15-3f51-8942-b823fa13458f_1_R/BasicLTI.xml
I_9279362a-89f0-37d7-bfb0-12ec2a2c0459_1_R/BasicLTI.xml
I_928dd0d7-9542-3367-9f6c-6b0c86fab0b4_1_R/BasicLTI.xml
I_92d2e91f-fe34-368c-ba67-3a4e9f3aea4f_R/BasicLTI.xml
I_93275ae2-4fcc-3a66-a645-56f70856e0f5_1_R/BasicLTI.xml
I_93338caa-bbd1-3f35-bea7-78c5b581e42f_1_R/BasicLTI.xml
I_9374cb67-f9f7-3a74-9332-ba6c0fe5cb41_1_R/BasicLTI.xml
I_9374cb67-f9f7-3a74-9332-ba6c0fe5cb41_R/BasicLTI.xml
I_93bdd2aa-3921-3825-9417-15548d2e046f_1_R/BasicLTI.xml
I_941025d2-4dca-3737-87c7-2101e12c4b9d_1_R/BasicLTI.xml
I_941025d2-4dca-3737-87c7-2101e12c4b9d_3_R/BasicLTI.xml
I_94166a08-d18d-3690-925e-6f9563deacee_1_R/BasicLTI.xml
I_94bf1d44-2bd5-3d15-b536-f43aca153422_1_R/BasicLTI.xml
I_94c60935-4dac-347a-821b-aa7e96d4bdd3_R/BasicLTI.xml
I_94c8b0a1-52fe-39ea-b233-0ae98e5d012f_1_R/BasicLTI.xml
I_94f20350-e23d-3b4a-91f8-728dd4e5565f_R/BasicLTI.xml
I_950bebf1-378a-3244-82e9-fc1bdc3dc7cd_R/BasicLTI.xml
I_950c2022-d069-3ede-bf58-759ecd5085aa_1_R/BasicLTI.xml
I_9515c0c9-82ee-34c8-b429-09d956d639b6_1_R/BasicLTI.xml
I_9541d40f-4eef-3d88-bf9c-30c49c99a9d1_R/BasicLTI.xml
I_955d2599-2d3c-3497-ab8f-85ade58ef67d_1_R/BasicLTI.xml
I_95644f85-6cc1-3f02-9551-bca89a36201d_1_R/BasicLTI.xml
I_95644f85-6cc1-3f02-9551-bca89a36201d_3_R/BasicLTI.xml
I_95a3c0ba-73ca-3c67-86ce-548eff558994_1_R/BasicLTI.xml
I_95a3c0ba-73ca-3c67-86ce-548eff558994_3_R/BasicLTI.xml
I_95c6b767-d769-3f82-b0a6-4f19fbf7e449_1_R/BasicLTI.xml
I_95ecfdf5-b064-3293-9b51-07e89b64d9ac_1_R/BasicLTI.xml
I_96005366-6bfb-3c7c-82d9-51b60bfec54d_1_R/BasicLTI.xml
I_965be9e1-4a4b-3dba-b4bb-a005ddc59bce_1_R/BasicLTI.xml
I_968d1256-3245-3029-91fa-d39098e2787d_1_R/BasicLTI.xml
I_96f2c2e5-2675-3857-bf33-3349ca88eacf_1_R/BasicLTI.xml
I_96f2c2e5-2675-3857-bf33-3349ca88eacf_3_R/BasicLTI.xml
I_96fe6bf8-e3d9-3bbb-a572-7c0961125f17_1_R/BasicLTI.xml
I_970ec75d-e479-39f4-bc29-134155169f99_1_R/BasicLTI.xml
I_97391f3f-c43e-31a2-ad07-ad4d6ad28898_R/BasicLTI.xml
I_975d6d8c-7aef-3c59-b85b-3b1e4633015f_1_R/BasicLTI.xml
I_9779144d-41bf-376f-8242-c38fb4152dc0_1_R/BasicLTI.xml
I_9779144d-41bf-376f-8242-c38fb4152dc0_R/BasicLTI.xml
I_97953955-c85a-3249-ba66-96b1bbb10c2e_R/BasicLTI.xml
I_97d4cfc3-4fd7-3773-b60f-31b51a0f92de_1_R/BasicLTI.xml
I_97f99da2-6117-311f-b83c-fb6cb594a4ba_1_R/BasicLTI.xml
I_98431d1f-6796-37da-8726-6c1f8066aff9_1_R/BasicLTI.xml
I_988dcbd3-42d5-3ebc-b329-c769e33e582d_R/BasicLTI.xml
I_98bba98c-c8b9-3905-9008-3818d52f7b4a_R/BasicLTI.xml
I_98c642df-2ffc-35f3-bb69-9d79bf40fe89_R/BasicLTI.xml
I_9967a225-c01d-3b7e-844e-bab1edac8ee9_R/BasicLTI.xml
I_99794752-1e34-317b-9be9-bff570ee46a7_1_R/BasicLTI.xml
I_9991b890-b7fd-3fd9-a987-375a09fb2a9b_1_R/BasicLTI.xml
I_99f84b1c-d547-3b08-8c77-dcb4ee51ab14_1_R/BasicLTI.xml
I_99f84b1c-d547-3b08-8c77-dcb4ee51ab14_3_R/BasicLTI.xml
I_9a25d59c-e188-3b0b-ac42-b3cfc6255b13_1_R/BasicLTI.xml
I_9a270336-4a44-323e-803c-87a528f6aa53_1_R/BasicLTI.xml
I_9a3e236f-8e77-3d12-b9a5-fbbdfb8b806c_1_R/BasicLTI.xml
I_9a3e236f-8e77-3d12-b9a5-fbbdfb8b806c_R/BasicLTI.xml
I_9a7dd98c-5c49-3398-8ce1-5ccbe67236b7_1_R/BasicLTI.xml
I_9a99fac1-8154-3e59-8eb2-4e1d2f3be5ac_1_R/BasicLTI.xml
I_9aafc6a7-d44c-3ae4-951e-df38d1e207ed_1_R/BasicLTI.xml
I_9ac113ad-5f4e-3794-ad48-b924383bf6f2_1_R/BasicLTI.xml
I_9ac113ad-5f4e-3794-ad48-b924383bf6f2_R/BasicLTI.xml
I_9ad9e65b-474d-393f-b41e-3649ebd503cf_1_R/BasicLTI.xml
I_9b3751aa-f8ff-3699-b1a6-897fdfe155f3_R/BasicLTI.xml
I_9b4131d8-c02c-35d3-bf01-76670fd61cce_1_R/BasicLTI.xml
I_9b49adfc-111c-3485-8204-a32bce821d4d_R/BasicLTI.xml
I_9b68c907-8b84-36e2-a663-3b4e59738a27_1_R/BasicLTI.xml
I_9b68c907-8b84-36e2-a663-3b4e59738a27_R/BasicLTI.xml
I_9b6f9f2c-5609-37ca-be49-b3e76e0ab77a_1_R/BasicLTI.xml
I_9b8e70ce-045b-343a-b153-34becb668a21_1_R/BasicLTI.xml
I_9b9617ec-dd8b-3ccb-ae6e-97b38be9b6de_1_R/BasicLTI.xml
I_9b9617ec-dd8b-3ccb-ae6e-97b38be9b6de_3_R/BasicLTI.xml
I_9be0010e-1a72-3cfa-ad45-92ae4ce11c75_1_R/BasicLTI.xml
I_9c43f7d8-a276-31d3-9615-8ab568308fa3_R/BasicLTI.xml
I_9c498b58-0841-3acb-9666-e20624f20e0d_1_R/BasicLTI.xml
I_9c4ba262-4df8-315c-9a8d-8da7690068f6_1_R/BasicLTI.xml
I_9c5a691d-36e0-342f-aaa3-0db87e17bec6_1_R/BasicLTI.xml
I_9ca45dca-770f-3152-b490-9c8ed6b9fd91_R/BasicLTI.xml
I_9ccaddee-6c92-318c-bdf5-0d7c073ef28b_1_R/BasicLTI.xml
I_9ccaddee-6c92-318c-bdf5-0d7c073ef28b_R/BasicLTI.xml
I_9cd9b7c5-274a-3513-9d55-18b059c10b02_R/BasicLTI.xml
I_9d430d62-27a5-379a-8064-2dd6878f9cc4_1_R/BasicLTI.xml
I_9d54d15b-c102-321a-8780-3deeac72378a_R/BasicLTI.xml
I_9d5febe8-ad30-3a6d-9c6e-c52e949000c7_1_R/BasicLTI.xml
I_9d5febe8-ad30-3a6d-9c6e-c52e949000c7_R/BasicLTI.xml
I_9d7a2154-58d6-3970-9378-1705e5257f66_1_R/BasicLTI.xml
I_9d7a2154-58d6-3970-9378-1705e5257f66_3_R/BasicLTI.xml
I_9d851c86-40fa-393e-9f90-57619ba7b52c_1_R/BasicLTI.xml
I_9d851c86-40fa-393e-9f90-57619ba7b52c_3_R/BasicLTI.xml
I_9d9993ed-d2b6-3d26-a2d1-dfae23b9e3a9_1_R/BasicLTI.xml
I_9dc9bd31-d4f1-3588-9f0b-9d2619d8f289_R/BasicLTI.xml
I_9ddbfe35-27cd-30e4-888e-6e04e1b5b60e_R/BasicLTI.xml
I_9dee8776-92e7-3bb9-ad8f-491d34c967ec_1_R/BasicLTI.xml
I_9dfb7fcd-025f-324e-bcc9-5f96a3bcd55a_R/BasicLTI.xml
I_9e9214b0-f326-3813-b68f-eaf95bc430f3_1_R/BasicLTI.xml
I_9e9214b0-f326-3813-b68f-eaf95bc430f3_R/BasicLTI.xml
I_9edd2ed9-b22c-320f-8679-6c8d2682da52_R/BasicLTI.xml
I_9f5cbb5e-34f6-3ce6-8085-d637f353fc4e_1_R/BasicLTI.xml
I_9f8501d4-ad1c-307a-9af0-31b86cbd3462_R/BasicLTI.xml
I_a002a053-2ba5-3d18-8dff-bd7d8f4dd7b5_R/BasicLTI.xml
I_a05b189f-e44c-3123-9141-255531025764_1_R/BasicLTI.xml
I_a05b189f-e44c-3123-9141-255531025764_3_R/BasicLTI.xml
I_a05c4f1f-39dd-373a-abcb-ac7f13d896c1_R/BasicLTI.xml
I_a07286d1-70bf-3100-8473-3ea8cee96c22_1_R/BasicLTI.xml
I_a07a8fe6-5e47-3509-ba38-9719986b4df1_R/BasicLTI.xml
I_a07dbb6e-5d35-3a0d-804f-90c8c07712f6_1_R/BasicLTI.xml
I_a0995085-420b-3667-9e77-41ce370cbb29_1_R/BasicLTI.xml
I_a0c1a4e1-45ea-38bc-85f9-5748c39469df_1_R/BasicLTI.xml
I_a0c1a4e1-45ea-38bc-85f9-5748c39469df_R/BasicLTI.xml
I_a0f05be6-8751-3978-88c2-43f62dc9bf2b_1_R/BasicLTI.xml
I_a1327e4b-9adc-3712-a33d-f2e4b3a26f6e_1_R/BasicLTI.xml
I_a147ba9e-cca2-313b-90da-6c662afbb611_1_R/BasicLTI.xml
I_a171dce4-1695-34b1-9e0e-6d639da78936_1_R/BasicLTI.xml
I_a1a16d40-2f20-3078-8198-e73a481d14ce_R/BasicLTI.xml
I_a240cd02-405b-3700-8caf-a4d0038c02d4_1_R/BasicLTI.xml
I_a2606c10-67da-3570-a552-af9a7dc26054_1_R/BasicLTI.xml
I_a2606c10-67da-3570-a552-af9a7dc26054_3_R/BasicLTI.xml
I_a2d99043-3a45-3f02-953f-d7452b320e02_1_R/BasicLTI.xml
I_a2d99043-3a45-3f02-953f-d7452b320e02_R/BasicLTI.xml
I_a2f86d4c-f7c2-38f8-83f0-0332159d98a8_1_R/BasicLTI.xml
I_a308396c-2792-3af5-9396-85220df85689_1_R/BasicLTI.xml
I_a308396c-2792-3af5-9396-85220df85689_3_R/BasicLTI.xml
I_a326f420-e76c-3d96-90c1-e7974a8d3f10_1_R/BasicLTI.xml
I_a36aff00-67fe-3a00-8979-e90ceb24e6a6_1_R/BasicLTI.xml
I_a36e4923-acac-387b-923f-9936d46a2a5c_1_R/BasicLTI.xml
I_a36eafc6-550f-30ab-9d89-6597e6b88708_1_R/BasicLTI.xml
I_a3892020-dbc6-36aa-9a56-6d79c721cf8e_1_R/BasicLTI.xml
I_a3b12368-4dd7-362e-ac9f-c79ddab36be8_1_R/BasicLTI.xml
I_a3c137a4-bdec-3b70-be8e-1c2e6f33bf6f_1_R/BasicLTI.xml
I_a3eb0a45-ea68-3547-a123-8c33c841879e_1_R/BasicLTI.xml
I_a3ebc82f-362b-3878-a9eb-336db4a7158d_1_R/BasicLTI.xml
I_a4019f2c-75a5-3497-97cd-c96ad6708965_1_R/BasicLTI.xml
I_a45e2161-c269-3c13-b96b-44f227538428_1_R/BasicLTI.xml
I_a4862102-66eb-3f1b-93d6-30add98093c4_1_R/BasicLTI.xml
I_a4862102-66eb-3f1b-93d6-30add98093c4_3_R/BasicLTI.xml
I_a4d3f134-a423-303c-b75f-f297ad9e3cb8_R/BasicLTI.xml
I_a4df659a-e2d6-3af5-a8cf-35bd72050717_1_R/BasicLTI.xml
I_a4f42286-b6e4-35a3-9d10-07b739a6c1e8_R/BasicLTI.xml
I_a5039683-3000-30cc-a2ae-c68cf49fccf0_1_R/BasicLTI.xml
I_a5047a13-b6fe-397a-b3f9-12b09f93b493_R/BasicLTI.xml
I_a5062fe1-6bde-3fe7-871f-2865ef4efdbe_R/BasicLTI.xml
I_a52183c8-ab33-3b80-b005-db74903c07a1_1_R/BasicLTI.xml
I_a537c366-3cd7-3c4b-8442-e9611e33c91c_1_R/BasicLTI.xml
I_a5892484-9893-369b-a6a6-e282e039a7ec_1_R/BasicLTI.xml
I_a5a3b298-4002-3109-8c18-88cbc8809515_1_R/BasicLTI.xml
I_a5a3b298-4002-3109-8c18-88cbc8809515_3_R/BasicLTI.xml
I_a5c6afd4-ed44-38ad-82b0-f85ac45a0964_1_R/BasicLTI.xml
I_a5f0b5ae-8195-3b5b-baa6-106ee936741f_1_R/BasicLTI.xml
I_a5f0b5ae-8195-3b5b-baa6-106ee936741f_R/BasicLTI.xml
I_a67fc8e0-31fd-37ba-81d2-16ca52ed406f_1_R/BasicLTI.xml
I_a6e7652c-6ee9-3a0a-8720-38527a406233_R/BasicLTI.xml
I_a70f5d54-cde0-3f8e-aea5-5e85e00f89b1_1_R/BasicLTI.xml
I_a762f3ef-9580-3e11-a617-9279ce0e40d3_R/BasicLTI.xml
I_a79c4332-804e-3977-b208-575839b825e0_1_R/BasicLTI.xml
I_a7a13f62-9842-332b-9377-83c9f96d6ee1_1_R/BasicLTI.xml
I_a7a13f62-9842-332b-9377-83c9f96d6ee1_R/BasicLTI.xml
I_a7b8fde5-27f3-31af-8098-3f928432fe74_1_R/BasicLTI.xml
I_a7c76899-dbd6-3b06-8485-18407cb057aa_1_R/BasicLTI.xml
I_a7cc1e44-a952-3ff9-90d6-f50e9a7c6d9e_1_R/BasicLTI.xml
I_a8291b5f-a2df-3026-b530-2cb98f21b9ff_1_R/BasicLTI.xml
I_a87411a7-f5f1-3b59-b3b3-4c689a8a4acb_R/BasicLTI.xml
I_a88a6681-c8dc-36fb-9598-a782c5b1797a_1_R/BasicLTI.xml
I_a8c15d54-7a07-30f1-be8a-e2027aec1231_1_R/BasicLTI.xml
I_a925cbd9-95e0-399e-be71-9edb8f827c10_1_R/BasicLTI.xml
I_a92a488f-394e-327f-8c1e-d44d2ed12483_1_R/BasicLTI.xml
I_a92a488f-394e-327f-8c1e-d44d2ed12483_3_R/BasicLTI.xml
I_a9305423-047a-3c1d-89e5-35de87f80734_R/BasicLTI.xml
I_a97063c6-9985-3a35-9611-159e2fb5ca55_R/BasicLTI.xml
I_a99bfacc-1fc1-3a4c-a472-49ee310ed1d7_R/BasicLTI.xml
I_a9bcbd21-f3fd-3b16-902d-0b5bf4a71636_1_R/BasicLTI.xml
I_a9bcbd21-f3fd-3b16-902d-0b5bf4a71636_3_R/BasicLTI.xml
I_a9f9bcb8-3797-308f-be09-2b873c90944b_1_R/BasicLTI.xml
I_a9ff1980-f4ec-3970-9676-6947a7f8eb49_1_R/BasicLTI.xml
I_aadce151-7d00-3462-ba3b-68b21a8ed190_1_R/BasicLTI.xml
I_ab2fdd42-472a-3ebb-9f8e-0d3e0f882e47_1_R/BasicLTI.xml
I_ab849850-1247-3e5f-a0d1-b3868daa9b85_1_R/BasicLTI.xml
I_ab884ce9-ae2a-3ece-a023-faa640c88c28_1_R/BasicLTI.xml
I_ab966772-163e-3fd9-835a-58fa0f82bb30_1_R/BasicLTI.xml
I_aba7e1bc-1628-3220-bfd2-966095a06d0b_1_R/BasicLTI.xml
I_abb6c6dd-2efe-3639-b846-12434fda1793_R/BasicLTI.xml
I_abf6c82c-c034-3a37-a152-ec458ba5a998_R/BasicLTI.xml
I_ac6dd694-0fae-3fe3-ac46-9f5d1ba3cd81_1_R/BasicLTI.xml
I_ace69de3-d0c5-3cb2-932e-2b689ff6b64e_R/BasicLTI.xml
I_ad711abd-5a97-31a5-a0a7-4ef32ee371f5_R/BasicLTI.xml
I_ad8628ec-76bb-34af-af5e-a15a32c3297a_1_R/BasicLTI.xml
I_adb7ab0e-1df4-3a4e-a912-a89be9d03b05_R/BasicLTI.xml
I_ae4b33d8-6c5e-3576-883f-0a97645e9705_1_R/BasicLTI.xml
I_ae4b33d8-6c5e-3576-883f-0a97645e9705_R/BasicLTI.xml
I_ae96a09b-67d5-3aa4-8e54-6e68d4ffc45c_1_R/BasicLTI.xml
I_aec6bc64-95ff-3782-bd2f-1cde144b1638_R/BasicLTI.xml
I_aef0ce64-db48-34df-8c95-756f03912c92_1_R/BasicLTI.xml
I_aef0ce64-db48-34df-8c95-756f03912c92_3_R/BasicLTI.xml
I_aefb3563-ae6b-3682-a337-69c3bd494cfe_1_R/BasicLTI.xml
I_aefb3563-ae6b-3682-a337-69c3bd494cfe_R/BasicLTI.xml
I_af0d2815-c616-39f6-b2d9-3456aa0a5ae9_1_R/BasicLTI.xml
I_af547161-bb5c-3ec2-8358-49e2a72b6d00_R/BasicLTI.xml
I_af8095b5-723d-3102-bc6b-77466d747981_R/BasicLTI.xml
I_af89d981-4dc5-3d26-bf02-94c6f8ec75e5_R/BasicLTI.xml
I_afc8e492-f332-3e47-9b5b-6b54e8f74299_1_R/BasicLTI.xml
I_afe6d707-d184-3991-8e04-61786ec8b074_R/BasicLTI.xml
I_b0450097-9dca-3622-935c-fecadac5f2be_1_R/BasicLTI.xml
I_b079e884-1fb3-38c6-a299-d17287ef48dc_R/BasicLTI.xml
I_b0806a89-35c9-396e-af3f-342fd8ace2ce_1_R/BasicLTI.xml
I_b08990ca-d0e4-3cd4-8a59-31642b638ff4_R/BasicLTI.xml
I_b0b6f579-bfd3-36ac-8920-f5614f3f83dc_1_R/BasicLTI.xml
I_b0ba3bb5-862a-3b4b-8e62-93d4a84838bf_1_R/BasicLTI.xml
I_b0f65771-53c9-3d3d-92d7-d6194c8b60e4_1_R/BasicLTI.xml
I_b0ffba0e-e2a4-37d6-9970-70b93f55ba95_1_R/BasicLTI.xml
I_b11bea87-ac6c-32dc-8c6e-c7b8c662ab20_R/BasicLTI.xml
I_b195cd7f-c245-3b91-94c0-4f75854c888a_R/BasicLTI.xml
I_b1b185ac-d702-3348-853e-63cb8b38447f_R/BasicLTI.xml
I_b1fd006c-7d86-3077-a7cf-b2d92456b8ee_1_R/BasicLTI.xml
I_b25ec4e8-77ac-31e8-9436-063154531fe1_1_R/BasicLTI.xml
I_b27e1f64-b3e4-3f1c-8cdf-0d501eb00f53_R/BasicLTI.xml
I_b2aeb83d-42e1-301a-8c1d-75a62ec96aba_1_R/BasicLTI.xml
I_b2aeb83d-42e1-301a-8c1d-75a62ec96aba_R/BasicLTI.xml
I_b33d0954-b369-31da-bbde-c9553dc980f3_R/BasicLTI.xml
I_b3762184-b5dc-3abe-b58a-8932d74f1c7f_1_R/BasicLTI.xml
I_b3783468-f431-3a07-8302-5fe02500fa87_R/BasicLTI.xml
I_b3e07e5f-d518-3d5a-b9d4-f6930c17c0ef_R/BasicLTI.xml
I_b4019ec0-269e-384d-8097-82ca23ee8e4b_1_R/BasicLTI.xml
I_b4755777-45dc-37fb-bd59-0583d92d2ab1_1_R/BasicLTI.xml
I_b4d69d13-f312-30fe-98c1-3f060dd21b9f_1_R/BasicLTI.xml
I_b4f11efd-ac5b-3e14-896d-239520c3566f_1_R/BasicLTI.xml
I_b519dddb-7dfe-3481-a7b5-82043a698fbe_1_R/BasicLTI.xml
I_b51bf1c4-e764-3a13-88bb-da5bebc4daab_1_R/BasicLTI.xml
I_b528a028-e97a-32d3-a084-30085e1d213c_1_R/BasicLTI.xml
I_b52f36a1-5eed-38f4-b77e-d5398cd0ca9e_1_R/BasicLTI.xml
I_b53c6c9f-b595-3043-95c2-07fd5f695948_1_R/BasicLTI.xml
I_b53c6c9f-b595-3043-95c2-07fd5f695948_R/BasicLTI.xml
I_b583bce0-eebd-3f13-9242-995629779eaf_1_R/BasicLTI.xml
I_b5b8694f-2780-3bdc-81c4-9edbf7ab759b_1_R/BasicLTI.xml
I_b6391ece-c8cf-3dd0-9007-a91a5c56a141_1_R/BasicLTI.xml
I_b66c81d5-2b2d-3acf-bf12-f34eacb1149a_1_R/BasicLTI.xml
I_b6889f8c-ac12-3b6e-b8ec-91bb2b68e3f0_1_R/BasicLTI.xml
I_b6a2a8a2-6ffe-365b-a9b3-3a23cce384aa_1_R/BasicLTI.xml
I_b6a57f20-3c9b-3761-b539-d2db8de23f68_R/BasicLTI.xml
I_b6bb01b8-b208-3f44-a6b0-2cc51186382a_1_R/BasicLTI.xml
I_b6bb01b8-b208-3f44-a6b0-2cc51186382a_R/BasicLTI.xml
I_b6cd2b19-0a66-3dd0-aa49-c2b37870bc6e_1_R/BasicLTI.xml
I_b6fe9a23-342d-361d-b64d-6d20388e0836_1_R/BasicLTI.xml
I_b6fe9a23-342d-361d-b64d-6d20388e0836_3_R/BasicLTI.xml
I_b72b7cec-d5df-34b0-a853-74549306fdf8_1_R/BasicLTI.xml
I_b72b7cec-d5df-34b0-a853-74549306fdf8_R/BasicLTI.xml
I_b7824aa1-bc0f-3522-90ac-a94c4e3bd30a_R/BasicLTI.xml
I_b7be5585-87a4-3365-9c7a-6156c441f42e_R/BasicLTI.xml
I_b7d5924c-c865-3878-a25b-879e51fe9f05_1_R/BasicLTI.xml
I_b84729ce-a08c-3133-bd73-fa97510bda89_1_R/BasicLTI.xml
I_b84729ce-a08c-3133-bd73-fa97510bda89_R/BasicLTI.xml
I_b84966a2-9eb3-30a9-b4b3-e2da523f7aa5_1_R/BasicLTI.xml
I_b8497c7a-bea5-3ce0-b7dc-b4e5ebf3ba08_1_R/BasicLTI.xml
I_b88a2e07-fa2f-38d9-bed2-a35729a4f485_R/BasicLTI.xml
I_b8bf31b6-2ac0-361b-8d84-fc56fa2654c1_1_R/BasicLTI.xml
I_b8cc0f36-7312-3def-a5d1-37fbc9952b4f_1_R/BasicLTI.xml
I_b8cc0f36-7312-3def-a5d1-37fbc9952b4f_R/BasicLTI.xml
I_b908cf40-7281-328b-8101-013dcf86fe7f_1_R/BasicLTI.xml
I_b9265ebc-c8d1-3699-9122-71ffae413b3c_1_R/BasicLTI.xml
I_b9468c43-f386-3fd3-87bd-f92cb4c78264_1_R/BasicLTI.xml
I_b949bd6a-8df2-3c07-b231-ef459f62200c_1_R/BasicLTI.xml
I_b95f547c-f5e6-35fb-be35-4d05a4d684c4_1_R/BasicLTI.xml
I_b9e616bf-e918-3db7-b327-9410fe70fccb_1_R/BasicLTI.xml
I_ba1aca2f-1495-3e10-b530-ced8dfe92db0_R/BasicLTI.xml
I_ba74b8df-5ed1-3f64-b83c-c49354e485e7_1_R/BasicLTI.xml
I_ba74f56a-fd9d-3705-84d7-0de1d0f92415_1_R/BasicLTI.xml
I_bb1cefed-ead3-34f7-bf22-62893987b2a7_1_R/BasicLTI.xml
I_bb294e9c-af07-30ae-928b-989518dc623c_1_R/BasicLTI.xml
I_bb5d4533-832f-3c89-adeb-6131a5e2edc9_1_R/BasicLTI.xml
I_bb5d4533-832f-3c89-adeb-6131a5e2edc9_R/BasicLTI.xml
I_bb86a11b-42af-32b3-89ab-f3c6ee705000_1_R/BasicLTI.xml
I_bb8e846c-94e5-32e5-a9c5-0882a7b1f467_1_R/BasicLTI.xml
I_bb8e846c-94e5-32e5-a9c5-0882a7b1f467_R/BasicLTI.xml
I_bbada174-f447-3076-8c88-62edd3e09058_1_R/BasicLTI.xml
I_bbe7125a-5681-3bfd-bd07-9e4125c7aac3_1_R/BasicLTI.xml
I_bbe7125a-5681-3bfd-bd07-9e4125c7aac3_3_R/BasicLTI.xml
I_bc46c3fd-c552-35dd-bb8f-61f7e444e6ad_1_R/BasicLTI.xml
I_bc46c3fd-c552-35dd-bb8f-61f7e444e6ad_R/BasicLTI.xml
I_bc5db14a-7c67-37cd-a469-900009683a65_1_R/BasicLTI.xml
I_bd07e09a-9871-355e-9701-30f51d02f3b7_R/BasicLTI.xml
I_bd0c50c7-82b9-39c6-a867-143321ef225e_R/BasicLTI.xml
I_bd1058c6-dfa2-3e3a-9291-0c8b2e046852_1_R/BasicLTI.xml
I_bda82a17-e849-3401-a7cd-ca023b001e09_1_R/BasicLTI.xml
I_bdad290a-41bf-39ae-9bf9-212e1fd1c2b9_1_R/BasicLTI.xml
I_bdb2562c-10b8-3fce-8ec7-ae277e3341d3_1_R/BasicLTI.xml
I_bdb2562c-10b8-3fce-8ec7-ae277e3341d3_3_R/BasicLTI.xml
I_bdcd8d03-fb57-38ea-b82e-e4f1b89df493_1_R/BasicLTI.xml
I_bdfb5a84-b09f-382c-91e8-ead019beacc8_1_R/BasicLTI.xml
I_be49fa12-5e62-3ff7-9a1e-9937178e56c5_R/BasicLTI.xml
I_be745bab-7149-3015-961c-227b153ef1af_R/BasicLTI.xml
I_be827d4a-7a08-36bf-9587-45bd71055040_1_R/BasicLTI.xml
I_becceeda-b48c-381e-9dfa-433c34513c29_1_R/BasicLTI.xml
I_becd3342-93b0-323a-aba4-4e871dd709b2_1_R/BasicLTI.xml
I_becd3342-93b0-323a-aba4-4e871dd709b2_R/BasicLTI.xml
I_beebdff5-13a4-3a2d-acc8-35064e8f1743_1_R/BasicLTI.xml
I_bef20083-8187-3c0e-abfa-2e2cc7c1cb7c_1_R/BasicLTI.xml
I_bf163714-135e-35d0-85a0-711e22b7e8f1_1_R/BasicLTI.xml
I_bf23e2a8-a69a-3c10-aabb-f2931762eaa4_1_R/BasicLTI.xml
I_bf57c3f4-0088-31bd-87eb-1ff8f363e5a0_R/BasicLTI.xml
I_bf5c8cb5-f2f8-3877-949d-55b8b4e886bb_1_R/BasicLTI.xml
I_bf5c8cb5-f2f8-3877-949d-55b8b4e886bb_3_R/BasicLTI.xml
I_bf72be56-b599-3742-95af-80642cc36533_R/BasicLTI.xml
I_bfc8ab65-0713-336a-bdd0-1096ce84d923_1_R/BasicLTI.xml
I_bffd7cf8-e2ff-30c1-b710-b55de5d38702_1_R/BasicLTI.xml
I_c024a5e4-98b5-302e-b118-a9a4007f02da_R/BasicLTI.xml
I_c122f088-1e33-32fe-8067-b44f7e46175c_R/BasicLTI.xml
I_c12639cb-9450-3bbe-95f5-281ffd2c858d_1_R/BasicLTI.xml
I_c1278040-949f-30ce-83e8-015c41f6beb8_R/BasicLTI.xml
I_c1356aea-9b40-36d5-a388-435147c748ec_1_R/BasicLTI.xml
I_c13ae685-d0ad-31c7-a0e9-c83b933661e1_1_R/BasicLTI.xml
I_c152d3d7-35c6-3f27-9aee-8865f05391de_R/BasicLTI.xml
I_c1747b70-15d4-396e-b372-002615df0927_R/BasicLTI.xml
I_c1afb691-d372-3299-abec-f937174629fb_1_R/BasicLTI.xml
I_c1b61c53-e15b-38cd-b7fb-5716017c124c_1_R/BasicLTI.xml
I_c1c00c24-0791-3111-91af-752c2a98d50c_R/BasicLTI.xml
I_c1eced51-4a28-39bb-b2c3-9c94a5330561_R/BasicLTI.xml
I_c2138f71-c6d5-3c52-945f-dd06cc7d09c3_1_R/BasicLTI.xml
I_c21d921f-a173-329f-bdd9-958fa77bf8bf_1_R/BasicLTI.xml
I_c22c9fb4-9b6e-3eaf-8aa6-5bf7e853496b_1_R/BasicLTI.xml
I_c22c9fb4-9b6e-3eaf-8aa6-5bf7e853496b_R/BasicLTI.xml
I_c2330098-5c32-38af-a248-dd147371de02_1_R/BasicLTI.xml
I_c275d7cd-250f-3fc1-ac4e-d0231ad73527_R/BasicLTI.xml
I_c338cb4f-0059-3a88-829b-80891760fe11_1_R/BasicLTI.xml
I_c338cb4f-0059-3a88-829b-80891760fe11_R/BasicLTI.xml
I_c349c91a-6aa2-3b52-972a-de302e78afb0_1_R/BasicLTI.xml
I_c3555738-38cc-31fb-954b-7ce38daef555_R/BasicLTI.xml
I_c3a40dc5-ed5d-3dfb-b7bb-d8c5ae39a3ee_1_R/BasicLTI.xml
I_c3ddbc91-6025-33ea-b519-b54eebf1a1c4_1_R/BasicLTI.xml
I_c3e2f95f-e6ca-3685-83ad-33f05e0fa9c5_R/BasicLTI.xml
I_c3ee01d8-0c73-3053-8934-f0fd356d61a1_1_R/BasicLTI.xml
I_c43989bd-58c1-3f72-922f-79ee6f8ab876_R/BasicLTI.xml
I_c4657a75-1812-3c1c-95ba-4d21f7e672b2_1_R/BasicLTI.xml
I_c4a8a508-c58d-3fbe-afb3-2750426f931c_1_R/BasicLTI.xml
I_c4e1e889-06d7-3bef-95e9-65d6e66b9c47_1_R/BasicLTI.xml
I_c5830017-9341-3f87-892b-1d7f422658be_1_R/BasicLTI.xml
I_c5830017-9341-3f87-892b-1d7f422658be_3_R/BasicLTI.xml
I_c584757e-d87b-31f0-bb24-9101f592be8e_R/BasicLTI.xml
I_c598d8cb-414c-37e1-9efe-8856f5eb5743_1_R/BasicLTI.xml
I_c5b6f2c4-e645-34a1-8891-ed254aacfe74_R/BasicLTI.xml
I_c5bbd885-19ab-3160-9d11-5fba63bdfbb5_1_R/BasicLTI.xml
I_c5d396c6-7909-35ea-936e-76460d6433c4_1_R/BasicLTI.xml
I_c639540f-e7c1-3d17-afa7-baf2bed38701_R/BasicLTI.xml
I_c63c45e1-64cb-3751-b1fc-37ae2dc90880_R/BasicLTI.xml
I_c656b780-a790-36f6-a08c-994e3d001304_1_R/BasicLTI.xml
I_c692f76b-8b85-3b71-97f5-ed41f26fef72_1_R/BasicLTI.xml
I_c6e3b94c-4163-30ee-b085-885842e7bfe0_1_R/BasicLTI.xml
I_c75d1abd-7b3d-3b23-8208-9990cb49e225_1_R/BasicLTI.xml
I_c78dc1e2-e838-3a4f-862b-6a764740e376_R/BasicLTI.xml
I_c799fe8b-8a52-3369-a40b-cb94678e261d_1_R/BasicLTI.xml
I_c831f142-901b-36e3-870e-469d827d4ea0_R/BasicLTI.xml
I_c842c075-fd11-35ff-978d-6ddf2cd818c9_1_R/BasicLTI.xml
I_c842c075-fd11-35ff-978d-6ddf2cd818c9_3_R/BasicLTI.xml
I_c850cadb-c0f7-3f75-8252-32364121ab4b_1_R/BasicLTI.xml
I_c8522e3f-4b36-3c26-ba40-6635ec1040ec_1_R/BasicLTI.xml
I_c86b0678-360e-3b56-bb86-be4a5c68cd48_R/BasicLTI.xml
I_c87cbf21-9ad8-3b56-970b-77bab8f6d361_1_R/BasicLTI.xml
I_c883a554-1d3c-3fc3-8441-2c1686e07c83_R/BasicLTI.xml
I_c887411e-a64a-3f07-8e06-b415c165dcc1_R/BasicLTI.xml
I_c8ab4adb-bad0-3001-bb0e-e80d1fca9dc4_1_R/BasicLTI.xml
I_c8bd515c-4d80-3f60-8142-e0fcd20c853f_1_R/BasicLTI.xml
I_c8bd515c-4d80-3f60-8142-e0fcd20c853f_3_R/BasicLTI.xml
I_c8bef908-98fe-3281-96aa-8a00cad86acb_1_R/BasicLTI.xml
I_c8bef908-98fe-3281-96aa-8a00cad86acb_3_R/BasicLTI.xml
I_c8cc58bb-42eb-374b-9094-81c8146a056a_R/BasicLTI.xml
I_c8dd98b8-3a51-344e-bfe3-b24a4cbfe156_R/BasicLTI.xml
I_c8e26a4b-5ae5-38ac-bd5f-2ab2a3a4a8cb_1_R/BasicLTI.xml
I_c90150b3-a3a7-3df0-97a3-404d5789ebd5_1_R/BasicLTI.xml
I_c93f1d14-c255-3baf-a537-b940af504a40_R/BasicLTI.xml
I_c9453ced-0fd3-3b30-83f0-9eb3236248c2_1_R/BasicLTI.xml
I_c9453ced-0fd3-3b30-83f0-9eb3236248c2_3_R/BasicLTI.xml
I_c9c42ea9-cade-3cd9-859e-6164f63b473a_1_R/BasicLTI.xml
I_ca25e077-7391-37d5-bd70-1974304d75a1_1_R/BasicLTI.xml
I_ca45f8f7-524e-31a9-a827-f8de8e662fcc_1_R/BasicLTI.xml
I_ca460803-5381-3394-9191-d17080c9f973_1_R/BasicLTI.xml
I_ca460803-5381-3394-9191-d17080c9f973_3_R/BasicLTI.xml
I_ca9c89d0-481c-3479-a858-4949d060a0d3_R/BasicLTI.xml
I_caaaba8a-315c-35f9-9468-927ae3742228_1_R/BasicLTI.xml
I_caaaba8a-315c-35f9-9468-927ae3742228_R/BasicLTI.xml
I_caab9395-0c5d-303c-b7e8-f71e24db517a_1_R/BasicLTI.xml
I_cab97ec7-5e25-3539-b016-9ba1f5702bf0_1_R/BasicLTI.xml
I_cae0efa2-6f2c-3801-8315-0cf86158054e_1_R/BasicLTI.xml
I_cb073758-0a40-3234-b555-a904e736e7b6_1_R/BasicLTI.xml
I_cb211234-18aa-3099-a7d8-981ec6025b3a_1_R/BasicLTI.xml
I_cb5f8ef9-8b1c-3bd7-9fb6-ed37cce0a855_1_R/BasicLTI.xml
I_cb71f24b-2e2b-3534-b16e-daef7446900d_1_R/BasicLTI.xml
I_cb785221-63aa-3324-bfdb-9c2571b89bff_R/BasicLTI.xml
I_cbbc6a83-9d53-3ee0-b9a9-9c0524767f62_R/BasicLTI.xml
I_cbc3909c-0450-310a-9118-e3317c273fc5_1_R/BasicLTI.xml
I_cc1a7f0f-6762-3ff9-ad08-7acad39b1227_R/BasicLTI.xml
I_cc210cca-c124-3a53-a50c-9648869d8bbe_1_R/BasicLTI.xml
I_cc210cca-c124-3a53-a50c-9648869d8bbe_3_R/BasicLTI.xml
I_cc9272ac-955f-33ba-ae63-632879650c43_R/BasicLTI.xml
I_cd49d1e0-e9b3-3f50-970f-0efc92c0451f_1_R/BasicLTI.xml
I_cd8c0756-dc79-350c-a1ed-2d6a8adbb6a3_R/BasicLTI.xml
I_cd98f68f-45cc-3ffa-939b-cee1ae477153_R/BasicLTI.xml
I_cded2634-ef11-375f-bdda-d437d5d6ce87_R/BasicLTI.xml
I_cdf59c5f-62a9-3e66-acf2-061bace3ef78_1_R/BasicLTI.xml
I_ce00429a-1df3-3a19-b828-0220f0f312f7_1_R/BasicLTI.xml
I_ce76485d-5bb3-3bbf-a778-7c0135edee7e_1_R/BasicLTI.xml
I_ce9e555d-ea81-33db-a979-ee63cb6deb79_R/BasicLTI.xml
I_ceba5be3-4045-388c-a1b2-7a163dcef3f9_1_R/BasicLTI.xml
I_ced605e1-6256-3bea-8c64-b4e25d0f113c_1_R/BasicLTI.xml
I_cf46d534-7309-3c1a-ae1f-0b6055d0af26_1_R/BasicLTI.xml
I_cf46d534-7309-3c1a-ae1f-0b6055d0af26_3_R/BasicLTI.xml
I_cf765e69-76f9-3f67-b5b5-85994ef73865_1_R/BasicLTI.xml
I_cf84d973-a946-3b7b-bfaa-81c0f127ec11_1_R/BasicLTI.xml
I_cf8ec518-ae36-30f5-9575-a805aa92ba5f_1_R/BasicLTI.xml
I_cfb4acb6-54ef-3d28-ab22-a4ef0f2388d3_R/BasicLTI.xml
I_cfd77091-bda3-3429-933b-70eb9ed970d8_1_R/BasicLTI.xml
I_cfd77091-bda3-3429-933b-70eb9ed970d8_R/BasicLTI.xml
I_d00d69dd-fec7-3129-8167-bd0f2abaea87_R/BasicLTI.xml
I_d0a5e063-1f17-3bba-83bb-be3ead608a95_R/BasicLTI.xml
I_d0b5eace-ee9a-31ec-a86a-ab9e7f8edfad_R/BasicLTI.xml
I_d0ba9fd2-a796-34a5-af2d-3d2f707c1715_1_R/BasicLTI.xml
I_d12a9f5b-eb2f-3771-89f0-6437a4baba0d_1_R/BasicLTI.xml
I_d1533499-e961-39f7-b066-319f9a68c9f5_R/BasicLTI.xml
I_d15a702c-9ad6-3210-9003-02cf1f966b5d_1_R/BasicLTI.xml
I_d1a0cde4-144b-3829-9329-058d59b7f00f_1_R/BasicLTI.xml
I_d1d80cff-5a03-38bf-a638-1c32c302d213_1_R/BasicLTI.xml
I_d1d80cff-5a03-38bf-a638-1c32c302d213_R/BasicLTI.xml
I_d1ddaa81-84dc-308b-99b3-0ba835e840e2_1_R/BasicLTI.xml
I_d1df98a5-2a1f-315b-b811-93dd15425f3f_1_R/BasicLTI.xml
I_d1f0b271-7c87-317b-8f70-4aca5fb640c7_1_R/BasicLTI.xml
I_d1f0b271-7c87-317b-8f70-4aca5fb640c7_R/BasicLTI.xml
I_d21e0040-3346-38dd-9d05-178497f81e22_1_R/BasicLTI.xml
I_d22dd2de-bf8b-31c7-a4b2-31cd09c882d4_1_R/BasicLTI.xml
I_d283c9fa-f2fc-3e4f-b8d1-0897862d913d_1_R/BasicLTI.xml
I_d28e0624-14fb-37e5-bedd-adde12a32dfb_1_R/BasicLTI.xml
I_d2b9a476-656b-3991-adc6-d639d9670f5b_1_R/BasicLTI.xml
I_d2dc8c28-10f6-3502-8935-9157405cf7d8_1_R/BasicLTI.xml
I_d2dc8c28-10f6-3502-8935-9157405cf7d8_R/BasicLTI.xml
I_d31ac95d-a219-333b-872c-67033c68c7b6_1_R/BasicLTI.xml
I_d31ac95d-a219-333b-872c-67033c68c7b6_3_R/BasicLTI.xml
I_d31fe6e8-8a07-38f6-b9ee-988b46a64f1f_1_R/BasicLTI.xml
I_d3470b9f-1254-3d73-9344-8beddea539a3_1_R/BasicLTI.xml
I_d3bf4a0c-67ce-33e2-b8c3-4f509a517fc8_1_R/BasicLTI.xml
I_d3cf9db8-00b0-3daa-bdaf-76af19cd23d3_R/BasicLTI.xml
I_d3e3b945-2303-3e6f-b537-a378b438c43e_R/BasicLTI.xml
I_d4116635-88b5-3e23-87ce-15160006f477_R/BasicLTI.xml
I_d45b1980-b6b6-3675-bc2e-ebf9b1f484c2_1_R/BasicLTI.xml
I_d4ae90e5-b066-3202-88f8-1c1d4306dfd0_R/BasicLTI.xml
I_d4d34fec-a993-35e5-a85e-7138ab474d29_1_R/BasicLTI.xml
I_d50455c3-d835-3311-9708-a923006d839d_1_R/BasicLTI.xml
I_d54092d8-fdaa-3ee1-a6c4-5f3a7bd8ee56_1_R/BasicLTI.xml
I_d58a8dc5-489b-3dda-9e16-997e1089577f_R/BasicLTI.xml
I_d59d0f50-1c6a-3dba-95a3-e26f08b3ce84_R/BasicLTI.xml
I_d5adf9e6-f2b6-3b52-8bc7-8fc5e8561295_1_R/BasicLTI.xml
I_d5adf9e6-f2b6-3b52-8bc7-8fc5e8561295_R/BasicLTI.xml
I_d5f079e9-ef6d-30e2-ac4f-8d3506c795b5_1_R/BasicLTI.xml
I_d6556e01-c2fb-3cdc-a645-b055354f1fee_1_R/BasicLTI.xml
I_d6acd830-dc8e-35ef-ad0f-14c700884204_R/BasicLTI.xml
I_d6bcf7c3-20cd-37e2-bd8a-5a4f9b2893cd_1_R/BasicLTI.xml
I_d6eddd48-2228-38ee-9309-7edd4ef26b02_R/BasicLTI.xml
I_d75d5b1a-0ba2-37f9-864e-56a2b1279a08_1_R/BasicLTI.xml
I_d76348d5-10aa-39d0-825d-1ac54ca16a79_1_R/BasicLTI.xml
I_d76a63ac-9081-3da3-8a6f-8eb979e427bb_1_R/BasicLTI.xml
I_d76cc3cf-9143-3f09-8dce-c3a70418f8a1_1_R/BasicLTI.xml
I_d76cc3cf-9143-3f09-8dce-c3a70418f8a1_R/BasicLTI.xml
I_d7aa7f57-ed8d-3b55-a58e-87549883d179_1_R/BasicLTI.xml
I_d7aa7f57-ed8d-3b55-a58e-87549883d179_R/BasicLTI.xml
I_d7b43271-1c2d-3361-8d4d-4833a3c24edd_R/BasicLTI.xml
I_d8448332-4d81-3e65-9d73-3a24332aa738_1_R/BasicLTI.xml
I_d8448332-4d81-3e65-9d73-3a24332aa738_3_R/BasicLTI.xml
I_d84a5131-c235-3b4e-a1a1-fc282b53e5fc_1_R/BasicLTI.xml
I_d8735d5f-0f3c-30ee-9db6-10d72befe5e1_R/BasicLTI.xml
I_d87a39d4-bc97-3b34-8bc6-e6f625f2e306_R/BasicLTI.xml
I_d89f768f-fe26-3083-8a77-2fd3aa75c6b9_R/BasicLTI.xml
I_d8a165f8-7df9-3b2f-b9fb-85113a38f408_1_R/BasicLTI.xml
I_d8a165f8-7df9-3b2f-b9fb-85113a38f408_R/BasicLTI.xml
I_d8a91a86-9fa1-31c8-ad58-104068329a5a_1_R/BasicLTI.xml
I_d8abb20b-5d88-3b46-9064-1f5bd39df8c5_1_R/BasicLTI.xml
I_d8d71f75-a5be-3c87-bcf9-d2f2df040a10_1_R/BasicLTI.xml
I_d8db49e3-8251-38ca-b7a0-03864aa496e6_1_R/BasicLTI.xml
I_d9008804-c9de-3102-a2e9-f68ae1a4b0b8_1_R/BasicLTI.xml
I_d9209274-7116-3d9c-a7d8-3fc7d3654267_1_R/BasicLTI.xml
I_d92d01c5-18f9-3d67-bad4-a6c5fd644052_1_R/BasicLTI.xml
I_d9544976-1ef9-3234-8f4f-d575a111b5d5_R/BasicLTI.xml
I_d97d7a40-c808-3cc7-b8c2-1798227b1acf_1_R/BasicLTI.xml
I_d99d33bb-7347-3c3b-8a49-c6a5848c9dbc_1_R/BasicLTI.xml
I_d99d33bb-7347-3c3b-8a49-c6a5848c9dbc_R/BasicLTI.xml
I_d9e609ad-42ac-3804-a181-cd006ff67b80_1_R/BasicLTI.xml
I_d9eb7dc1-1575-3fea-a632-94a2905f9490_R/BasicLTI.xml
I_da094260-849b-391f-8e25-d1948629d808_R/BasicLTI.xml
I_da128f65-06c1-3175-b90c-9ecdfd8459ba_R/BasicLTI.xml
I_dad00062-30eb-3ef5-ab3d-a9acda8c7e8b_R/BasicLTI.xml
I_db28389f-373f-3bc8-8c0d-0ae33441b93c_R/BasicLTI.xml
I_db7de819-ffbe-35ce-9f08-e6e4678a3256_1_R/BasicLTI.xml
I_dba4f8c0-3bf2-3f54-9447-25ca39379722_R/BasicLTI.xml
I_dbddb3f1-72a7-390b-8d4a-46e58711c0bc_R/BasicLTI.xml
I_dc026769-c39f-326b-bcde-67d1ccc09434_R/BasicLTI.xml
I_dc0fbf65-5620-3cd5-8aee-622a06b95a72_R/BasicLTI.xml
I_dc41660e-b568-3b31-936b-d25b2ff9ab35_1_R/BasicLTI.xml
I_dc41d715-a448-3bce-965a-9b60260f5edc_R/BasicLTI.xml
I_dc7c33d3-4ac2-3bc5-ba38-4c8c47ee1a92_R/BasicLTI.xml
I_dc805644-6777-3c05-9d01-722561cb5e82_1_R/BasicLTI.xml
I_dc818826-3bf1-3141-951c-ca49367c294c_1_R/BasicLTI.xml
I_dcc70b1c-e89d-3486-a6c2-7e89c5e72211_1_R/BasicLTI.xml
I_dce7f6c9-b585-38cd-9a10-c582d4036434_1_R/BasicLTI.xml
I_dce7f6c9-b585-38cd-9a10-c582d4036434_R/BasicLTI.xml
I_dd188c53-a571-3353-9a41-f73a7794befe_1_R/BasicLTI.xml
I_dd188c53-a571-3353-9a41-f73a7794befe_3_R/BasicLTI.xml
I_dd29db1b-2563-3d6c-93a9-c773bdaf66a0_1_R/BasicLTI.xml
I_dd29db1b-2563-3d6c-93a9-c773bdaf66a0_3_R/BasicLTI.xml
I_dd586ef8-6c35-314a-9f31-ca8dd33f3a9b_1_R/BasicLTI.xml
I_dd586ef8-6c35-314a-9f31-ca8dd33f3a9b_3_R/BasicLTI.xml
I_dd5e7bf0-2390-373d-b0ea-e66df57e94ed_1_R/BasicLTI.xml
I_dd7081ae-168b-36c6-ac44-c05b6a8e28d5_1_R/BasicLTI.xml
I_dd8360be-c936-3b81-924d-6fb6bc29097c_R/BasicLTI.xml
I_dd8cd5df-aea5-396f-babe-0d07cff25e3c_R/BasicLTI.xml
I_dd9d0449-93ea-3550-957f-2e6cd90a7bc6_1_R/BasicLTI.xml
I_dd9d0449-93ea-3550-957f-2e6cd90a7bc6_3_R/BasicLTI.xml
I_ddaddb1f-2cf2-3bee-9e91-8555edc3648c_1_R/BasicLTI.xml
I_de0dca45-70d8-39e7-87f0-b022a6609367_1_R/BasicLTI.xml
I_de3b160b-3c9d-34e5-bd45-57181e94ea7e_R/BasicLTI.xml
I_deb0ceb9-11cb-3298-9721-5a3a39d489bb_1_R/BasicLTI.xml
I_deb0ceb9-11cb-3298-9721-5a3a39d489bb_R/BasicLTI.xml
I_df352e6c-0e03-3e19-bd0d-dab065348285_1_R/BasicLTI.xml
I_dfaa2326-aa80-3395-95a2-affabb4aa0af_1_R/BasicLTI.xml
I_dfb7bc75-dabb-3fcc-b251-e9eba5838e9d_1_R/BasicLTI.xml
I_dfcf3b71-9293-303b-b634-2026c0e00606_1_R/BasicLTI.xml
I_dfcf3b71-9293-303b-b634-2026c0e00606_3_R/BasicLTI.xml
I_e018b35d-fff2-3536-990a-31bbe5ee9a2b_1_R/BasicLTI.xml
I_e05c580e-fa2e-3786-a46d-0625927bc9a0_1_R/BasicLTI.xml
I_e0b704c6-8634-31ab-8b7d-c9be355d22a9_1_R/BasicLTI.xml
I_e0fbcfc6-4cb0-3e7d-bcf5-6e38d9bca206_1_R/BasicLTI.xml
I_e12d4fcf-f100-3f04-8233-5c5efd2eea88_1_R/BasicLTI.xml
I_e12d5c59-9c65-3ae4-b3af-7134fbb74de6_R/BasicLTI.xml
I_e167c034-a22a-3061-8239-b29413f079bf_1_R/BasicLTI.xml
I_e1988684-610a-3334-95ad-8a4298197de0_1_R/BasicLTI.xml
I_e1988684-610a-3334-95ad-8a4298197de0_3_R/BasicLTI.xml
I_e1e3b4a2-d816-339e-b63e-6e5821351a94_1_R/BasicLTI.xml
I_e20ab328-f1d1-39a5-8e89-05dc4d9fca9c_R/BasicLTI.xml
I_e258f7f1-bfc6-36cc-8b52-2d2ee284ddc0_1_R/BasicLTI.xml
I_e27a760c-1fa3-3518-95d7-3ad766281cad_1_R/BasicLTI.xml
I_e27a760c-1fa3-3518-95d7-3ad766281cad_R/BasicLTI.xml
I_e27fb760-f80a-385b-bf12-4d2a35cb8316_1_R/BasicLTI.xml
I_e2f594b2-fb3a-30bd-86f3-696ee3a8b43b_1_R/BasicLTI.xml
I_e307008c-5222-3020-af38-f482456c6265_1_R/BasicLTI.xml
I_e3082c59-a344-3ca7-bc73-67c27304cc9e_R/BasicLTI.xml
I_e350a2c2-9794-30fe-9d1e-b2455f04960f_1_R/BasicLTI.xml
I_e3747185-1b26-3a1e-8401-79063723b893_1_R/BasicLTI.xml
I_e3a3b521-f2e0-33bc-bd6c-f94488536c69_1_R/BasicLTI.xml
I_e44b9040-1945-3b0b-a430-599b1c3d2e81_1_R/BasicLTI.xml
I_e521b094-8cb4-3b94-9417-4c4c3c0f2b5d_1_R/BasicLTI.xml
I_e572f407-adf2-37d0-a9dc-2dbcf2813af6_1_R/BasicLTI.xml
I_e5a3716e-7c9e-3de2-bd68-44bd7e29a5da_R/BasicLTI.xml
I_e5b8dde0-b21e-3ff8-860b-9ce1df05a523_1_R/BasicLTI.xml
I_e618b265-91d9-3ae4-8fe2-da4dc095a063_1_R/BasicLTI.xml
I_e640502f-98e5-3cd0-b186-ef23c13d5b0c_1_R/BasicLTI.xml
I_e668cad4-38b1-370d-b182-25ec7aa6665b_1_R/BasicLTI.xml
I_e6697b3b-50ff-3c71-bfb2-0bb7c3f8f2fc_R/BasicLTI.xml
I_e69d63eb-7d54-3a8b-bec9-54838c6da619_R/BasicLTI.xml
I_e6b0e662-d396-3753-85a1-9ef46bc5fc97_1_R/BasicLTI.xml
I_e6c421ee-6f36-36d7-825f-bdd0c51f690f_R/BasicLTI.xml
I_e6f50e0a-c964-3dab-895e-f717ae57e3c2_1_R/BasicLTI.xml
I_e74dc267-13e0-3dda-95e4-fc34c08213fa_1_R/BasicLTI.xml
I_e7905401-d0e8-3028-9010-e7d96ae7f2f8_R/BasicLTI.xml
I_e799bc76-8069-3890-96ef-d0b0aba4df67_1_R/BasicLTI.xml
I_e7c4be25-8913-39fd-be5a-dad28dbafb1a_1_R/BasicLTI.xml
I_e7c79550-1d3a-377c-9fd9-af74c14637cf_R/BasicLTI.xml
I_e7d7b3c9-ac26-3526-9da6-3936d9d2a91a_1_R/BasicLTI.xml
I_e7fba7ec-f169-32b6-b204-4d38605b03ee_1_R/BasicLTI.xml
I_e808a7b7-50ef-3ea6-bffa-0ca27a3940e2_R/BasicLTI.xml
I_e80b8a16-f007-3c29-98d5-9951341ee006_1_R/BasicLTI.xml
I_e84147b1-c27c-3c6d-adf3-c09682124092_1_R/BasicLTI.xml
I_e84147b1-c27c-3c6d-adf3-c09682124092_3_R/BasicLTI.xml
I_e853b710-1a66-387a-b6e8-9ce813312e68_1_R/BasicLTI.xml
I_e853b710-1a66-387a-b6e8-9ce813312e68_3_R/BasicLTI.xml
I_e865735a-3c66-3d0d-a087-7bfa9dc68985_1_R/BasicLTI.xml
I_e8adace6-c9c2-3556-9202-9b850f17a2a6_1_R/BasicLTI.xml
I_e8b47cbd-cbc1-3371-b2d5-13995dc2f819_1_R/BasicLTI.xml
I_e8eec122-a008-3029-b371-cd919e16d013_1_R/BasicLTI.xml
I_e965d2d3-c3bc-34c1-abe8-1688c15f872b_1_R/BasicLTI.xml
I_e96b5c9c-e347-3a83-bf8e-c271546ea931_1_R/BasicLTI.xml
I_e9daa63e-40f4-329a-8462-49453eb9aebb_R/BasicLTI.xml
I_e9e11901-026f-3e77-bf74-954b2b5df4b6_R/BasicLTI.xml
I_ea2df16a-25ca-32c0-9331-2e6c5d128037_1_R/BasicLTI.xml
I_ea550222-b20b-3f81-8dc7-54afc54f0bc7_1_R/BasicLTI.xml
I_ea72a274-2245-3a4f-9739-f315640702d0_1_R/BasicLTI.xml
I_ea72a274-2245-3a4f-9739-f315640702d0_3_R/BasicLTI.xml
I_ea8a0f5b-3ccc-3e8f-8568-f4907887b4cd_1_R/BasicLTI.xml
I_eaaf5018-2b13-3982-a301-1723d0411196_R/BasicLTI.xml
I_eb3e63ac-c798-399e-8304-8102d91e778b_1_R/BasicLTI.xml
I_eb3faa46-6629-33b9-9c2b-552236f37b0a_R/BasicLTI.xml
I_eb512dda-3004-3a97-9bfd-7ee28ffe9694_1_R/BasicLTI.xml
I_ebb64c12-7b73-3a44-be93-1a8b7acd3c92_1_R/BasicLTI.xml
I_ec4a1fc2-97c1-3021-b40d-0c9ccae6aae1_1_R/BasicLTI.xml
I_ec4ae46a-7cd4-3870-9635-f9a3a5624551_1_R/BasicLTI.xml
I_ec91a946-95cb-3c81-8142-b8d7da5dc7d9_R/BasicLTI.xml
I_eca66dcc-6d63-3282-b2ca-adb11f0aa166_1_R/BasicLTI.xml
I_ecba1748-cbe5-3a6a-8138-b707302d8ecf_1_R/BasicLTI.xml
I_ece79edd-f0ff-31bb-b9f1-34b9ad1570d9_1_R/BasicLTI.xml
I_ece9fa28-4d4f-3fc4-9aef-d9ddb5fc7757_1_R/BasicLTI.xml
I_ed094e21-b4cd-3d3d-ac3e-81491cecbf82_1_R/BasicLTI.xml
I_ed20e973-3976-369d-8ac5-9832c1d4c5eb_1_R/BasicLTI.xml
I_ed34dbe0-d88e-3e85-bac6-db1192f23993_1_R/BasicLTI.xml
I_ed4d3e10-b31e-33af-9c71-c1c1d9fe7424_1_R/BasicLTI.xml
I_ed4fa50d-a564-3d58-9253-bb56f553c215_1_R/BasicLTI.xml
I_eda647df-01a6-3b59-b5c1-98b400c31b93_1_R/BasicLTI.xml
I_edd4b1cd-465d-3692-8cd8-10c7b5bc60c9_1_R/BasicLTI.xml
I_eddf27ef-1151-37c9-883c-03430793e085_1_R/BasicLTI.xml
I_eddf27ef-1151-37c9-883c-03430793e085_R/BasicLTI.xml
I_edef75f6-a116-3cf8-8e25-863193d49593_1_R/BasicLTI.xml
I_edf22ef3-f849-3ed2-97c5-5a62f9eac412_R/BasicLTI.xml
I_ee2c4ce1-61f1-3646-926e-2f8fe877798b_R/BasicLTI.xml
I_ee32026c-6e94-37ad-ae23-05f98dc3c59c_R/BasicLTI.xml
I_ee408bc6-af13-3e18-8654-16b668ea7979_1_R/BasicLTI.xml
I_ee408bc6-af13-3e18-8654-16b668ea7979_R/BasicLTI.xml
I_ee81dd9f-7bff-3ba3-af3d-742060dc25e7_1_R/BasicLTI.xml
I_eecb45c1-014e-36a6-b1ab-a688073ddfa8_1_R/BasicLTI.xml
I_eed604e8-c933-3151-8c8d-e8c71d664ddd_1_R/BasicLTI.xml
I_eeeaf821-c99f-3b70-99f8-80aa7884e28c_1_R/BasicLTI.xml
I_eeec754f-2da2-3f93-9925-f3b637b19a6d_R/BasicLTI.xml
I_eef4128c-fe9c-3a97-aea4-a07122e9eadb_1_R/BasicLTI.xml
I_eef4128c-fe9c-3a97-aea4-a07122e9eadb_R/BasicLTI.xml
I_ef0ae1e2-660a-3806-baf5-c1d8b1209808_R/BasicLTI.xml
I_ef17c9e4-e96b-3106-adb9-60fccbab7a7b_1_R/BasicLTI.xml
I_ef5ae023-09f4-3b36-9612-2b12d6b9026b_1_R/BasicLTI.xml
I_ef6105e9-806e-34f8-a9e5-5846587f0448_1_R/BasicLTI.xml
I_ef87fa4a-1757-3a0d-906b-23aecb2b3363_R/BasicLTI.xml
I_ef9fdd5e-22a6-3c37-98cb-40c86610f044_1_R/BasicLTI.xml
I_efa2f326-1556-3bd5-8368-b0609b1e0872_1_R/BasicLTI.xml
I_efde91d8-a14b-3092-a71f-73c918608bf5_R/BasicLTI.xml
I_f00445c7-3661-3502-87f2-f8536a19dc05_1_R/BasicLTI.xml
I_f0480f30-b65a-306c-9532-22053fe589af_R/BasicLTI.xml
I_f06a0733-2450-3e0c-a5ee-45769a8a5a2a_1_R/BasicLTI.xml
I_f071d88a-5c63-3d9b-9ba9-75eebb39f7f6_1_R/BasicLTI.xml
I_f0c67c44-79ce-34de-bf70-8ac787db7a80_1_R/BasicLTI.xml
I_f0dc08a6-b6fe-3c78-bec7-1c9fb8831f43_R/BasicLTI.xml
I_f0f6e0de-86a5-32af-8612-c5a09ad26eef_1_R/BasicLTI.xml
I_f104b4be-3631-37f0-a145-9367b52f323c_1_R/BasicLTI.xml
I_f104b4be-3631-37f0-a145-9367b52f323c_3_R/BasicLTI.xml
I_f1263ee8-383c-3c37-aea3-e5a804b9b039_1_R/BasicLTI.xml
I_f15d0998-0e74-302f-a02e-cef76769e189_1_R/BasicLTI.xml
I_f1615c7f-e573-39c0-9757-c84433f609f0_1_R/BasicLTI.xml
I_f1615c7f-e573-39c0-9757-c84433f609f0_R/BasicLTI.xml
I_f170df11-6996-37d5-9581-5824b9d4b217_1_R/BasicLTI.xml
I_f187773f-4acd-33b3-bd7e-17a57cd13ee9_1_R/BasicLTI.xml
I_f1ad4f99-889e-3577-9d19-346bb2b7c47b_R/BasicLTI.xml
I_f1cbc081-a212-34ee-b9af-33128e9e8006_1_R/BasicLTI.xml
I_f1d68329-109c-3432-b9ed-ff4c04d9d326_1_R/BasicLTI.xml
I_f1f48356-0058-3191-84d1-33cdcae642e6_1_R/BasicLTI.xml
I_f20860fb-a317-3559-9ea0-ef3bbcbb5994_1_R/BasicLTI.xml
I_f25182fd-0457-32f9-ad00-48984d3d2eb1_R/BasicLTI.xml
I_f2896b8e-6650-368e-a590-5fe99a888dc3_1_R/BasicLTI.xml
I_f2a5e87a-a201-3ab7-897c-4d1ea9a7fe8e_1_R/BasicLTI.xml
I_f2fecfa6-073e-3f48-af58-3543b7b339db_1_R/BasicLTI.xml
I_f30e6aa8-1a68-38f9-9700-895d6dcbab4b_1_R/BasicLTI.xml
I_f3133d6d-ebb1-3bb5-9e00-4fdf04abe6c2_1_R/BasicLTI.xml
I_f3133d6d-ebb1-3bb5-9e00-4fdf04abe6c2_3_R/BasicLTI.xml
I_f345b67f-788c-3837-8063-3334d67ae037_1_R/BasicLTI.xml
I_f345b67f-788c-3837-8063-3334d67ae037_R/BasicLTI.xml
I_f34f7def-9b6f-3e46-b694-a86203c7e5d9_1_R/BasicLTI.xml
I_f3c6edec-5dbe-3942-bb9f-f84411d6520d_1_R/BasicLTI.xml
I_f3f8eb3d-5935-3d1d-938c-649f5c4d60f5_R/BasicLTI.xml
I_f414bb49-6fb6-3155-b2d4-5bcdd18e7fa4_1_R/BasicLTI.xml
I_f41f9973-055c-3297-ab00-59b5301854d7_1_R/BasicLTI.xml
I_f46728d6-9e4f-3f96-8f43-6b7fa09902ac_R/BasicLTI.xml
I_f4f7b8eb-ac30-30c2-9349-b9b7c87f2e40_1_R/BasicLTI.xml
I_f51091e8-a812-3764-83e9-e06ef5cc4253_R/BasicLTI.xml
I_f5135549-01d5-3e49-88ba-6761ad6395c6_1_R/BasicLTI.xml
I_f523a70d-6704-3f42-aa36-f07503bafdf4_1_R/BasicLTI.xml
I_f523a70d-6704-3f42-aa36-f07503bafdf4_3_R/BasicLTI.xml
I_f54daabd-9ad9-3c8c-bbdb-be25b6453974_1_R/BasicLTI.xml
I_f5820aa3-8bac-3dbe-8ab5-a9c121845c94_1_R/BasicLTI.xml
I_f5a6cdd0-078f-3d45-98bd-595113ab5a03_R/BasicLTI.xml
I_f5b01bf9-be96-3f85-beeb-0f4f82087b63_1_R/BasicLTI.xml
I_f5e3e373-c17d-3fc9-8957-06cd034b7f7b_R/BasicLTI.xml
I_f5e62748-49e1-33c5-8603-4dceb22e83eb_R/BasicLTI.xml
I_f61fc482-e6a8-381a-ac7c-86455aad54ab_R/BasicLTI.xml
I_f66f0be9-fb5b-3aa3-ba36-0f349bcd4608_1_R/BasicLTI.xml
I_f6ff8175-35f0-30c6-bfa9-abefbbdf2714_1_R/BasicLTI.xml
I_f766151d-aa93-305b-ad9c-d89d1db84ffb_1_R/BasicLTI.xml
I_f766151d-aa93-305b-ad9c-d89d1db84ffb_3_R/BasicLTI.xml
I_f77eab25-6169-31ec-a806-dd4ecf483892_R/BasicLTI.xml
I_f7c299d2-a826-3f9a-a7fd-c4b1b798af33_R/BasicLTI.xml
I_f7e7b8d8-6d1b-3dcd-b6e4-d4c38a44403b_1_R/BasicLTI.xml
I_f80c8045-3cf5-35bb-a163-56a4e6fef0b5_R/BasicLTI.xml
I_f81a3f74-045f-3958-b16a-e9c59317c99b_1_R/BasicLTI.xml
I_f827f3e5-f074-3f31-a980-ed8913627e24_1_R/BasicLTI.xml
I_f827f3e5-f074-3f31-a980-ed8913627e24_R/BasicLTI.xml
I_f831fd32-352f-31c9-b54c-7f3f6db5e439_1_R/BasicLTI.xml
I_f831fd32-352f-31c9-b54c-7f3f6db5e439_3_R/BasicLTI.xml
I_f8429243-d842-37b1-b1a5-64d011ab6f28_1_R/BasicLTI.xml
I_f86bc746-9b0e-3db7-8e0b-ec8764749368_R/BasicLTI.xml
I_f8d6c4e9-e2c6-3fde-8027-f2174ec9b7c5_R/BasicLTI.xml
I_f8d954f6-e256-3936-bda1-13c6ea0b3bdf_1_R/BasicLTI.xml
I_f8e84032-9c82-300f-9604-a86b2f968318_1_R/BasicLTI.xml
I_f8e84032-9c82-300f-9604-a86b2f968318_R/BasicLTI.xml
I_f8e93c74-c039-3c93-9c21-fd35cdb833c1_1_R/BasicLTI.xml
I_f90fc90f-5d21-3e7c-9ed6-258bada0320a_1_R/BasicLTI.xml
I_f98c2674-62b1-3d89-add2-966607a40d9b_1_R/BasicLTI.xml
I_f9992a5d-aef3-3ecf-b8e1-9b7a7cb76627_1_R/BasicLTI.xml
I_f9c927a6-0502-3e20-8d44-16ba54536e4b_1_R/BasicLTI.xml
I_f9cc5c72-ede2-3020-8f73-ce556e9b6625_R/BasicLTI.xml
I_f9dc53ae-5d12-3c26-8010-40e54266a60a_1_R/BasicLTI.xml
I_f9dc53ae-5d12-3c26-8010-40e54266a60a_3_R/BasicLTI.xml
I_fa2c8cfa-7f1b-3d29-a729-02bb2db3102a_1_R/BasicLTI.xml
I_fa5b6bc8-7e01-3bba-805d-fcb6dfe5c1ed_1_R/BasicLTI.xml
I_fa70b65a-ab63-3539-a446-d511de310348_1_R/BasicLTI.xml
I_fa831fdd-1bff-32f8-bd7c-735db9e9c621_1_R/BasicLTI.xml
I_fa8da7b4-1ccf-3dd0-9702-c70225ce5d55_1_R/BasicLTI.xml
I_fa8da7b4-1ccf-3dd0-9702-c70225ce5d55_R/BasicLTI.xml
I_fac87a85-94e0-3e67-b073-0f25bab68872_R/BasicLTI.xml
I_fadc9ee1-1e8e-3974-a69d-0e6f0104dfda_R/BasicLTI.xml
I_fae57ccd-90f4-3314-814a-8fef2130c865_1_R/BasicLTI.xml
I_fae57ccd-90f4-3314-814a-8fef2130c865_R/BasicLTI.xml
I_fb3546a4-d218-3b9f-8e30-48a4408b42a5_1_R/BasicLTI.xml
I_fb3546a4-d218-3b9f-8e30-48a4408b42a5_R/BasicLTI.xml
I_fb390385-d39e-37e6-8f46-3231eaad6d13_1_R/BasicLTI.xml
I_fb471adb-2506-3c43-9de5-823f5d2fa875_R/BasicLTI.xml
I_fb73f2d1-1aed-3cf8-8798-03418a92aa66_R/BasicLTI.xml
I_fb7bfea8-4e7c-3cec-892a-464a10b8db3b_1_R/BasicLTI.xml
I_fb8508ee-954c-31cf-a3ce-80a27d4666a3_1_R/BasicLTI.xml
I_fb9c63c0-cccd-3697-8ab4-92336a8a8893_1_R/BasicLTI.xml
I_fba3e326-60c9-30ab-80ca-298c58e55fc4_1_R/BasicLTI.xml
I_fbadd942-0d1d-3ba0-84b2-1fd29354b19b_1_R/BasicLTI.xml
I_fbd134f6-0e8d-39b1-88c1-ee4ae063702f_1_R/BasicLTI.xml
I_fc083e7f-9f7e-38d4-adac-71ebcdd90ab3_1_R/BasicLTI.xml
I_fc083e7f-9f7e-38d4-adac-71ebcdd90ab3_R/BasicLTI.xml
I_fc6c447f-4a56-3c2d-b165-b293f9bd3872_R/BasicLTI.xml
I_fc789ebf-b211-3a3a-bc96-85e04b0a529f_1_R/BasicLTI.xml
I_fc79b984-c564-3d79-8857-7b28d8d6b857_1_R/BasicLTI.xml
I_fc913b34-4976-35ee-a5f2-ce44f5d20da0_R/BasicLTI.xml
I_fcc8b137-4933-31ae-aaad-a4fea6bbf567_1_R/BasicLTI.xml
I_fce42ffc-fd41-3dc1-a9fe-8770521ca2e0_1_R/BasicLTI.xml
I_fd289092-e06d-3577-9f3b-a9affed9ccb1_1_R/BasicLTI.xml
I_fdb031ac-318a-3eff-944f-a41a317b94d3_R/BasicLTI.xml
I_fdec1f76-fee4-37bc-944d-6870d6f04dd9_1_R/BasicLTI.xml
I_fe069a52-5d6e-317f-acb9-28f8e57b276a_R/BasicLTI.xml
I_feab47ad-4ddf-31be-afeb-0b4790f79b52_R/BasicLTI.xml
I_feaff2d4-ec19-3add-9a6f-1f3c80df104e_1_R/BasicLTI.xml
I_feb5cf1e-56ad-3a16-8f7a-48a512a3b6b0_R/BasicLTI.xml
I_fef6e48a-7a06-3904-ac5a-99a745703d6d_1_R/BasicLTI.xml
I_ff000784-b189-3534-a296-c2d153cc58fb_1_R/BasicLTI.xml
I_ff36dd81-7fcc-3af3-b2e3-a2765aeb03b6_1_R/BasicLTI.xml
I_ff4827af-4c7e-336a-9178-d4d8b9454932_1_R/BasicLTI.xml
I_ff690c19-3e22-38f7-bd9c-c0d0c3596cd7_1_R/BasicLTI.xml
I_ff9a7a67-9eaf-35be-88a4-2e2f7c669680_1_R/BasicLTI.xml
I_ffa71489-e73d-3773-b51d-9f35f6fe7e19_1_R/BasicLTI.xml
I_ffbd2ff9-643f-3f06-8e14-fa4d9b3efda7_R/BasicLTI.xml
I_ffce6617-7308-3f6d-b655-a13f6d981121_R/BasicLTI.xml
I_ffe3769e-07c6-348f-b489-b17be5413d01_R/BasicLTI.xml

Title: Elevate Science Earth


         Using Your Realize Reader Menu

         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Using Your Realize Reader Menu

            Elevate Science Earth Science Student Digital Book

         Topic 1: Introduction to Earth's Systems

            Topic Launch: Introduction to Earth's Systems

               eText: Topic Open: Introduction to Earth's Systems

               Editable Readiness Test: Introduction to Earth's Systems

               Readiness Test: Introduction to Earth's Systems

               Remediation Summary: Introduction to Earth's Systems

               uConnect Lab: What Interactions Occur Within the Earth System?

               Quest Kickoff: Forest Fires

               Quest Checklist: Forest Fires

               Quest Rubric: Forest Fires

            Lesson 1: Matter and Energy in Earth's System

               Connect

                  Inquiry Warm-Up Lab: Interaction Actions

               Investigate

                  eText: Matter and Energy in Earth's System
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

                  Interactivity: Describing Systems

                  Video: Matter and Energy in Earth's System
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  uInvestigate Lab: Where Heat Flows

               Synthesize

                  Interactivity: Thermal Energy and the Cycling of Matter

                  Quest Check-In eText: Fire and Earth's Spheres

                  Quest Check-In Interactivity: Fire and Earth's Spheres

                  Enrichment: Earth's Hydrosphere

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Matter and Energy in Earth's System

                  Editable Quiz: Matter and Energy in Earth's System

                  Quiz: Matter and Energy in Earth's System

            Lesson 2: Surface Features in the Geosphere

               Connect

                  Poll: Florida Landforms

               Investigate

                  eText: Surface Features in the Geosphere
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

                  Interactivity: Maps and Methods

                  Video: Surface Features in the Geosphere
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  uInvestigate Lab: Surface Features

                  eText: uEngineer It!: Defining the Problem: A Daring Bridge

                  uEngineer It! Video: A Daring Bridge

               Synthesize

                  Interactivity: Constructive and Destructive Forces

                  Quest Check-In eText: Disrupting the Geosphere

                  Quest Check-In Interactivity: Disrupting the Geosphere

                  Enrichment: Topographic Maps

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Surface Features in the Geosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Editable Quiz: Surface Features in the Geosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Quiz: Surface Features in the Geosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

            Lesson 3: The Hydrosphere

               Connect

                  Write: The Hydrosphere and You

               Investigate

                  eText: The Hydrosphere
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. 

                  Interactivity: The Water Cycle
                    Curriculum Standards: Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4) Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. 

                  Interactivity: Siting a Fish Farm

                  Worksheet: Siting a Fish Farm

                  Virtual Lab: Changes in the Water Cycle
                    Curriculum Standards: Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4) Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Video: The Hydrosphere
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. 

                  uInvestigate Lab: Water on Earth

                  Career Video: Aquaculture Manager

                  eText: Case Study: The Case of the Shrinking Sea
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. 

               Synthesize

                  Interactivity: Floridan Aquifer System

                  Quest Check-In eText: Impact on the Hydrosphere

                  Quest Check-In Interactivity: Impact on the Hydrosphere

                  Enrichment: Groundwater
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: The Hydrosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

                  Editable Quiz: The Hydrosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

                  Quiz: The Hydrosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

            Topic Close: Introduction to Earth's Systems

               eText: Review and Assess: Introduction to Earth's Systems
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Models can be used to represent systems and their interactions. 

               eText: Evidence Based Assessment: Introduction to Earth's Systems
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Models can be used to represent systems and their interactions. 

               uDemonstrate Lab: Modeling a Watershed
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Modeling a Watershed
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Forest Fires

               Quest Findings: Reflect on Forest Fires

               Main Ideas: Introduction to Earth's Systems
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Models can be used to represent systems and their interactions. 

               Editable Test: Introduction to Earth's Systems
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Models can be used to represent systems and their interactions. 

               Test: Introduction to Earth's Systems
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Models can be used to represent systems and their interactions. 

         Topic 2: Weather in the Atmosphere

            Topic Launch: Weather in the Atmosphere

               eText: Weather in the Atmosphere
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Models can be used to represent systems and their interactions. 

               Editable Readiness Test: Weather in the Atmosphere

               Readiness Test: Weather in the Atmosphere

               Remediation Summary: Weather in the Atmosphere
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

               uConnect Lab: Puddle Befuddlement
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Quest Kickoff: Preparing a Plan
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Quest Checklist: Preparing a Plan
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Quest Rubric: Preparing a Plan
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

            Lesson 1: The Atmosphere Around You

               Connect

                  Write: Mountaintop Meal Preparations

               Investigate

                  eText: The Atmosphere Around You
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. Graphs and charts can be used to identify patterns in data. 

                  Interactivity: Layers of the Atmosphere
                    Curriculum Standards: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Worksheet: Layers of the Atmosphere
                    Curriculum Standards: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Video: The Atmosphere Around You

                  uInvestigate Lab: Effects of Altitude on the Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               Synthesize

                  Interactivity: Patterns in the Wind

                  Enrichment: Earth's Spheres

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: The Atmosphere Around You

                  Editable Quiz: The Atmosphere Around You

                  Quiz: The Atmosphere Around You

            Lesson 2: Water in the Atmosphere

               Connect

                  Inquiry Warm-Up Lab: Water in the Air
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Investigate

                  eText: Water in the Atmosphere
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4) Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. 

                  Interactivity: Ways That Water Moves
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) 

                  Interactivity: Water Cycle
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. 

                  Worksheet: Water Cycle
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. 

                  Video: Water Cycle
                    Curriculum Standards: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. 

                  uInvestigate Lab: How Clouds and Fog Form
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  eText: uEngineer It!: Sustainable Design: Catching Water With a Net
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) 

                  uEngineer It! Interactivity: Clean Drinking Water
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) 

               Synthesize

                  Interactivity: Interruptions in the Water Cycle
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quest Check-In eText: Water and Severe Weather

                  Quest Check-In Interactivity: Water and Severe Weather

                  Enrichment: Water Shortages

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Water in the Atmosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

                  Editable Quiz: Water in the Atmosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

                  Quiz: Water in the Atmosphere
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

            Lesson 3: Air Masses

               Connect

                  Class Discussion: Sinking and Rising
                    Curriculum Standards: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. 

               Investigate

                  eText: Air Masses
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  Interactivity: When Air Masses Collide
                    Curriculum Standards: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) 

                  Video: Three Types of Fronts
                    Curriculum Standards: The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  uInvestigate Lab: Weather Fronts
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. Models can be used to represent systems and their interactions. 

               Synthesize

                  Interactivity: Mapping Out the Weather
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Quest Check-In eText: All About Air Masses
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. 

                  Quest Check-In Interactivity: All About Air Masses
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. 

                  Enrichment: Occluded Fronts
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Air Masses
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Editable Quiz: Air Masses
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quiz: Air Masses
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

            Lesson 4: Predicting Weather Changes

               Connect

                  Class Discussion: Weather Prediction Woes
                    Curriculum Standards: Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) 

               Investigate

                  eText: Predicting Weather Changes
                    Curriculum Standards: Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Interactivity: Using Air Masses to Predict Weather
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  uInvestigate Lab: Tracking Weather
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Video: Weather Satellites
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. 

                  eText: Career: Meteorologist

                  Career Video: Meteorologist

               Synthesize

                  Interactivity: Weather Predicting
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quest Check-In eText: Predicting Severe Weather

                  Quest Check-In Interactivity: Predicting Severe Weather

                  Enrichment: Measuring Humidity

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Predicting Weather Changes
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Editable Quiz: Predicting Weather Changes
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quiz: Predicting Weather Changes
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

            Lesson 5: Severe Weather and Floods

               Connect

                  Write: Severe Weather Experiences

               Investigate

                  eText: Severe Weather and Floods
                    Curriculum Standards: Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) Graphs and charts can be used to identify patterns in data. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

                  Interactivity: Not in Kansas Anymore

                  Video: How Tornadoes Form
                    Curriculum Standards: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. 

                  uInvestigate Lab: Predicting Hurricanes
                    Curriculum Standards: Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. Graphs and charts can be used to identify patterns in data. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

                  eText: Case Study: The Case of the Runaway Hurricane
                    Curriculum Standards: Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

                  Virtual Lab: Hurricane Season
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

               Synthesize

                  Interactivity: Tinkering with Technology

                  Quest Check-In eText: A History of Hazardous Weather
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

                  Quest Check-In Lab: A History of Hazardous Weather
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

                  Enrichment: Chasing That Storm

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Graphs and charts can be used to identify patterns in data. 

                  Quiz Review: Severe Weather and Floods

                  Editable Quiz: Severe Weather and Floods

                  Quiz: Severe Weather and Floods

            Topic Close: Weather in the Atmosphere

               eText: Review and Assess: Weather in the Atmosphere
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Models can be used to represent systems and their interactions. 

               eText: Evidence Based Assessment: Weather in the Atmosphere
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Models can be used to represent systems and their interactions. 

               uDemonstrate Lab: Water From Trees
                 Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               uDemonstrate Lab Do It Yourself: Water From Trees
                 Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               Quest Findings eText: Reflect on Your PSA
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Quest Findings: Reflect on Your PSA
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Main Ideas: Weather and Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Models can be used to represent systems and their interactions. 

               Editable Test: Weather in the Atmosphere
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Models can be used to represent systems and their interactions. 

               Test: Weather in the Atmosphere
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Models can be used to represent systems and their interactions. 

         Topic 3: Minerals and Rocks in the Geosphere

            Topic Launch: Minerals and Rocks in the Geosphere

               eText: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

               Editable Readiness Test: Minerals and Rocks in the Geosphere

               Readiness Test: Minerals and Rocks in the Geosphere

               Remediation Summary: Minerals and Rocks in the Geosphere

               uConnect Lab: Build a Model of Earth
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Quest Kickoff: Science in the Movies
                 Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. 

               Quest Checklist: Science in the Movies

               Quest Rubric: Science in the Movies

            Lesson 1: Earth's Interior

               Connect

                  Class Discussion: A Wrapped-Up Mystery

               Investigate

                  eText: Earth's Interior
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Develop a model to describe unobservable mechanisms. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

                  Interactivity: Hot on the Inside

                  Interactivity: Earth's Layers
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  Worksheet: Earth's Layers
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  Video: Earth's Interior
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  uInvestigate Lab: Heat and Motion in a Liquid

                  eText: uEngineer It!: Defining the Problem: Examining Earth's Interior From Space
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

                  uEngineer It! Interactivity: Designing Satellites

                  Career Video: Product Developer

               Synthesize

                  Interactivity: Comparing Earth and the Moon

                  Quest Check-In eText: Earth's Interior

                  Quest Check-In Interactivity: The Deep Drill

                  Enrichment: How Deep Can We Go?

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Earth's Interior

                  Editable Quiz: Earth's Interior

                  Quiz: Earth's Interior

            Lesson 2: Minerals

               Connect

                  Poll: A Curious Word

               Investigate

                  eText: Minerals
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Develop a model to describe unobservable mechanisms. 

                  Interactivity: So Many, Many Minerals

                  Video: How Igneous, Sedimentary, and Metamorphic Rocks Form
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  uInvestigate Lab: Mineral Mash-Up
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

               Synthesize

                  Interactivity: Mineral Management

                  Lab: Growing a Crystal Garden

                  Quest Check-In eText: Make Your Own Stalactites and Stalagmites
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  Quest Check-In Lab: Make Your Own Stalactites and Stalagmites
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  Enrichment: Properties of Minerals
                    Curriculum Standards: Develop a model to describe unobservable mechanisms. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Minerals
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Editable Quiz: Minerals
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quiz: Minerals
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

            Lesson 3: Rocks

               Connect

                  Inquiry Warm-Up Lab: Rock Versus Rock

               Investigate

                  eText: Rocks
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Develop a model to describe unobservable mechanisms. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

                  Interactivity: Don't Take It for Granite

                  Video: Minerals and Rocks
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  uInvestigate Lab: A Sequined Rock

               Synthesize

                  Interactivity: Is There a Geologist in the House?

                  Lab: Name That Rock

                  Quest Check-In eText: Rocky Business

                  Quest Check-In Interactivity: Rocky Business

                  Enrichment: Geology of the Appalachians

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Rocks
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Editable Quiz: Rocks
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quiz: Rocks
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

            Lesson 4: Cycling of Rocks

               Connect

                  Inquiry Warm-Up Lab: Paper or Plastic...or Rock?

               Investigate

                  eText: Cycling of Rocks
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Develop a model to describe unobservable mechanisms. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

                  Interactivity: Rocky Changes

                  Interactivity: Earth's Rock Cycle
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  Worksheet: Earth's Rock Cycle
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  Virtual Lab: Rocks and Minerals: The Story of Earth
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) Stability might be disturbed either by sudden events or gradual changes that accumulate over time. Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. 

                  Video: Cycling of Rocks
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  uInvestigate Lab: Ages of Rocks

                  eText: Case Study: The Mighty Mauna Loa
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

               Synthesize

                  Interactivity: Rocks on the Move
                    Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Quest Check-In eText: The Rock Cyclers
                    Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Quest Check-In Interactivity: The Rock Cyclers
                    Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Enrichment: Rock Cycles of the Hawaiian Islands

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Cycling of Rocks

                  Editable Quiz: Cycling of Rocks

                  Quiz: Cycling of Rocks

            Topic Close: Minerals and Rocks in the Geosphere

               eText: Review and Assess: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

               eText: Evidence Based Assessment: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

               uDemonstrate Lab: The Rock Cycle in Action
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: The Rock Cycle in Action
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Science in the Movies

               Quest Findings: Reflect on Science in the Movies

               Main Ideas: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

               Editable Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

               Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

         Topic 4: Plate Tectonics

            Topic Launch: Plate Tectonics

               eText: Plate Tectonics
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               Editable Readiness Test: Plate Tectonics

               Readiness Test: Plate Tectonics

               Remediation Summary: Plate Tectonics

               uConnect Lab: How Are Earth's Continents Linked Together?
                 Curriculum Standards: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

               Quest Kickoff: To Hike or Not to Hike
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               Quest Checklist: To Hike or Not to Hike

               Quest Rubric: To Hike or Not to Hike

            Lesson 1: Evidence of Plate Motions

               Connect

                  Write: Puzzling Puzzles

               Investigate

                  eText: Evidence of Plate Motions
                    Curriculum Standards: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. (MS-ESS2-3) Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  Interactivity: Land and Seafloor Patterns
                    Curriculum Standards: Patterns in rates of change and other numerical relationships can provide information about natural systems. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  Video: Ocean Ridges and Trenches
                    Curriculum Standards: Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. (MS-ESS2-3) Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  uInvestigate Lab: Piecing Together a Supercontinent

               Synthesize

                  Interactivity: Slow and Steady
                    Curriculum Standards: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  Quest Check-In eText: Patterns in the Cascade Range
                    Curriculum Standards: Patterns in rates of change and other numerical relationships can provide information about natural systems. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  Quest Check-In Lab: Patterns in the Cascade Range
                    Curriculum Standards: Patterns in rates of change and other numerical relationships can provide information about natural systems. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  Enrichment: Drifting Continents

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Evidence of Plate Motions
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

                  Editable Quiz: Evidence of Plate Motions
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

                  Quiz: Evidence of Plate Motions
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

            Lesson 2: Plate Tectonics and Earth's Surface

               Connect

                  Inquiry Warm-Up Lab: Stressing Out!

               Investigate

                  eText: Plate Tectonics and Earth's Surface
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Interactivity: By No Fault of Their Own

                  Interactivity: Relative Plate Motion

                  Worksheet: Relative Plate Motion

                  Video: Tectonic Plates Boundary Types

                  uInvestigate Lab: Plate Interactions

                  eText: Case Study: Australia on the Move
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

               Synthesize

                  Interactivity: Stressed to a Fault
                    Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

                  Quest Check-In eText: Mount Rainier's Threat

                  Quest Check-In Interactivity: Mount Rainier's Threat

                  Enrichment: How Old Is Earth's Crust?

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Plate Tectonics and Earth's Surface
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

                  Editable Quiz: Plate Tectonics and Earth's Surface
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

                  Quiz: Plate Tectonics and Earth's Surface
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

            Lesson 3: Earthquakes and Tsunami Hazards

               Connect

                  Poll: Quaking and Shaking
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               Investigate

                  eText: Earthquakes and Tsunami Hazards
                    Curriculum Standards: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Graphs and charts can be used to identify patterns in data. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

                  Interactivity: Earthquake Engineering

                  Interactivity: Locating an Earthquake
                    Curriculum Standards: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Worksheet: Locating an Earthquake
                    Curriculum Standards: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Video: Ring of Fire

                  uInvestigate Lab: Analyze Earthquake Data to Identify Patterns
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. 

                  eText: uEngineer It!: Designing Solutions: Designing to Prevent Destruction
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

                  uEngineer It! Video: Designing Solutions: Designing to Prevent Destruction
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

               Synthesize

                  Interactivity: Placing a Bay Area Stadium
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

                  Quest Check-In eText: Monitoring a Volcano

                  Quest Check-In Interactivity: Monitoring a Volcano

                  Quest Worksheet: Monitoring a Volcano
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  Enrichment: The San Andreas Fault
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Earthquakes and Tsunami Hazards

                  Editable Quiz: Earthquakes and Tsunami Hazards

                  Quiz: Earthquakes and Tsunami Hazards

            Lesson 4: Volcanoes and Earth's Surface

               Connect

                  Write: Volcanoes Changing Earth

               Investigate

                  eText: Volcanoes and Earth's Surface
                    Curriculum Standards: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Graphs and charts can be used to identify patterns in data. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

                  Interactivity: Landforms from Volcanic Activity
                    Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

                  Virtual Lab: Geological Processes and Evil Plans

                  Video: Volcanoes and Earth's Surface

                  uInvestigate Lab: Moving Volcanoes
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

                  Career Video: Volcanologist

               Synthesize

                  Interactivity: Volcanoes Changing Earth's Surface

                  Quest Check-In eText: Signs of Eruption?

                  Quest Check-In Lab: Signs of Eruption?

                  Enrichment: Supervolcanoes
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. Patterns in rates of change and other numerical relationships can provide information about natural systems. Analyze and interpret data to provide evidence for phenomena. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Patterns can be used to identify cause and effect relationships. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Volcanoes and Earth's Surface
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Editable Quiz: Volcanoes and Earth's Surface
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quiz: Volcanoes and Earth's Surface
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

            Topic Close: Plate Tectonics

               eText: Review and Assess: Plate Tectonics
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               eText: Evidence Based Assessment: Plate Tectonics
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               uDemonstrate Lab: Modeling Sea-Floor Spreading
                 Curriculum Standards: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

               uDemonstrate Lab Do It Yourself: Modeling Sea-Floor Spreading
                 Curriculum Standards: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

               Quest Findings eText: Reflect on Mount Rainier's Safety
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               Quest Findings: Reflect on Mount Rainier's Safety
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

               Main Ideas: Plate Tectonics
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Analyze and interpret data to provide evidence for phenomena. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

               Editable Test: Plate Tectonics
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Analyze and interpret data to provide evidence for phenomena. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

               Test: Plate Tectonics
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) 

         Topic 5: Earth's Surface Systems

            Topic Launch: Earth's Surface Systems

               eText: Earth's Surface Systems
                 Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Editable Readiness Test: Earth's Surface Systems

               Readiness Test: Earth's Surface Systems

               Remediation Summary: Earth's Surface Systems

               uConnect Lab: How Does Gravity Affect Materials On A Slope?
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Quest Kickoff: Ingenious Islands
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Quest Checklist: Ingenious Islands
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Quest Rubric: Ingenious Islands
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

            Lesson 1: Weathering and Soil

               Connect

                  Inquiry Warm-Up Lab: Breaking Up Is Hard to Do
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Investigate

                  eText: Weathering and Soil
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Interactivity: Colors of the Sand
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Interactivity: Dating Using Weathering Rates
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Worksheet: Dating Using Weathering Rates
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Video: Rock Weathering

                  uInvestigate Lab: Freezing and Thawing
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  eText: uEngineer It!: Ground Shifting Advances: Maps Help Predict
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uEngineer It! Interactivity: Landslide Prevention
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Synthesize

                  Interactivity: Classify the Force of Weathering
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In eText: Breaking It Down
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Lab: Breaking It Down
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Enrichment: Soil Formation
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Weathering and Soil
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Editable Quiz: Weathering and Soil
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quiz: Weathering and Soil
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

            Lesson 2: Erosion and Deposition

               Connect

                  Class Discussion: Models of Erosion and Deposition
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Investigate

                  eText: Erosion and Deposition
                    Curriculum Standards: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. Graphs and charts can be used to identify patterns in data. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

                  Interactivity: Predicting Disasters
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Graphs and charts can be used to identify patterns in data. 

                  Interactivity: Material Slope Angle
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Worksheet: Material Slope Angle
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Virtual Lab: Save the Town

                  Video: Erosion and Deposition
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uInvestigate Lab: Small, Medium, and Large
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  eText: Career Feature: Civil Engineer

                  Career Video: Civil Engineer

               Synthesize

                  Quest Check-In eText: Ingenious Island Part I
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Lab: Ingenious Island Part I
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Interactivity: Changing Landscapes
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Enrichment: Slow and Steady Creep
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Erosion and Deposition
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Editable Quiz: Erosion and Deposition
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quiz: Erosion and Deposition
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

            Lesson 3: Water Erosion

               Connect

                  Poll: Learning from Rocks

               Investigate

                  eText: Water Erosion
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Interactivity: Karst Topography

                  Interactivity: Carving a Canyon

                  Video: Water Erosion
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uInvestigate Lab: Raindrops Falling
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  eText: Case Study: Buyer Beware!
                    Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

               Synthesize

                  Interactivity: Mammoth Caves
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In eText: Ingenious Island Part II
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Lab: Ingenious Island Part II
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Enrichment: River Erosion
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Water Erosion
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Editable Quiz: Water Erosion
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quiz: Water Erosion
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

            Lesson 4: Glacial and Wave Erosion

               Connect

                  Inquiry Warm-Up Lab: Glacier in a Cup

               Investigate

                  eText: Glacial and Wave Erosion
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 

                  Interactivity: Effects of Glaciers
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Interactivity: Glacial Ice
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Video: Glacial Wave Erosion
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uInvestigate Lab: Changing Coastlines
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Synthesize

                  Interactivity: Coastline Management
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In eText: Breaking Waves
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Interactivity: Breaking Waves
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Enrichment: Wave Erosion
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Glacial and Wave Erosion
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Editable Quiz: Glacial and Wave Erosion
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Quiz: Glacial and Wave Erosion
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

            Topic Close: Earth's Surface Systems

               eText: Review and Assess: Earth's Surface Systems
                 Curriculum Standards: Graphs and charts can be used to identify patterns in data. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               eText: Evidence Based Assessment: Earth's Surface Systems
                 Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               uDemonstrate Lab: Materials on a Slope
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Materials on a Slope
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Your Ingenious Island
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Quest Findings: Reflect on Your Ingenious Island
                 Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Main Ideas: Earth's Surface Systems
                 Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Editable Test: Earth's Surface Systems
                 Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Test: Earth's Surface Systems
                 Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

         Topic 6: Distribution of Natural Resources

            Topic Launch: Distribution of Natural Resources

               eText: Distribution of Natural Resources
                 Curriculum Standards: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

               Editable Readiness Test: Distribution of Natural Resources
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Analyze and interpret data to provide evidence for phenomena. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

               Readiness Test: Distribution of Natural Resources
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Analyze and interpret data to provide evidence for phenomena. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

               Remediation Summary: Distribution of Natural Resources
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Analyze and interpret data to provide evidence for phenomena. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

               uConnect Lab: What's in a Piece of Coal?
                 Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               Quest Kickoff: Predicting Boom or Bust
                 Curriculum Standards: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

               Quest Checklist: Predicting Boom or Bust
                 Curriculum Standards: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

               Quest Rubric: Predicting Boom or Bust
                 Curriculum Standards: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

            Lesson 1: Nonrenewable Energy Resources

               Connect

                  Inquiry Warm-Up Lab: Using Resources

               Investigate

                  eText: Nonrenewable Energy Resources
                    Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  Interactivity: Distribution of Fossil Fuels

                  Video: Fossil Fuels
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. 

                  uInvestigate Lab: Fossil Fuels
                    Curriculum Standards: Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Career Video: Geophysicist

               Synthesize

                  Interactivity: Fossil Fuel Sources
                    Curriculum Standards: Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. 

                  Quest Check-In eText: Surviving on Fossil Fuels

                  Quest Check-In Interactivity: Surviving on Fossil Fuels

                  Enrichment: Fossil Fuels
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Graphs and charts can be used to identify patterns in data. 

                  Quiz Review: Nonrenewable Energy Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Editable Quiz: Nonrenewable Energy Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quiz: Nonrenewable Energy Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

            Lesson 2: Renewable Energy Resources

               Connect

                  Write: Renewable Resources in Your Community

               Investigate

                  eText: Renewable Energy Resources
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* 

                  Interactivity: Using Renewable Resources

                  Interactivity: Biogas Farming
                    Curriculum Standards: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* 

                  Worksheet: Biogas Farming
                    Curriculum Standards: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* 

                  Video: Renewable Energy Resources
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. 

                  uInvestigate Lab: The Power of Wind
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  eText: uEngineer It!: Micro-Hydro Power
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  uEngineer It! Video: Hydro Power
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               Synthesize

                  Interactivity: Renewable Resource Ranges

                  Quest Check-In eText: Renewable Energy

                  Quest Check-In Interactivity: Renewable Energy

                  Enrichment: Biofuels From Crops
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Renewable Energy Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Editable Quiz: Renewable Energy Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Quiz: Renewable Energy Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

            Lesson 3: Mineral Resources

               Connect

                  Class Discussion: Using Minerals

               Investigate

                  eText: Mineral Resources
                    Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  Interactivity: Distribution of Minerals

                  Virtual Lab: Go With the Flow (Through an Aquifer)

                  Video: Mineral Resources
                    Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  uInvestigate Lab: Cool Crystals
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  eText: Case Study: Phosphorus Fiasco
                    Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               Synthesize

                  Interactivity: Resources in Use

                  Quest Check-In eText: Surviving on Minerals

                  Quest Check-In Interactivity: Surviving on Minerals

                  Enrichment: Minerals in the Body
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Mineral Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Editable Quiz: Mineral Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Quiz: Mineral Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

            Lesson 4: Water Resources

               Connect

                  Poll: Drinkable Water

               Investigate

                  eText: Water Resources
                    Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  Interactivity: Distribution of Water Resources

                  Interactivity: Designing a Rainwater Capture System

                  Worksheet: Designing a Rainwater Capture System

                  Interactivity: Wetland Restoration

                  Worksheet: Wetland Restoration

                  Video: Water Resources

                  uInvestigate Lab: An Artesian Well
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

               Synthesize

                  Interactivity: Water Worth

                  Quest Check-In eText: Surviving on Water

                  Quest Check-In Interactivity: Surviving on Water

                  Enrichment: Keeping Water Clean
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Water Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Editable Quiz: Water Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Quiz: Water Resources
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

            Topic Close: Distribution of Natural Resources

               eText: Review and Assess: Distribution of Natural Resources

               eText: Evidence Based Assessment: Distribution of Natural Resources

               uDemonstrate Lab: To Drill or Not to Drill
                 Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. 

               uDemonstrate Lab Do It Yourself: To Drill or Not to Drill
                 Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. 

               Quest Findings eText: Reflect on Boomtowns

               Quest Findings: Reflect on Boomtowns

               Main Ideas: Distribution of Natural Resources
                 Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               Editable Test: Distribution of Natural Resources
                 Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               Test: Distribution of Natural Resources
                 Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

         Topic 7: Human Impacts on the Environment

            Topic Launch: Human Impacts on the Environment

               eText: Human Impacts on the Environment

               Editable Readiness Test: Human Impacts on the Environment

               Readiness Test: Human Impacts on the Environment

               Remediation Summary: Human Impacts on the Environment

               uConnect Lab: Finding a Solution for Your Pollution

               Quest Kickoff: Trash Backlash
                 Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

               Quest Checklist: Trash Backlash
                 Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

               Quest Rubric: Trash Backlash
                 Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

            Lesson 1: Population Growth and Resource Consumption

               Connect

                  Inquiry Warm-Up Lab: Growth Spurt
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

               Investigate

                  eText: Population Growth and Resource Consumption
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  Interactivity: Modern Life
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. 

                  Interactivity: Human Population Growth

                  Worksheet: Human Population Growth

                  Video: Population Growth and Resource Consumption
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

                  uInvestigate Lab: Doubling Time
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

               Synthesize

                  Interactivity: Sources of Resources

                  Quest Check-In eText: More Trash, Less Space
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Quest Check-In Interactivity: More Trash, Less Space
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Enrichment: Human Population Growth
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Population Growth and Resource Consumption
                    Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Editable Quiz: Population Growth and Resource Consumption
                    Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Quiz: Population Growth and Resource Consumption
                    Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

            Lesson 2: Air Pollution

               Connect

                  Inquiry Warm-Up Lab: How Does the Scent Spread?

               Investigate

                  eText: Air Pollution
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  Interactivity: Damage From the Skies
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  uInvestigate Lab: It's All in the Air

                  Video: Air Pollution
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

               Synthesize

                  Interactivity: Air Pollution Sources and Solutions
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Quest Check-In eText: Trash versus Water
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Quest Check-In Lab: Trash versus Water
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Enrichment: Ozone in the Air
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Air Pollution

                  Editable Quiz: Air Pollution

                  Quiz: Air Pollution

            Lesson 3: Impacts on Land

               Connect

                  Write: Using Land

               Investigate

                  eText: Impacts on Land
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Interactivity: Farming Lessons
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  uInvestigate Lab: Mining Matters
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Virtual Lab: Electricity Usage
                    Curriculum Standards: Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  Video: Where Is Away?
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

                  eText: Case Study: Nothing Goes to Waste: Austin's Hornsby Bend
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

               Synthesize

                  Interactivity: Ride the Light-Rail

                  Quest Check-In eText: Life of a Landfill
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Quest Check-In Interactivity: Life of a Landfill
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Enrichment: Fracking for Oil and Gas

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Impacts on Land

                  Editable Quiz: Impacts on Land

                  Quiz: Impacts on Land

            Lesson 4: Water Pollution

               Connect

                  Poll: How You Use Water

               Investigate

                  eText: Water Pollution
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Interactivity: Water Cycle Interrupted

                  Interactivity: Mutation Mystery
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. 

                  uInvestigate Lab: Getting Clean
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. 

                  Video: Water Pollution
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

                  Career Video: Water Quality Specialist

                  eText: uEngineer It!: From Wastewater to Tap Water
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  uEngineer It! Video: Making Dirty Water Drinkable
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

               Synthesize

                  Interactivity: Research Water Pollution

                  Quest Check-In eText: Reducing Waste
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Quest Check-In Lab: Reducing Waste
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  Enrichment: The Great Barrier Reef

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Water Pollution

                  Editable Quiz: Water Pollution

                  Quiz: Water Pollution

            Topic Close: Human Impacts on the Environment

               eText: Review and Assess: Human Impacts on the Environment
                 Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               eText: Evidence Based Assessment: Human Impacts on the Environment
                 Curriculum Standards: Patterns can be used to identify cause and effect relationships. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               uDemonstrate Lab: Washing Away
                 Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

               uDemonstrate Lab Do It Yourself: Washing Away
                 Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

               Quest Findings eText: Reflect on Trash Backlash
                 Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

               Quest Findings: Reflect on Trash Backlash
                 Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

               Main Ideas: Human Impacts on the Environment
                 Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               Editable Test: Human Impacts on the Environment
                 Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

               Test: Human Impacts on the Environment
                 Curriculum Standards: Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

         Topic 8: History of Earth

            Topic Launch: History of Earth

               eText: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Editable Readiness Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Readiness Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Remediation Summary: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               uConnect Lab: Dividing History
                 Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Quest Kickoff: The Big Fossil Hunt

               Quest Checklist: The Big Fossil Hunt

               Quest Rubric: The Big Fossil Hunt

            Lesson 1: Determining Ages of Rocks

               Connect

                  Inquiry Warm-Up Lab: Rock Pancakes

               Investigate

                  eText: Determining Ages of Rocks
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  Interactivity: Oldest to Youngest

                  Interactivity: Radiometric Dating
                    Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  Worksheet: Radiometric Dating
                    Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  uInvestigate Lab: The Story in Rocks

                  Video: Determining Ages of Rocks
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  eText: Case Study: Rewritng the History of Your Food
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

               Synthesize

                  Interactivity: Know Your Index Fossils

                  Quest Check-In eText: Determining Ages of Rocks
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quest Check-In Interactivity: Clues in the Rock Layers
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quest Check-In Interactivity: Fossils Around the World
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. 

                  Enrichment: Rocks of the Grand Canyon
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Determining Ages of Rocks
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Editable Quiz: Determining Ages of Rocks
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quiz: Determining Ages of Rocks
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

            Lesson 2: Geologic Time Scale

               Connect

                  Class Discussion: Clues to the Past

               Investigate

                  eText: Geologic Time Scale
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  Interactivity: On the Clock

                  Interactivity: A Very Grand Canyon

                  uInvestigate Lab: Going Back in Time
                    Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

                  Video: Geologic Time Scale
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  eText: uEngineer It!: Defining the Problem: Tiny Fossil, Big Accuracy
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  uEngineer It! Interactivity: How Old Are These Rocks?

               Synthesize

                  Interactivity: Going Away

                  Quest Check-In eText: A Matter of Time

                  Quest Check-In Lab: A Matter of Time

                  Enrichment: How Old Are Grand Canyon Rocks?

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Geologic Time Scale
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Editable Quiz: Geologic Time Scale
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quiz: Geologic Time Scale
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

            Lesson 3: Major Events in Earth's History

               Connect

                  Write: Identify Evidence
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Investigate

                  eText: Major Events in Earth's History
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  Interactivity: Observation and Deduction

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Video: Major Events in Earth's History
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. 

                  Career Video: Paleontologist

                  Virtual Lab: The Story in the Strata
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. (MS-ESS2-3) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Synthesize

                  Interactivity: Big Changes

                  Quest Check-In eText: Time to Choose the Dig Site

                  Quest Check-In Interactivity: Time to Choose the Dig Site

                  Enrichment: Earth's Early Atmosphere
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Major Events in Earth's History
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Editable Quiz: Major Events in Earth's History
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Quiz: Major Events in Earth's History
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

            Topic Close: History of Earth

               eText: Review and Assess: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               eText: Evidence Based Assessment: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               uDemonstrate Lab: Core Sampling Through Time
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

               uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

               Quest Findings eText: Reflect on the Big Fossil Hunt

               Quest Findings: Reflect on the Big Fossil Hunt

               Main Ideas: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Editable Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

               Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

         Topic 9: Energy in the Atmosphere and Ocean

            Topic Launch: Energy in the Atmosphere and Ocean

               eText: Energy in the Atmosphere and Ocean
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               Editable Readiness Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               Readiness Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               Remediation Summary: Energy in the Atmosphere and Ocean
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               uConnect Lab: Does a Plastic Bag Trap Heat?
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               Quest Kickoff: Crossing the Atlantic
                 Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

               Quest Checklist: Crossing the Atlantic
                 Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

               Quest Rubric: Crossing the Atlantic
                 Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

            Lesson 1: Energy in Earth's Atmosphere

               Connect

                  Poll: Comparing Sand and Water Temperatures

               Investigate

                  eText: Energy in Earth's Atmosphere
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Interactivity: Fluids on the Move
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  Video: Energy in the Earth's Atmosphere
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  uInvestigate Lab: Heating Earth's Surface
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

               Synthesize

                  Interactivity: Patterns in the Wind

                  Quest Check-In eText: Choose Your Speed
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  Quest Check-In Lab: Choose Your Speed
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  Enrichment: Energy in the Atmosphere

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Energy in Earth's Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. 

                  Editable Quiz: Energy in Earth's Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. 

                  Quiz: Energy in Earth's Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. 

            Lesson 2: Patterns of Circulation in the Atmosphere

               Connect

                  Inquiry Warm-Up Lab: Turn, Turn, Turn
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

               Investigate

                  eText: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Interactivity: Where the Wind Blows
                    Curriculum Standards: The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  Virtual Lab: An Adventure at Maui Beach
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Develop a model to describe unobservable mechanisms. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Models can be used to represent systems and their interactions. 

                  Video: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  uInvestigate Lab: United States Precipitation
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  eText: uEngineer It!: Windmills of the Future
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  uEngineer It! Video: Windmills of the Future
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

               Synthesize

                  Interactivity: Winds Across the Globe

                  Quest Check-In eText: Wind at Your Back
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quest Check-In Interactivity: Wind at Your Back
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Enrichment: Patterns in the Atmosphere
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Models can be used to represent systems and their interactions. 

                  Editable Quiz: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Models can be used to represent systems and their interactions. 

                  Quiz: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Models can be used to represent systems and their interactions. 

            Lesson 3: Patterns of Circulation in the Ocean

               Connect

                  Write: What an Ocean Current Is Like
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

               Investigate

                  eText: Patterns of Circulation in the Ocean
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Interactivity: Oceanic Circulation
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Interactivity: Ocean Habitats

                  Worksheet: Ocean Habitats

                  Video: Patterns of Circulation in the Oceans
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  uInvestigate Lab: Modeling Ocean Current Formation
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Career Video: Oceanographer

                  eText: Case Study: Hurricanes in the Making
                    Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

               Synthesize

                  Interactivity: Keeping Current on Currents
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quest Check-In eText: Find Your Advantage
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quest Check-In Interactivity: Find Your Advantage
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Enrichment: The Sargasso Sea
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review:Patterns of Circulation in the Ocean
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  Editable Quiz: Patterns of Circulation in the Ocean
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  Quiz: Patterns of Circulation in the Ocean
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

            Topic Close: Energy in the Atmosphere and Ocean

               eText: Review and Assess: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               eText: Evidence Based Assessment: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               uDemonstrate Lab: Not All Heating Is Equal
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Not All Heating Is Equal
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Crossing the Atlantic
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Quest Findings: Reflect on Crossing the Atlantic
                 Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Main Ideas: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               Editable Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

         Topic 10: Climate

            Topic Launch: Climate

               eText: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Editable Readiness Test: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Readiness Test: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Remediation Summary: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               uConnect Lab: How Do Climates Differ?
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

               Quest Kickoff: Shrinking Your Carbon Footprint
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

               Quest Checklist: Shrinking Your Carbon Footprint
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

               Quest Rubric: Shrinking Your Carbon Footprint
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

            Lesson 1: Climate Factors

               Connect

                  Inquiry Warm-Up Lab: How Does Latitude Affect Climate?
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Models can be used to represent systems and their interactions. 

               Investigate

                  eText: Climate Factors
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Interactivity: Two Sides of the Mountain

                  Video: How Ocean Currents Help Regulate Climate
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  uInvestigate Lab: Classifying Climates
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Career Video: Science Writer

               Synthesize

                  Interactivity: Olympic Choices
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Quest Check-In eText: Footprint Steps
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. 

                  Quest Check-In Interactivity: Footprint Steps
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. 

                  Enrichment: The Gulf Stream and Early Exploration
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Climate Factors

                  Editable Quiz: Climate Factors

                  Quiz: Climate Factors

            Lesson 2: Climate Change

               Connect

                  Write: Regional Climate Change

               Investigate

                  eText: Climate Change
                    Curriculum Standards: Stability might be disturbed either by sudden events or gradual changes that accumulate over time. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Interactivity: In the Greenhouse
                    Curriculum Standards: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

                  Interactivity: Human Impact on Climate Change
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Worksheet: Human Impact on Climate Change
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Virtual Lab: Frozen in Time
                    Curriculum Standards: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Video: Climate Change
                    Curriculum Standards: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  uInvestigate Lab: What Is the Greenhouse Effect?
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  eText: Case Study: The Carbon Cycle

               Synthesize

                  Interactivity: Climate Change Q & A
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Quest Check-In eText: Energy Savings at School
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Quest Check-In Lab: Energy Savings at School
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Enrichment: Farming and Climate Change
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Climate Change
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Editable Quiz: Climate Change
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Quiz: Climate Change
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

            Lesson 3: Effects of a Changing Climate

               Connect

                  Poll: How You Affect Climate

               Investigate

                  eText: Effects of a Changing Climate
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Interactivity: Methane Management
                    Curriculum Standards: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

                  Video: Effects of a Changing Climate
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  eText: uEngineer It!: Changing Climate Change: Climate Engineering
                    Curriculum Standards: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  uEngineer It! Video: Changing Climate Change: Climate Engineering
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  uInvestigate Lab: Thermal Expansion of Water
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

               Synthesize

                  Interactivity: Emission Reduction
                    Curriculum Standards: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Quest Check-In eText: Make a Difference

                  Quest Check-In Interactivity: Make a Difference

                  Enrichment: Cooling Things Off
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Effects of a Changing Climate
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Editable Quiz: Effects of a Changing Climate
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

                  Quiz: Effects of a Changing Climate
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

            Topic Close: Climate

               eText: Review and Assess: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               eText: Evidence Based Assessment: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               uDemonstrate Lab: An Ocean of a Problem
                 Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

               uDemonstrate Lab Do It Yourself: An Ocean of a Problem
                 Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

               Quest Findings eText: Reflect on Shrinking Your Carbon Footprint

               Quest Findings: Reflect on Shrinking Your Carbon Footprint

               Main Ideas: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Editable Test: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Test: Climate
                 Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

         Topic 11: Earth-Sun-Moon System

            Topic Launch: Earth-Sun-Moon System

               eText: Earth-Sun-Moon System
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

               Editable Readiness Test: Earth-Sun-Moon System
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

               Readiness Test: Earth-Sun-Moon System
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

               Remediation Summary: Earth-Sun-Moon System
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

               uConnect Lab: What Is at the Center?

               Quest Kickoff: It's as Sure as the Tides
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

               Quest Checklist: It's as Sure as the Tides
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

               Quest Rubric: It's As Sure As the Tides
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

            Lesson 1: Movement in Space

               Connect

                  Poll: Observation of the Night Sky

               Investigate

                  eText: Movement in Space
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) 

                  Interactivity: Evidence in Observations

                  Video: Movement in Space
                    Curriculum Standards: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) 

                  uInvestigate Lab: Watching the Skies
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  eText: Case Study: The Ptolemaic Model: Explaining the Unexplained
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) 

               Synthesize

                  Interactivity: Interpreting the Night Sky

                  Quest Check-In eText: Tides and Earth's Motion

                  Quest Check-In Interactivity: Tides and Earth's Motion

                  Enrichment: Models of the Universe
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Movement in Space
                    Curriculum Standards: The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Editable Quiz: Movement in Space
                    Curriculum Standards: The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Quiz: Movement in Space
                    Curriculum Standards: The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

            Lesson 2: Earth's Movement in Space

               Connect

                  Inquiry Warm-Up Lab: Patterns: Day and Night
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

               Investigate

                  eText: Earth's Movement in Space
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) 

                  Interactivity: Patterns in Earth's Rotation and Revolution
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  Interactivity: What Keeps Objects in Motion?
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Video: Earth's Movement in Space
                    Curriculum Standards: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) 

                  uInvestigate Lab: Lighten Up!
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               Synthesize

                  Interactivity: Seasons on Earth
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  Quest Check-In eText: Tides and the Moon's Gravity
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Quest Check-In Interactivity: Tides and the Moon's Gravity
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Enrichment: Glaciation and Earth's Movement
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Earth's Movement in Space
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  Editable Quiz: Earth's Movement in Space
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  Quiz: Earth's Movement in Space
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

            Lesson 3: Phases and Eclipses

               Connect

                  Write: Why Can You See the Moon During the Day?
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

               Investigate

                  eText: Phases and Eclipses
                    Curriculum Standards: This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  Interactivity: Our View of the Moon
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Interactivity: Eclipses
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Worksheet: Eclipses
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Virtual Lab: Shadows in Space
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) 

                  Video: Phases and Eclipses
                    Curriculum Standards: This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  uInvestigate Lab: How Does the Moon Move?
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  eText: uEngineer It!: Sustainable Design: Power from the Tides
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

                  uEngineer It! Video: Power From the Tides
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

                  Career Video: Planetarium Technician

               Synthesize

                  Interactivity: Moon Phases and Eclipses
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Quest Check-In eText: The Moon's Revolution and Tides
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  Quest Check-In Lab: The Moon's Revolution and Tides
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  Enrichment: How Long Is a Day?
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Phases and Eclipses
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Editable Quiz: Phases and Eclipses
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

                  Quiz: Phases and Eclipses
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

            Topic Close: Earth-Sun-Moon System

               eText: Review and Assess: Earth-Sun-Moon System
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

               eText: Evidence Based Assessment: Earth-Sun-Moon System
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

               uDemonstrate Lab: Modeling Lunar Phases
                 Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

               uDemonstrate Lab Do It Yourself: Modeling Lunar Phases
                 Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

               Quest Findings eText: Reflect on It's as Sure as the Tides
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

               Quest Findings: Reflect on It's as Sure as the Tides
                 Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

               Main Ideas: Earth-Sun-Moon System
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

               Editable Test: Earth-Sun-Moon System
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

               Test: Earth-Sun-Moon System
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

         Topic 12: Solar System and the Universe

            Topic Launch: Solar System and the Universe

               eText: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               Editable Readiness Test: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               Readiness Test: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               Remediation Summary: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               uConnect Lab: Planetary Measures
                 Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Analyze and interpret data to determine scale properties of objects in the solar system. 

               Quest Kickoff: Searching for a Star

               Quest Checklist: Searching for a Star

               Quest Rubric: Searching for a Star

            Lesson 1: Solar System Objects

               Connect

                  Inquiry Warm-Up Lab: Ring Around the Sun
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

               Investigate

                  eText: Solar System Objects
                    Curriculum Standards: Analyze and interpret data to determine scale properties of objects in the solar system. Cause and effect relationships may be used to predict phenomena in natural systems. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. 

                  Interactivity: Distance Learning
                    Curriculum Standards: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Analyze and interpret data to determine scale properties of objects in the solar system. 

                  Interactivity: Anatomy of the Sun

                  Interactivity: Solar System

                  Worksheet: Solar System

                  Virtual Lab: A New Home

                  Video: Distances in the Solar System

                  uInvestigate Lab: Pulling Planets
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  uInvestigate Lab: Layers of the Sun
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  eText: Case Study: Comparing Solar System Objects
                    Curriculum Standards: Analyze and interpret data to determine scale properties of objects in the solar system. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

               Synthesize

                  Interactivity: How to Make a Solar System
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Quest Check-In eText: Space Invaders
                    Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Analyze and interpret data to determine scale properties of objects in the solar system. 

                  Quest Check-In Interactivity: Space Invaders
                    Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Analyze and interpret data to determine scale properties of objects in the solar system. 

                  Enrichment: Sunspot Cycles
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Quiz Review: Solar System Objects
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Editable Quiz: Solar System Objects
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Quiz: Solar System Objects
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

            Lesson 2: Learning About the Universe

               Connect

                  Inquiry Warm-Up Lab: How Does Distance Affect an Image?

               Investigate

                  eText: Learning About the Universe
                    Curriculum Standards: Analyze and interpret data to determine scale properties of objects in the solar system. Cause and effect relationships may be used to predict phenomena in natural systems. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. 

                  Interactivity: Space Exploration

                  Interactivity: Telescopes
                    Curriculum Standards: Analyze and interpret data to determine scale properties of objects in the solar system. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Worksheet: Telescopes
                    Curriculum Standards: Analyze and interpret data to determine scale properties of objects in the solar system. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Video: Learning About the Universe
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  uInvestigate Lab: Space Exploration Vehicle
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

                  eText: uEngineer It!: Defining the Problem: Blast Off!
                    Curriculum Standards: Analyze and interpret data to determine scale properties of objects in the solar system. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Career Video: Astrophysicist

               Synthesize

                  Interactivity: Eyes in the Sky

                  Quest Check-In eText: Anybody Out There?
                    Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) 

                  Quest Check-In Interactivity: Anybody Out There?
                    Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) 

                  Enrichment: Eyes in the Sky

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Learning About the Universe

                  Editable Quiz: Learning About the Universe

                  Quiz: Learning About the Universe

            Lesson 3: Stars

               Connect

                  Poll: Estimate the Number of Stars

               Investigate

                  eText: Stars
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Interactivity: Star Systems
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Video: Birth of a Star

                  uInvestigate Lab: How Far Is That Star?
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

               Synthesize

                  Interactivity: Lives of Stars

                  Enrichment: The Closest Stars

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Stars
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Editable Quiz: Stars
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Quiz: Stars
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

            Lesson 4: Galaxies

               Connect

                  Write: Hollywood Goes to Space

               Investigate

                  eText: Galaxies
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Interactivity: Types of Galaxies
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Video: Big Bang Theory
                    Curriculum Standards: The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  uInvestigate Lab: Model the Milky Way
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) 

                  uEngineer It! Interactivity: Launch a Space Probe
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. 

               Synthesize

                  Interactivity: Model a Galaxy
                    Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Analyze and interpret data to determine scale properties of objects in the solar system. 

                  Quest Check-In eText: Searching for the Unseen
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Quest Check-In Interactivity: Searching for the Unseen
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  Enrichment: Colliding Galaxies
                    Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Galaxies
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Editable Quiz: Galaxies
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  Quiz: Galaxies
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

            Topic Close: Solar System and the Universe

               eText: Review and Assess: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               eText: Evidence Based Assessment: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               uDemonstrate Lab: Scaling Down the Solar System
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. 

               uDemonstrate Lab Do It Yourself: Scaling Down the Solar System
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. 

               Quest Findings eText: Reflect on Searching for a Star

               Quest Findings: Reflect on Searching for a Star

               Main Ideas: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               Editable Test: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

               Test: Solar System and the Universe
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

         Engineering Design Notebook Earth Science
           Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Models of all kinds are important for testing solutions. (MSETS1- 4) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

         Program Resources

            Course Glossary

            Multilingual Glossary

               Simplified Chinese

               Traditional Chinese

               Haitian Creole

               Hmong

               Korean

               Russian

               Spanish

               Vietnamese

            Labs

               Topic 1: Introduction to Earth's Systems

                  uConnect Lab: What Interactions Occur Within the Earth System?

                  Inquiry Warm-Up Lab: Interaction Actions

                  uInvestigate Lab: Where Heat Flows

                  uInvestigate Lab: Surface Features

                  uInvestigate Lab: Water on Earth

                  uDemonstrate Lab: Modeling a Watershed
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Modeling a Watershed
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

               Topic 2: Weather in the Atmosphere

                  uConnect Lab: Puddle Befuddlement
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Effects of Altitude on the Atmosphere
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

                  Inquiry Warm-Up Lab: Water in the Air
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: How Clouds and Fog Form
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Weather Fronts
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Tracking Weather
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  uInvestigate Lab: Predicting Hurricanes
                    Curriculum Standards: Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. Graphs and charts can be used to identify patterns in data. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 

                  Quest Check-In Lab: A History of Hazardous Weather
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

                  uDemonstrate Lab: Water From Trees
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

                  uDemonstrate Lab Do It Yourself: Water From Trees
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               Topic 3: Minerals and Rocks in the Geosphere

                  uConnect Lab: Build a Model of Earth
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Heat and Motion in a Liquid

                  uInvestigate Lab: Mineral Mash-Up
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and/or use a model to describe phenomena. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 

                  Lab: Growing a Crystal Garden

                  Quest Check-In Lab: Make Your Own Stalactites and Stalagmites
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  Inquiry Warm-Up Lab: Rock Versus Rock

                  uInvestigate Lab: A Sequined Rock

                  Lab: Name That Rock

                  Inquiry Warm-Up Lab: Paper or Plastic...or Rock?

                  uInvestigate Lab: Ages of Rocks

                  uDemonstrate Lab: The Rock Cycle in Action
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: The Rock Cycle in Action
                    Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Models of all kinds are important for testing solutions. (MSETS1- 4) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Models can be used to represent systems and their interactions. 

               Topic 4: Plate Tectonics

                  uConnect Lab: How Are Earth's Continents Linked Together?
                    Curriculum Standards: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  uInvestigate Lab: Piecing Together a Supercontinent

                  Quest Check-In Lab: Patterns in the Cascade Range
                    Curriculum Standards: Patterns in rates of change and other numerical relationships can provide information about natural systems. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

                  Inquiry Warm-Up Lab: Stressing Out!

                  uInvestigate Lab: Plate Interactions

                  uInvestigate Lab: Analyze Earthquake Data to Identify Patterns
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. 

                  uInvestigate Lab: Moving Volcanoes
                    Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

                  Quest Check-In Lab: Signs of Eruption?

                  uDemonstrate Lab: Modeling Sea-Floor Spreading
                    Curriculum Standards: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

                  uDemonstrate Lab Do It Yourself: Modeling Sea-Floor Spreading
                    Curriculum Standards: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

               Topic 5: Earth's Surface Systems

                  uConnect Lab: How Does Gravity Affect Materials On A Slope?
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Inquiry Warm-Up Lab: Breaking Up Is Hard to Do
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uInvestigate Lab: Freezing and Thawing
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Lab: Breaking It Down
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uInvestigate Lab: Small, Medium, and Large
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Lab: Ingenious Island Part I
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uInvestigate Lab: Raindrops Falling
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Quest Check-In Lab: Ingenious Island Part II
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  Inquiry Warm-Up Lab: Glacier in a Cup

                  uInvestigate Lab: Changing Coastlines
                    Curriculum Standards: Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

                  uDemonstrate Lab: Materials on a Slope
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Materials on a Slope
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Topic 6: Distribution of Natural Resources

                  uConnect Lab: What's in a Piece of Coal?
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) 

                  Inquiry Warm-Up Lab: Using Resources

                  uInvestigate Lab: Fossil Fuels
                    Curriculum Standards: Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  uInvestigate Lab: The Power of Wind
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  uInvestigate Lab: Cool Crystals
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  uInvestigate Lab: An Artesian Well
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. 

                  uDemonstrate Lab: To Drill or Not to Drill
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. 

                  uDemonstrate Lab Do It Yourself: To Drill or Not to Drill
                    Curriculum Standards: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. 

               Topic 7: Human Impacts on the Environment

                  uConnect Lab: Finding a Solution for Your Pollution

                  Inquiry Warm-Up Lab: Growth Spurt
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

                  uInvestigate Lab: Doubling Time
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4) 

                  Inquiry Warm-Up Lab: How Does the Scent Spread?

                  uInvestigate Lab: It's All in the Air

                  Quest Check-In Lab: Trash versus Water
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  uInvestigate Lab: Mining Matters
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  uInvestigate Lab: Getting Clean
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. 

                  Quest Check-In Lab: Reducing Waste
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) 

                  uDemonstrate Lab: Washing Away
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  uDemonstrate Lab Do It Yourself: Washing Away
                    Curriculum Standards: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

               Topic 8: History of Earth

                  uConnect Lab: Dividing History
                    Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  Inquiry Warm-Up Lab: Rock Pancakes

                  uInvestigate Lab: The Story in Rocks

                  uInvestigate Lab: Going Back in Time
                    Curriculum Standards: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

                  Quest Check-In Lab: A Matter of Time

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. 

                  uDemonstrate Lab: Core Sampling Through Time
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

               Topic 9: Energy in the Atmosphere and Ocean

                  uConnect Lab: Does a Plastic Bag Trap Heat?
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

                  uInvestigate Lab: Heating Earth's Surface
                    Curriculum Standards: All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

                  Quest Check-In Lab: Choose Your Speed
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  Inquiry Warm-Up Lab: Turn, Turn, Turn
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  uInvestigate Lab: United States Precipitation
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5) 

                  uInvestigate Lab: Modeling Ocean Current Formation
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  uDemonstrate Lab: Not All Heating Is Equal
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Not All Heating Is Equal
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Topic 10: Climate

                  uConnect Lab: How Do Climates Differ?
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  Inquiry Warm-Up Lab: How Does Latitude Affect Climate?
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Models of all kinds are important for testing solutions. (MSETS1- 4) Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Classifying Climates
                    Curriculum Standards: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

                  uInvestigate Lab: What Is the Greenhouse Effect?
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  Quest Check-In Lab: Energy Savings at School
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  uInvestigate Lab: Thermal Expansion of Water
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  uDemonstrate Lab: An Ocean of a Problem
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

                  uDemonstrate Lab Do It Yourself: An Ocean of a Problem
                    Curriculum Standards: Ask questions to identify and clarify evidence of an argument. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 

               Topic 11: Earth-Sun-Moon System

                  uConnect Lab: What Is at the Center?

                  uInvestigate Lab: Watching the Skies
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  Inquiry Warm-Up Lab: Patterns: Day and Night
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  uInvestigate Lab: Lighten Up!
                    Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  uInvestigate Lab: How Does the Moon Move?
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  Quest Check-In Lab: The Moon's Revolution and Tides
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. 

                  uDemonstrate Lab: Modeling Lunar Phases
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  uDemonstrate Lab Do It Yourself: Modeling Lunar Phases
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

               Topic 12: Solar System and the Universe

                  uConnect Lab: Planetary Measures
                    Curriculum Standards: Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Analyze and interpret data to determine scale properties of objects in the solar system. 

                  Inquiry Warm-Up Lab: Ring Around the Sun
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

                  uInvestigate Lab: Pulling Planets
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) 

                  uInvestigate Lab: Layers of the Sun
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  Inquiry Warm-Up Lab: How Does Distance Affect an Image?

                  uInvestigate Lab: Space Exploration Vehicle
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

                  uInvestigate Lab: How Far Is That Star?
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

                  uInvestigate Lab: Model the Milky Way
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) 

                  uDemonstrate Lab: Scaling Down the Solar System
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. 

                  uDemonstrate Lab Do It Yourself: Scaling Down the Solar System
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. 

            STEM Invention Toolbox Activities

               littleBits Challenge Log Guided: Water Cycle Wheel

               littleBits Challenge Log Open: Water Cycle Wheel

               littleBits Challenge Log Guided: Satellite Dish

               littleBits Challenge Log Open: Satellite Dish

               littleBits Challenge Log Guided: Water Quality

               littleBits Challenge Log Open: Water Quality

               littleBits Challenge Log Guided: Windmill Drawbot

               littleBits Challenge Log Open: Windmill Drawbot

               littleBits Challenge Log Guided: Space Communication

               littleBits Challenge Log Open: Space Communication

            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: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) Analyze and interpret data to determine scale properties of objects in the solar system. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               Pre/Post Test
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) Analyze and interpret data to determine scale properties of objects in the solar system. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               Editable End-of-Year Test
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Models can be used to represent systems and their interactions. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               End-of-Year Test
                 Curriculum Standards: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Models can be used to represent systems and their interactions. Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1) The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. (MS-ESS2-2) 

               Editable Benchmark Test A
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Models can be used to represent systems and their interactions. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               Benchmark Test A
                 Curriculum Standards: Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Models can be used to represent systems and their interactions. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. (MS-ESS2-1) 

               Editable Benchmark Test B
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Benchmark Test B
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Water's movements—both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. (MS-ESS2-2) 

               Editable Benchmark Test C
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) Analyze and interpret data to determine scale properties of objects in the solar system. Models can be used to represent systems and their interactions. 

               Benchmark Test C
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) Analyze and interpret data to determine scale properties of objects in the solar system. Models can be used to represent systems and their interactions. 

         Spanish Resources Earth Science

            Elevar las ciencias Texto en línea del estudiante Tierra

            Quest Kickoff Video: Forest Fires (Spanish Captioned)

            Quest Kickoff Video: Shrinking Your Carbon Footprint (Spanish Captioned)

            Quest Kickoff Video: Science in the Movies (Spanish captioned)

            Quest Kickoff Video: To Hike or Not to Hike (Spanish captioned)

            Quest Kickoff Video: Ingenious Island (Spanish captioned)

            Quest Kickoff Video: Predicting Boom or Bust (Spanish captioned)

            Quest Kickoff Video: Trash Backlash (Spanish Captioned)

            Quest Kickoff Video: The Big Fossil Hunt (Spanish Captioned)

            Quest Kickoff Video: Crossing the Atlantic (Spanish Captioned)

            Quest Kickoff Video: Preparing a Plan (Spanish Captioned)

            Quest Kickoff Video: It's As Sure As the Tides (Spanish Captioned)

            Quest Kickoff Video: Searching for a Star (Spanish Captioned)

         Credits, Elevate Science Earth

         Teacher Resources Container

            Assessment Download Center
              Intended Role: Instructor

            Teacher eText: Introduction to Earth's Systems
              Intended Role: Instructor

            Quest Overview Teacher Support: Forest Fires
              Intended Role: Instructor

            PD Modeling Video: Introduction to Earth's Systems
              Intended Role: Instructor

            Letter Home: Introduction to Earth's Systems
              Intended Role: Instructor

            Readiness Test Answer Key: Introduction to Earth's Systems
              Intended Role: Instructor

            Teacher Support: What Interactions Occur Within the Earth System?
              Intended Role: Instructor

            Teacher Support: Forest Fires
              Intended Role: Instructor

            Teacher eText: Matter and Energy in Earth's System
              Intended Role: Instructor

            Teacher Support: Interaction Actions
              Intended Role: Instructor

            Answer Key: Describing Systems
              Intended Role: Instructor

            Teacher Support: Where Heat Flows
              Intended Role: Instructor

            Answer Key: Thermal Energy and the Cycling of Matter
              Intended Role: Instructor

            Teacher Support: Fire and Earth's Spheres
              Intended Role: Instructor

            Answer Key: Earth's Hydrosphere
              Intended Role: Instructor

            Quiz Answer Key: Matter and Energy in Earth's System
              Intended Role: Instructor

            Teacher eText:Surface Features in the Geosphere
              Intended Role: Instructor

            Answer Key: Maps and Methods
              Intended Role: Instructor

            Teacher Support: Surface Features
              Intended Role: Instructor

            Answer Key: Constructive and Destructive Forces
              Intended Role: Instructor

            Teacher Support: Disrupting the Geosphere
              Intended Role: Instructor

            Answer Key: Topographic Maps
              Intended Role: Instructor

            Quiz Answer Key: Surface Features in the Geosphere
              Intended Role: Instructor

            Teacher eText: The Hydrosphere
              Intended Role: Instructor

            Answer Key: The Hydrosphere and You
              Intended Role: Instructor

            Teacher Support: Siting a Fish Farm
              Intended Role: Instructor

            Teacher Support: Changes in the Water Cycle
              Intended Role: Instructor

            Teacher Support: Water on Earth
              Intended Role: Instructor

            Answer Key: Floridan Aquifer System
              Intended Role: Instructor

            Teacher Support: Impact on the Hydrosphere
              Intended Role: Instructor

            Answer Key: Groundwater
              Intended Role: Instructor

            Quiz Answer Key: The Hydrosphere
              Intended Role: Instructor

            Teacher eText: Introduction to Earth's Systems
              Intended Role: Instructor

            Teacher Support: Modeling a Watershed
              Intended Role: Instructor

            Teacher Support: DIY Modeling a Watershed
              Intended Role: Instructor

            Teacher Support: Reflect on Forest Fires
              Intended Role: Instructor

            Test Answer Key: Introduction to Earth's Systems
              Intended Role: Instructor

            Teacher eText: Weather in the Atmosphere
              Intended Role: Instructor

            Quest Overview Teacher Support: Preparing a Plan
              Intended Role: Instructor

            PD Modeling Video: Weather in the Atmosphere
              Intended Role: Instructor

            Letter Home: Weather in the Atmosphere
              Intended Role: Instructor

            Readiness Test Answer Key: Weather in the Atmosphere
              Intended Role: Instructor

            Teacher Support: Puddle Befuddlement
              Intended Role: Instructor

            Teacher Support: Preparing a Plan
              Intended Role: Instructor

            Teacher eText: The Atmosphere Around You
              Intended Role: Instructor

            Answer Key: Mountaintop Meal Preparations
              Intended Role: Instructor

            Teacher Support: Layers of the Atmosphere
              Intended Role: Instructor

            Teacher Support: Effects of Altitude on the Atmosphere
              Intended Role: Instructor

            Answer Key: Patterns in the Wind
              Intended Role: Instructor

            Answer Key: Earth's Spheres
              Intended Role: Instructor

            Quiz Answer Key: The Atmosphere Around You
              Intended Role: Instructor

            Teacher eText: Water in the Atmosphere
              Intended Role: Instructor

            Teacher Support: Water in the Air
              Intended Role: Instructor

            Answer Key: Ways That Water Moves
              Intended Role: Instructor

            Teacher Support: Water Cycle
              Intended Role: Instructor

            Teacher Support: How Clouds and Fog Form
              Intended Role: Instructor

            Answer Key: Clean Drinking Water
              Intended Role: Instructor

            Answer Key: Interruptions in the Water Cycle
              Intended Role: Instructor

            Teacher Support: Water and Severe Weather
              Intended Role: Instructor

            Answer Key: Water Shortages
              Intended Role: Instructor

            Quiz Answer Key: Water in the Atmosphere
              Intended Role: Instructor

            Teacher eText: Air Masses
              Intended Role: Instructor

            Answer Key: When Air Masses Collide
              Intended Role: Instructor

            Teacher Support: Weather Fronts
              Intended Role: Instructor

            Answer Key: Mapping Out the Weather
              Intended Role: Instructor

            Teacher Support: All About Air Masses
              Intended Role: Instructor

            Answer Key: Occluded Fronts
              Intended Role: Instructor

            Quiz Answer Key: Air Masses
              Intended Role: Instructor

            Teacher eText: Predicting Weather Changes
              Intended Role: Instructor

            Answer Key: Using Air Masses to Predict Weather
              Intended Role: Instructor

            Teacher Support: Tracking Weather
              Intended Role: Instructor

            Answer Key: Weather Predicting
              Intended Role: Instructor

            Teacher Support: Predicting Severe Weather
              Intended Role: Instructor

            Answer Key: Measuring Humidity
              Intended Role: Instructor

            Quiz Answer Key: Predicting Weather Changes
              Intended Role: Instructor

            Teacher eText: Severe Weather and Floods
              Intended Role: Instructor

            Answer Key: Severe Weather Experiences
              Intended Role: Instructor

            Answer Key: Not in Kansas Anymore
              Intended Role: Instructor

            Teacher Support: Predicting Hurricanes
              Intended Role: Instructor

            Teacher Support: Hurricane Season
              Intended Role: Instructor

            Answer Key: Tinkering with Technology
              Intended Role: Instructor

            Teacher Support: A History of Hazardous Weather
              Intended Role: Instructor

            Answer Key: Chasing That Storm
              Intended Role: Instructor

            Quiz Answer Key: Severe Weather and Floods
              Intended Role: Instructor

            Teacher eText: Weather in the Atmosphere
              Intended Role: Instructor

            Teacher Support: Water From Trees
              Intended Role: Instructor

            Teacher Support: DIY: Water From Trees
              Intended Role: Instructor

            Teacher Support: Reflect on Your PSA
              Intended Role: Instructor

            Test Answer Key: Weather in the Atmosphere
              Intended Role: Instructor

            Teacher eText: Minerals and Rocks in the Geosphere
              Intended Role: Instructor

            Quest Overview Teacher Support: Science in the Movies
              Intended Role: Instructor

            PD Modeling Video: Minerals and Rocks in the Geosphere
              Intended Role: Instructor

            Letter Home: Minerals and Rocks in the Geosphere
              Intended Role: Instructor

            Readiness Test Answer Key: Minerals and Rocks in the Geosphere
              Intended Role: Instructor

            Teacher Support: Build a Model of Earth
              Intended Role: Instructor

            Teacher Support: Science in the Movies
              Intended Role: Instructor

            Teacher eText: Earth's Interior
              Intended Role: Instructor

            Answer Key: Hot on the Inside
              Intended Role: Instructor

            Teacher Support: Earth's Layers
              Intended Role: Instructor

            Teacher Support: Heat and Motion in a Liquid
              Intended Role: Instructor

            Answer Key: Designing Satellites
              Intended Role: Instructor

            Answer Key: Comparing Earth and the Moon
              Intended Role: Instructor

            Teacher Support: The Deep Drill
              Intended Role: Instructor

            Answer Key: How Deep Can We Go?
              Intended Role: Instructor

            Quiz Answer Key: Earth's Interior
              Intended Role: Instructor

            Teacher eText: Minerals
              Intended Role: Instructor

            Answer Key: So Many, Many Minerals
              Intended Role: Instructor

            Teacher Support: Mineral Mash-Up
              Intended Role: Instructor

            Answer Key: Mineral Management
              Intended Role: Instructor

            Teacher Support: Growing a Crystal Garden
              Intended Role: Instructor

            Teacher Support: Make Your Own Stalactites and Stalagmites
              Intended Role: Instructor

            Answer Key: Properties of Minerals
              Intended Role: Instructor

            Quiz Answer Key: Minerals
              Intended Role: Instructor

            Teacher eText: Rocks
              Intended Role: Instructor

            Teacher Support: Rock Versus Rock
              Intended Role: Instructor

            Answer Key: Don't Take It for Granite
              Intended Role: Instructor

            Teacher Support: A Sequined Rock
              Intended Role: Instructor

            Answer Key: Is There a Geologist in the House?
              Intended Role: Instructor

            Teacher Support: Name That Rock
              Intended Role: Instructor

            Teacher Support: Rocky Business
              Intended Role: Instructor

            Answer Key: Geology of the Appalachians
              Intended Role: Instructor

            Quiz Answer Key: Rocks
              Intended Role: Instructor

            Teacher eText: Cycling of Rocks
              Intended Role: Instructor

            Teacher Support: Paper or Plastic...or Rock?
              Intended Role: Instructor

            Answer Key: Rocky Changes
              Intended Role: Instructor

            Teacher Support: Earth's Rock Cycle
              Intended Role: Instructor

            Teacher Support: Rocks and Minerals: The Story of Earth
              Intended Role: Instructor

            Teacher Support: Ages of Rocks
              Intended Role: Instructor

            Answer Key: Rocks on the Move
              Intended Role: Instructor

            Teacher Support: The Rock Cyclers
              Intended Role: Instructor

            Answer Key: Rock Cycles of the Hawaiian Islands
              Intended Role: Instructor

            Quiz Answer Key: Cycling of Rocks
              Intended Role: Instructor

            Teacher eText: Minerals and Rocks in the Geosphere
              Intended Role: Instructor

            Teacher Support: The Rock Cycle in Action
              Intended Role: Instructor

            Teacher Support: DIY The Rock Cycle in Action
              Intended Role: Instructor

            Teacher Support: Reflect on Science in the Movies
              Intended Role: Instructor

            Test Answer Key: Minerals and Rocks in the Geosphere
              Intended Role: Instructor

            Teacher eText: Plate Tectonics
              Intended Role: Instructor

            Quest Overview Teacher Support: To Hike or Not to Hike
              Intended Role: Instructor

            PD Modeling Video: Plate Tectonics
              Intended Role: Instructor

            Letter Home: Plate Tectonics
              Intended Role: Instructor

            Readiness Test Answer Key: Plate Tectonics
              Intended Role: Instructor

            Teacher Support: How Are Earth's Continents Linked Together?
              Intended Role: Instructor

            Teacher Support: To Hike or Not to Hike
              Intended Role: Instructor

            Teacher eText: Evidence of Plate Motions
              Intended Role: Instructor

            Answer Key: Puzzling Puzzles
              Intended Role: Instructor

            Answer Key: Land and Seafloor Patterns
              Intended Role: Instructor

            Teacher Support: Piecing Together a Supercontinent
              Intended Role: Instructor

            Answer Key: Slow and Steady
              Intended Role: Instructor

            Teacher Support: Patterns in the Cascade Range
              Intended Role: Instructor

            Answer Key: Drifting Continents
              Intended Role: Instructor

            Quiz Answer Key: Evidence of Plate Motions
              Intended Role: Instructor

            Teacher eText: Plate Tectonics and Earth's Surface
              Intended Role: Instructor

            Teacher Support: Stressing Out!
              Intended Role: Instructor

            Answer Key: By No Fault of Their Own
              Intended Role: Instructor

            Teacher Support: Relative Plate Motion
              Intended Role: Instructor

            Teacher Support: Plate Interactions
              Intended Role: Instructor

            Teacher Support: Mount Rainier's Threat
              Intended Role: Instructor

            Answer Key: How Old Is Earth's Crust?
              Intended Role: Instructor

            Quiz Answer Key: Plate Tectonics and Earth's Surface
              Intended Role: Instructor

            Teacher eText: Earthquakes and Tsunami Hazards
              Intended Role: Instructor

            Answer Key: Earthquake Engineering
              Intended Role: Instructor

            Teacher Support: Locating an Earthquake
              Intended Role: Instructor

            Teacher Support: Analyze Earthquake Data to Identify Patterns
              Intended Role: Instructor

            Answer Key: Placing a Bay Area Stadium
              Intended Role: Instructor

            Teacher Support: Monitoring a Volcano
              Intended Role: Instructor

            Answer Key: The San Andreas Fault
              Intended Role: Instructor

            Quiz Answer Key: Earthquakes and Tsunami Hazards
              Intended Role: Instructor

            Teacher eText: Volcanoes and Earth's Surface
              Intended Role: Instructor

            Answer Key: Landforms from Volcanic Activity
              Intended Role: Instructor

            Teacher Support: Geological Processes and Evil Plans
              Intended Role: Instructor

            Teacher Support: Moving Volcanoes
              Intended Role: Instructor

            Answer Key: Volcanoes Changing Earth's Surface
              Intended Role: Instructor

            Teacher Support: Signs of Eruption?
              Intended Role: Instructor

            Answer Key: Supervolcanoes
              Intended Role: Instructor

            Quiz Answer Key: Volcanoes and Earth's Surface
              Intended Role: Instructor

            Teacher eText: Plate Tectonics
              Intended Role: Instructor

            Teacher Support: Modeling Sea-Floor Spreading
              Intended Role: Instructor

            Teacher Support: DIY Modeling Sea-Floor Spreading
              Intended Role: Instructor

            Teacher Support: Reflect on Mount Rainier's Safety
              Intended Role: Instructor

            Test Answer Key: Plate Tectonics
              Intended Role: Instructor

            Teacher eText: Earth's Surface Systems
              Intended Role: Instructor

            Quest Overview Teacher Support: Ingenious Islands
              Intended Role: Instructor

            PD Modeling Video: Earth's Surface Systems
              Intended Role: Instructor

            Letter Home: Earth's Surface Systems
              Intended Role: Instructor

            Readiness Test Answer Key: Earth's Surface Systems
              Intended Role: Instructor

            Teacher Support: How Does Gravity Affect Materials On A Slope?
              Intended Role: Instructor

            Teacher Support: Ingenious Islands
              Intended Role: Instructor

            Teacher eText: Weathering and Soil
              Intended Role: Instructor

            Teacher Support: Breaking Up Is Hard to Do
              Intended Role: Instructor

            Answer Key: Colors of the Sand
              Intended Role: Instructor

            Teacher Support: Dating Using Weathering Rates
              Intended Role: Instructor

            Teacher Support: Freezing and Thawing
              Intended Role: Instructor

            Answer Key: Landslide Prevention
              Intended Role: Instructor

            Answer Key: Classify the Force of Weathering
              Intended Role: Instructor

            Teacher Support: Breaking It Down
              Intended Role: Instructor

            Answer Key: Soil Formation
              Intended Role: Instructor

            Quiz Answer Key: Weathering and Soil
              Intended Role: Instructor

            Teacher eText: Erosion and Deposition
              Intended Role: Instructor

            Answer Key: Predicting Disasters
              Intended Role: Instructor

            Teacher Support: Material Slope Angle
              Intended Role: Instructor

            Teacher Support: Save the Town
              Intended Role: Instructor

            Teacher Support: Small, Medium, and Large
              Intended Role: Instructor

            Teacher Support: Ingenious Island Part I
              Intended Role: Instructor

            Answer Key: Changing Landscapes
              Intended Role: Instructor

            Answer Key: Slow and Steady Creep
              Intended Role: Instructor

            Quiz Answer Key: Erosion and Deposition
              Intended Role: Instructor

            Teacher eText: Water Erosion
              Intended Role: Instructor

            Answer Key: Karst Topography
              Intended Role: Instructor

            Answer Key: Carving a Canyon
              Intended Role: Instructor

            Teacher Support: Raindrops Falling
              Intended Role: Instructor

            Answer Key: Mammoth Caves
              Intended Role: Instructor

            Teacher Support: Ingenious Island Part II
              Intended Role: Instructor

            Answer Key: River Erosion
              Intended Role: Instructor

            Quiz Answer Key: Water Erosion
              Intended Role: Instructor

            Teacher eText: Glacial and Wave Erosion
              Intended Role: Instructor

            Teacher Support: Glacier in a Cup
              Intended Role: Instructor

            Answer Key: Effects of Glaciers
              Intended Role: Instructor

            Answer Key: Glacial Ice
              Intended Role: Instructor

            Teacher Support: Changing Coastlines
              Intended Role: Instructor

            Answer Key: Coastline Management
              Intended Role: Instructor

            Teacher Support: Breaking Waves
              Intended Role: Instructor

            Answer Key: Wave Erosion
              Intended Role: Instructor

            Quiz Answer Key: Glacial and Wave Erosion
              Intended Role: Instructor

            Teacher eText: Earth's Surface Systems
              Intended Role: Instructor

            Teacher Support: Materials on a Slope
              Intended Role: Instructor

            Teacher Support: DIY Materials on a Slope
              Intended Role: Instructor

            Teacher Support: Complete Your Quest
              Intended Role: Instructor

            Test Answer Key: Earth's Surface Systems
              Intended Role: Instructor

            Teacher eText: Distribution of Natural Resources
              Intended Role: Instructor

            Quest Overview Teacher Support: Predicting Boom or Bust
              Intended Role: Instructor

            PD Modeling Video: Distribution of Natural Resources
              Intended Role: Instructor

            Letter Home: Distribution of Natural Resources
              Intended Role: Instructor

            Readiness Test Answer Key: Distribution of Natural Resources
              Intended Role: Instructor

            Teacher Support: What's in a Piece of Coal?
              Intended Role: Instructor

            Teacher Support: Predicting Boom or Bust
              Intended Role: Instructor

            Teacher eText: Nonrenewable Energy Resources
              Intended Role: Instructor

            Teacher Support: Using Resources
              Intended Role: Instructor

            Answer Key: Distribution of Fossil Fuels
              Intended Role: Instructor

            Teacher Support: Fossil Fuels
              Intended Role: Instructor

            Answer Key: Fossil Fuel Sources
              Intended Role: Instructor

            Teacher Support: Surviving on Fossil Fuels
              Intended Role: Instructor

            Answer Key: Fossil Fuels
              Intended Role: Instructor

            Quiz Answer Key: Nonrenewable Energy Resources
              Intended Role: Instructor

            Teacher eText: Renewable Energy Resources
              Intended Role: Instructor

            Answer Key: Renewable Resources in Your Community
              Intended Role: Instructor

            Answer Key: Using Renewable Resources
              Intended Role: Instructor

            Teacher Support: Biogas Farming
              Intended Role: Instructor

            Teacher Support: The Power of Wind
              Intended Role: Instructor

            Answer Key: Renewable Resource Ranges
              Intended Role: Instructor

            Teacher Support: Renewable Energy
              Intended Role: Instructor

            Answer Key: Biofuels From Crops
              Intended Role: Instructor

            Quiz Answer Key: Renewable Energy Resources
              Intended Role: Instructor

            Teacher eText: Mineral Resources
              Intended Role: Instructor

            Answer Key: Distribution of Minerals
              Intended Role: Instructor

            Teacher Support: Go With the Flow (Through an Aquifer)
              Intended Role: Instructor

            Teacher Support: Cool Crystals
              Intended Role: Instructor

            Answer Key: Resources in Use
              Intended Role: Instructor

            Teacher Support: Surviving on Minerals
              Intended Role: Instructor

            Answer Key: Minerals in the Body
              Intended Role: Instructor

            Quiz Answer Key: Mineral Resources
              Intended Role: Instructor

            Teacher eText: Water Resources
              Intended Role: Instructor

            Answer Key: Distribution of Water Resources
              Intended Role: Instructor

            Teacher Support: Designing a Rainwater Capture System
              Intended Role: Instructor

            Teacher Support: Wetland Restoration
              Intended Role: Instructor

            Teacher Support: An Artesian Well
              Intended Role: Instructor

            Answer Key: Water Worth
              Intended Role: Instructor

            Teacher Support: Surviving on Water
              Intended Role: Instructor

            Answer Key: Keeping Water Clean
              Intended Role: Instructor

            Quiz Answer Key: Water Resources
              Intended Role: Instructor

            Teacher eText: Distribution of Natural Resources
              Intended Role: Instructor

            Teacher Support: To Drill or Not to Drill
              Intended Role: Instructor

            Teacher Support: To Drill or Not to Drill
              Intended Role: Instructor

            Teacher Support: Reflect on Boomtowns
              Intended Role: Instructor

            Test Answer Key: Distribution of Natural Resources
              Intended Role: Instructor

            Teacher eText: Human Impacts on the Environment
              Intended Role: Instructor

            Quest Overview Teacher Support: Trash Backlash
              Intended Role: Instructor

            PD Modeling Video: Human Impacts on the Environment
              Intended Role: Instructor

            Letter Home: Human Impacts on the Environment
              Intended Role: Instructor

            Readiness Test Answer Key: Human Impacts on the Environment
              Intended Role: Instructor

            Teacher Support: Finding a Solution for Your Pollution
              Intended Role: Instructor

            Teacher Support: Trash Backlash
              Intended Role: Instructor

            Teacher eText: Population Growth and Resource Consumption
              Intended Role: Instructor

            Teacher Support: Growth Spurt
              Intended Role: Instructor

            Answer Key: Modern Life
              Intended Role: Instructor

            Teacher Support: Human Population Growth
              Intended Role: Instructor

            Teacher Support: Doubling Time
              Intended Role: Instructor

            Answer Key: Sources of Resources
              Intended Role: Instructor

            Teacher Support: More Trash, Less Space
              Intended Role: Instructor

            Answer Key: Human Population Growth
              Intended Role: Instructor

            Quiz Answer Key: Population Growth and Resource Consumption
              Intended Role: Instructor

            Teacher eText: Air Pollution
              Intended Role: Instructor

            Teacher Support: How Does the Scent Spread?
              Intended Role: Instructor

            Answer Key: Damage from the Skies
              Intended Role: Instructor

            Teacher Support: It's All in the Air
              Intended Role: Instructor

            Answer Key: Air Pollution Sources and Solutions
              Intended Role: Instructor

            Teacher Support: Trash versus Water
              Intended Role: Instructor

            Answer Key: Ozone in the Air
              Intended Role: Instructor

            Quiz Answer Key: Air Pollution
              Intended Role: Instructor

            Teacher eText: Impacts on Land
              Intended Role: Instructor

            Answer Key: Using Land
              Intended Role: Instructor

            Answer Key: Farming Lessons
              Intended Role: Instructor

            Teacher Support: Mining Matters
              Intended Role: Instructor

            Teacher Support: Electricity Usage
              Intended Role: Instructor

            Answer Key: Ride the Light-Rail
              Intended Role: Instructor

            Teacher Support: Life of a Landfill
              Intended Role: Instructor

            Answer Key: Fracking for Oil and Gas
              Intended Role: Instructor

            Quiz Answer Key: Impacts on Land
              Intended Role: Instructor

            Teacher eText: Water Pollution
              Intended Role: Instructor

            Answer Key: Water Cycle Interrupted
              Intended Role: Instructor

            Answer Key: Mutation Mystery
              Intended Role: Instructor

            Teacher Support: Getting Clean
              Intended Role: Instructor

            Answer Key: Research Water Pollution
              Intended Role: Instructor

            Teacher Support: Reducing Waste
              Intended Role: Instructor

            Answer Key: Great Barrier Reef
              Intended Role: Instructor

            Quiz Answer Key: Water Pollution
              Intended Role: Instructor

            Teacher eText: Human Impacts on the Environment
              Intended Role: Instructor

            Teacher Support: Washing Away
              Intended Role: Instructor

            Teacher Support: DIY Washing Away
              Intended Role: Instructor

            Teacher Support: Reflect on Trash Backlash
              Intended Role: Instructor

            Test Answer Key: Human Impacts on the Environment
              Intended Role: Instructor

            Teacher eText: History of Earth
              Intended Role: Instructor

            Quest Overview Teacher Support: The Big Fossil Hunt
              Intended Role: Instructor

            PD Modeling Video: History of Earth
              Intended Role: Instructor

            Letter Home: History of Earth
              Intended Role: Instructor

            Readiness Test Answer Key: History of Earth
              Intended Role: Instructor

            Teacher Support: Dividing History
              Intended Role: Instructor

            Teacher Support: The Big Fossil Hunt
              Intended Role: Instructor

            Teacher eText: Determining Ages of Rocks
              Intended Role: Instructor

            Teacher Support: Rock Pancakes
              Intended Role: Instructor

            Answer Key: Oldest to Youngest
              Intended Role: Instructor

            Teacher Support: Radiometric Dating
              Intended Role: Instructor

            Teacher Support: The Story in Rocks
              Intended Role: Instructor

            Answer Key: Know Your Index Fossils
              Intended Role: Instructor

            Teacher Support: Clues in the Rock Layers
              Intended Role: Instructor

            Teacher Support: Fossils Around the World
              Intended Role: Instructor

            Answer Key: Rocks of the Grand Canyon
              Intended Role: Instructor

            Quiz Answer Key: Determining Ages of Rocks
              Intended Role: Instructor

            Teacher eText: Geologic Time Scale
              Intended Role: Instructor

            Answer Key: On the Clock
              Intended Role: Instructor

            Answer Key: A Very Grand Canyon
              Intended Role: Instructor

            Teacher Support: Going Back in Time
              Intended Role: Instructor

            Answer Key: How Old Are These Rocks?
              Intended Role: Instructor

            Answer Key: Going Away
              Intended Role: Instructor

            Teacher Support: A Matter of Time
              Intended Role: Instructor

            Answer Key: How Old Are Grand Canyon Rocks?
              Intended Role: Instructor

            Quiz Answer Key: Geologic Time Scale
              Intended Role: Instructor

            Teacher eText: Major Events in Earth's History
              Intended Role: Instructor

            Answer Key: Identify Evidence
              Intended Role: Instructor

            Answer Key: Observation and Deduction
              Intended Role: Instructor

            Teacher Support: Changes in the Water
              Intended Role: Instructor

            Teacher Support: The Story in the Strata
              Intended Role: Instructor

            Answer Key: Big Changes
              Intended Role: Instructor

            Teacher Support: Time to Choose the Dig Site
              Intended Role: Instructor

            Answer Key: Earth's Early Atmosphere
              Intended Role: Instructor

            Quiz Answer Key: Major Events in Earth's History
              Intended Role: Instructor

            Teacher eText: History of Earth
              Intended Role: Instructor

            Teacher Support: Core Sampling Through Time
              Intended Role: Instructor

            Teacher Support: DIY Core Sampling Through Time
              Intended Role: Instructor

            Teacher Support: Reflect on the Big Fossil Hunt
              Intended Role: Instructor

            Test Answer Key: History of Earth
              Intended Role: Instructor

            Teacher eText: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Quest Overview Teacher Support: Crossing the Atlantic
              Intended Role: Instructor

            PD Modeling Video: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Letter Home: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Readiness Test Answer Key: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Teacher Support: Does a Plastic Bag Trap Heat?
              Intended Role: Instructor

            Teacher Support: Crossing the Atlantic
              Intended Role: Instructor

            Teacher eText: Energy in Earth's Atmosphere
              Intended Role: Instructor

            Answer Key: Fluids on the Move
              Intended Role: Instructor

            Teacher Support: Heating Earth's Surface
              Intended Role: Instructor

            Answer Key: Patterns in the Wind
              Intended Role: Instructor

            Teacher Support: Choose Your Speed
              Intended Role: Instructor

            Answer Key: Energy in the Atmosphere
              Intended Role: Instructor

            Quiz Answer Key: Energy in Earth's Atmosphere
              Intended Role: Instructor

            Teacher eText: Patterns of Circulation in the Atmosphere
              Intended Role: Instructor

            Teacher Support: Turn, Turn, Turn
              Intended Role: Instructor

            Answer Key: Where the Wind Blows
              Intended Role: Instructor

            Teacher Support: An Adventure at Maui Beach
              Intended Role: Instructor

            Teacher Support: United States Precipitation
              Intended Role: Instructor

            Answer Key: Winds Across the Globe
              Intended Role: Instructor

            Teacher Support: Wind at Your Back
              Intended Role: Instructor

            Answer Key: Patterns in the Atmosphere
              Intended Role: Instructor

            Quiz Answer Key: Patterns of Circulation in the Atmosphere
              Intended Role: Instructor

            Teacher eText: Patterns of Circulation in the Ocean
              Intended Role: Instructor

            Answer Key: What an Ocean Current Is Like
              Intended Role: Instructor

            Answer Key: Oceanic Circulation
              Intended Role: Instructor

            Teacher Support: Ocean Habitats
              Intended Role: Instructor

            Teacher Support:  Modeling Ocean Current Formation
            Teacher Support: Modeling Ocean Current Formation
              Intended Role: Instructor

            Answer Key: Keeping Current on Currents
              Intended Role: Instructor

            Teacher Support: Find Your Advantage
              Intended Role: Instructor

            Answer Key: The Sargasso Sea
              Intended Role: Instructor

            Quiz Answer Key: Patterns of Circulation in the Ocean
              Intended Role: Instructor

            Teacher eText: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Teacher Support: Not All Heating Is Equal
              Intended Role: Instructor

            Teacher Support: DIY Not All Heating Is Equal
              Intended Role: Instructor

            Teacher Support: Reflect on Crossing the Atlantic
              Intended Role: Instructor

            Test Answer Key: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Teacher eText: Climate
              Intended Role: Instructor

            Quest Overview Teacher Support: Shrinking Your Carbon Footprint
              Intended Role: Instructor

            PD Modeling Video: Climate
              Intended Role: Instructor

            Letter Home: Climate
              Intended Role: Instructor

            Readiness Test Answer Key: Climate
              Intended Role: Instructor

            Teacher Support: How Do Climates Differ?
              Intended Role: Instructor

            Teacher Support: Shrinking Your Carbon Footprint
              Intended Role: Instructor

            Teacher eText: Climate Factors
              Intended Role: Instructor

            Teacher Support: How Does Latitude Affect Climate?
              Intended Role: Instructor

            Answer Key: Two Sides of the Mountain
              Intended Role: Instructor

            Teacher Support: Classifying Climates
              Intended Role: Instructor

            Answer Key: Olympic Choices
              Intended Role: Instructor

            Teacher Support: Footprint Steps
              Intended Role: Instructor

            Answer Key: The Gulf Stream and Early Exploration
              Intended Role: Instructor

            Quiz Answer Key: Climate Factors
              Intended Role: Instructor

            Teacher eText: Climate Change
              Intended Role: Instructor

            Answer Key: Regional Climate Change
              Intended Role: Instructor

            Answer Key: In the Greenhouse
              Intended Role: Instructor

            Teacher Support: Human Impact on Climate Change
              Intended Role: Instructor

            Teacher Support: Frozen in Time
              Intended Role: Instructor

            Teacher Support: What Is the Greenhouse Effect?
              Intended Role: Instructor

            Answer Key: Climate Change Q & A
              Intended Role: Instructor

            Teacher Support: Energy Savings at School
              Intended Role: Instructor

            Answer Key: Farming and Climate Change
              Intended Role: Instructor

            Quiz Answer Key: Climate Change
              Intended Role: Instructor

            Teacher eText: Effects of a Changing Climate
              Intended Role: Instructor

            Answer Key: Methane Management
              Intended Role: Instructor

            Teacher Support: Thermal Expansion of Water
              Intended Role: Instructor

            Answer Key: Emission Reduction
              Intended Role: Instructor

            Teacher Support: Make a Difference
              Intended Role: Instructor

            Answer Key: Cooling Things Off
              Intended Role: Instructor

            Quiz Answer Key: Effects of a Changing Climate
              Intended Role: Instructor

            Teacher eText: Climate
              Intended Role: Instructor

            Teacher Support: An Ocean of a Problem
              Intended Role: Instructor

            Teacher Support: DIY An Ocean of a Problem
              Intended Role: Instructor

            Teacher Support: Reflect on Shrinking Your Carbon Footprint
              Intended Role: Instructor

            Test Answer Key: Climate
              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 Movement
              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
              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 and the Universe
              Intended Role: Instructor

            Letter Home: Solar System and the Universe
              Intended Role: Instructor

            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: Anatomy of the Sun
              Intended Role: Instructor

            Teacher Support: Solar System
              Intended Role: Instructor

            Teacher Support: A New Home
              Intended Role: Instructor

            Teacher Support: Pulling Planets
              Intended Role: Instructor

            Teacher Support: Layers of the Sun
              Intended Role: Instructor

            Answer Key: How to Make a Solar System
              Intended Role: Instructor

            Teacher Support: Space Invaders
              Intended Role: Instructor

            Answer Key: Sunspot Cycles
              Intended Role: Instructor

            Quiz Answer Key: Solar System Objects
              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

            Teacher Support: 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
              Intended Role: Instructor

            Teacher eText: Galaxies
              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 Support: Engineering and Design Notebook Earth Science
              Intended Role: Instructor

            Earth Science Course Letter Home
              Intended Role: Instructor

            uDemonstrate Lab Rubric
              Intended Role: Instructor

            Google Expedition Teacher Guide: Matter and Change
              Intended Role: Instructor

            Elevate Science Earth Science Master Materials List for Lab Activities
              Intended Role: Instructor

            Elevate Science Earth Science Master Materials List for Lab Activities
              Intended Role: Instructor

            Teacher Support: What Interactions Occur Within the Earth System?
              Intended Role: Instructor

            Teacher Support: Interaction Actions
              Intended Role: Instructor

            Teacher Support: Where Heat Flows
              Intended Role: Instructor

            Teacher Support: Surface Features
              Intended Role: Instructor

            Teacher Support: Water on Earth
              Intended Role: Instructor

            Teacher Support: Modeling a Watershed
              Intended Role: Instructor

            Teacher Support: DIY Modeling a Watershed
              Intended Role: Instructor

            Teacher Support: Puddle Befuddlement
              Intended Role: Instructor

            Teacher Support: Effects of Altitude on the Atmosphere
              Intended Role: Instructor

            Teacher Support: Water in the Air
              Intended Role: Instructor

            Teacher Support: How Clouds and Fog Form
              Intended Role: Instructor

            Teacher Support: Weather Fronts
              Intended Role: Instructor

            Teacher Support: Tracking Weather
              Intended Role: Instructor

            Teacher Support: Predicting Hurricanes
              Intended Role: Instructor

            Teacher Support: A History of Hazardous Weather
              Intended Role: Instructor

            Teacher Support: Water From Trees
              Intended Role: Instructor

            Teacher Support: DIY: Water From Trees
              Intended Role: Instructor

            Teacher Support: Build a Model of Earth
              Intended Role: Instructor

            Teacher Support: Heat and Motion in a Liquid
              Intended Role: Instructor

            Teacher Support: Mineral Mash-Up
              Intended Role: Instructor

            Teacher Support: Growing a Crystal Garden
              Intended Role: Instructor

            Teacher Support: Make Your Own Stalactites and Stalagmites
              Intended Role: Instructor

            Teacher Support: Rock Versus Rock
              Intended Role: Instructor

            Teacher Support: A Sequined Rock
              Intended Role: Instructor

            Teacher Support: Name That Rock
              Intended Role: Instructor

            Teacher Support: Paper or Plastic...or Rock?
              Intended Role: Instructor

            Teacher Support: Ages of Rocks
              Intended Role: Instructor

            Teacher Support: The Rock Cycle in Action
              Intended Role: Instructor

            Teacher Support: DIY The Rock Cycle in Action
              Intended Role: Instructor

            Teacher Support: How Are Earth's Continents Linked Together?
              Intended Role: Instructor

            Teacher Support: Piecing Together a Supercontinent
              Intended Role: Instructor

            Teacher Support: Patterns in the Cascade Range
              Intended Role: Instructor

            Teacher Support: Stressing Out!
              Intended Role: Instructor

            Teacher Support: Plate Interactions
              Intended Role: Instructor

            Teacher Support: Analyze Earthquake Data to Identify Patterns
              Intended Role: Instructor

            Teacher Support: Moving Volcanoes
              Intended Role: Instructor

            Teacher Support: Signs of Eruption?
              Intended Role: Instructor

            Teacher Support: Modeling Sea-Floor Spreading
              Intended Role: Instructor

            Teacher Support: DIY Modeling Sea-Floor Spreading
              Intended Role: Instructor

            Teacher Support: How Does Gravity Affect Materials On A Slope?
              Intended Role: Instructor

            Teacher Support: Breaking Up Is Hard to Do
              Intended Role: Instructor

            Teacher Support: Freezing and Thawing
              Intended Role: Instructor

            Teacher Support: Breaking It Down
              Intended Role: Instructor

            Teacher Support: Small, Medium, and Large
              Intended Role: Instructor

            Teacher Support: Ingenious Island Part I
              Intended Role: Instructor

            Teacher Support: Raindrops Falling
              Intended Role: Instructor

            Teacher Support: Ingenious Island Part II
              Intended Role: Instructor

            Teacher Support: Glacier in a Cup
              Intended Role: Instructor

            Teacher Support: Changing Coastlines
              Intended Role: Instructor

            Teacher Support: Materials on a Slope
              Intended Role: Instructor

            Teacher Support: DIY Materials on a Slope
              Intended Role: Instructor

            Teacher Support: What's in a Piece of Coal?
              Intended Role: Instructor

            Teacher Support: Using Resources
              Intended Role: Instructor

            Teacher Support: Fossil Fuels
              Intended Role: Instructor

            Teacher Support: The Power of Wind
              Intended Role: Instructor

            Teacher Support: Cool Crystals
              Intended Role: Instructor

            Teacher Support: An Artesian Well
              Intended Role: Instructor

            Teacher Support: To Drill or Not to Drill
              Intended Role: Instructor

            Teacher Support: To Drill or Not to Drill
              Intended Role: Instructor

            Teacher Support: Finding a Solution for Your Pollution
              Intended Role: Instructor

            Teacher Support: Growth Spurt
              Intended Role: Instructor

            Teacher Support: Doubling Time
              Intended Role: Instructor

            Teacher Support: How Does the Scent Spread?
              Intended Role: Instructor

            Teacher Support: It's All in the Air
              Intended Role: Instructor

            Teacher Support: Trash versus Water
              Intended Role: Instructor

            Teacher Support: Mining Matters
              Intended Role: Instructor

            Teacher Support: Getting Clean
              Intended Role: Instructor

            Teacher Support: Reducing Waste
              Intended Role: Instructor

            Teacher Support: Washing Away
              Intended Role: Instructor

            Teacher Support: DIY Washing Away
              Intended Role: Instructor

            Teacher Support: Dividing History
              Intended Role: Instructor

            Teacher Support: Rock Pancakes
              Intended Role: Instructor

            Teacher Support: The Story in Rocks
              Intended Role: Instructor

            Teacher Support: Going Back in Time
              Intended Role: Instructor

            Teacher Support: A Matter of Time
              Intended Role: Instructor

            Teacher Support: Changes in the Water
              Intended Role: Instructor

            Teacher Support: Core Sampling Through Time
              Intended Role: Instructor

            Teacher Support: DIY Core Sampling Through Time
              Intended Role: Instructor

            Teacher Support: Does a Plastic Bag Trap Heat?
              Intended Role: Instructor

            Teacher Support: Heating Earth's Surface
              Intended Role: Instructor

            Teacher Support: Choose Your Speed
              Intended Role: Instructor

            Teacher Support: Turn, Turn, Turn
              Intended Role: Instructor

            Teacher Support: United States Precipitation
              Intended Role: Instructor

            Teacher Support:  Modeling Ocean Current Formation
            Teacher Support: Modeling Ocean Current Formation
              Intended Role: Instructor

            Teacher Support: Not All Heating Is Equal
              Intended Role: Instructor

            Teacher Support: DIY Not All Heating Is Equal
              Intended Role: Instructor

            Teacher Support: How Do Climates Differ?
              Intended Role: Instructor

            Teacher Support: How Does Latitude Affect Climate?
              Intended Role: Instructor

            Teacher Support: Classifying Climates
              Intended Role: Instructor

            Teacher Support: What Is the Greenhouse Effect?
              Intended Role: Instructor

            Teacher Support: Energy Savings at School
              Intended Role: Instructor

            Teacher Support: Thermal Expansion of Water
              Intended Role: Instructor

            Teacher Support: An Ocean of a Problem
              Intended Role: Instructor

            Teacher Support: DIY An Ocean of a Problem
              Intended Role: Instructor

            Teacher Support: What Is at the Center?
              Intended Role: Instructor

            Teacher Support: Watching the Skies
              Intended Role: Instructor

            Teacher Support: Patterns: Day and Night
              Intended Role: Instructor

            Teacher Support: Lighten Up!
              Intended Role: Instructor

            Teacher Support: How Does the Moon Move?
              Intended Role: Instructor

            Teacher Support: The Moon's Revolution and Tides
              Intended Role: Instructor

            Teacher Support: Modeling Lunar Phases
              Intended Role: Instructor

            Teacher Support: DIY Modeling Lunar Phases
              Intended Role: Instructor

            Teacher Support: Planetary Measures
              Intended Role: Instructor

            Teacher Support: Ring Around the Sun
              Intended Role: Instructor

            Teacher Support: Pulling Planets
              Intended Role: Instructor

            Teacher Support: Layers of the Sun
              Intended Role: Instructor

            Teacher Support: How Does Distance Affect an Image?
              Intended Role: Instructor

            Teacher Support: Space Exploration Vehicle
              Intended Role: Instructor

            Teacher Support: How Far Is That Star?
              Intended Role: Instructor

            Teacher Support: Model the Milky Way
              Intended Role: Instructor

            Teacher Support: Scaling Down the Solar System
              Intended Role: Instructor

            Teacher Support: DIY Scaling Down the Solar System
              Intended Role: Instructor

            littleBits STEM Invention Toolbox Teacher's Guide
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Water Cycle Wheel
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Satellite Dish
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Water Quality
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Windmill Drawbot
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Space Communication
              Intended Role: Instructor

            Note-Taking Strategies Answer Key
              Intended Role: Instructor

            Reading Strategies Handbook TOC
              Intended Role: Instructor

            Introduction: How to Read Science Content
              Intended Role: Instructor

            Teacher's Notes: Before Reading
              Intended Role: Instructor

            Teacher's Notes: During Reading
              Intended Role: Instructor

            Teacher's Notes: After Reading
              Intended Role: Instructor

            Reading Strategies Answer Key
              Intended Role: Instructor

            Pre/Post Test Answer Key
              Intended Role: Instructor

            End-of-Year Test Answer Key
              Intended Role: Instructor

            Benchmark Test A Answer Key
              Intended Role: Instructor

            Benchmark Test B Answer Key
              Intended Role: Instructor

            Benchmark Test C Answer Key
              Intended Role: Instructor

            Elevar las ciencias Libro del maestro con respuestas Tierra
              Intended Role: Instructor

            Spanish Resources Guide
              Intended Role: Instructor

            Elevate Science Earth Science Teacher eText
              Intended Role: Instructor

         eText Container

            Elevate Science Earth Science Student eText