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


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-7fcc43e7-b965-3a6f-b0a4-6854d58cae5a
Timestamp:  Tuesday, January 15, 2019 01:26 PM EST
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. - FE49BAD0-E351-11DC-B7D7-FB4A9DFF4B22|3B1A4716-3925-11DE-86C8-5C609DFF4B22
Recognize that Earth revolves around the Sun creating the four seasons. - 4B8BE392-39EE-11DE-B93E-D1379DFF4B22
Identify that a scientific theory is an explanation of nature supported by evidence. - 3B26FD4E-3925-11DE-86C8-5C609DFF4B22
Scientific knowledge is durable and robust, but open to change. - FE4C9E94-E351-11DC-B7D7-FB4A9DFF4B22|3B20D04A-3925-11DE-86C8-5C609DFF4B22
Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. - FE7FAC26-E351-11DC-B7D7-FB4A9DFF4B22
Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. - 4B811322-39EE-11DE-B93E-D1379DFF4B22
Recognize events that are based on scientific laws, such as the law of gravity. - 3B286F76-3925-11DE-86C8-5C609DFF4B22
Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. - 4B01CD42-39EE-11DE-B93E-D1379DFF4B22
Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. - FE65B794-E351-11DC-B7D7-FB4A9DFF4B22
Describe how weathering and erosion reshape the Earth's surface. - 3B2B5524-3925-11DE-86C8-5C609DFF4B22
Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. - FE7D706E-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that people conduct activities and share information about science. - 3B1FBADE-3925-11DE-86C8-5C609DFF4B22
Recognize that water can move soil. - 3B2CC71A-3925-11DE-86C8-5C609DFF4B22
Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. - 3B306CC6-3925-11DE-86C8-5C609DFF4B22
Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. - FE4B4E40-E351-11DC-B7D7-FB4A9DFF4B22
Identify various landforms in Florida, including coastlines, rivers, lakes, and dunes. - 3B2BB1D6-3925-11DE-86C8-5C609DFF4B22
Identify models used in the context of sixth grade science access points. - 3B27B66C-3925-11DE-86C8-5C609DFF4B22
Identify an effect space exploration has had on Florida's economy. - 4B8D1AC8-39EE-11DE-B93E-D1379DFF4B22
Identify gravity as the force that holds orbiting planets in place in the Solar System. - 4B81D00A-39EE-11DE-B93E-D1379DFF4B22
Summarize the effects of space exploration on the economy and culture of Florida. - FE7FFD84-E351-11DC-B7D7-FB4A9DFF4B22
Recognize different landforms in Florida, including beaches (coastlines), rivers, and lakes. - 3B2C6AB8-3925-11DE-86C8-5C609DFF4B22
Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. - 4B84E4DE-39EE-11DE-B93E-D1379DFF4B22
Recognize that scientists use special tools to examine objects in space. - 4B8C753C-39EE-11DE-B93E-D1379DFF4B22
Recognize that mountains change size and shape over a long period of time. - 4B03B6F2-39EE-11DE-B93E-D1379DFF4B22
Associate a model with an activity used in the context of sixth grade science access points. - 3B2984E2-3925-11DE-86C8-5C609DFF4B22
Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. - FE501D62-E351-11DC-B7D7-FB4A9DFF4B22
Describe how the composition and structure of the atmosphere protects life and insulates the planet. - FE53A504-E351-11DC-B7D7-FB4A9DFF4B22
Compare results of observations and experiments of self and others. - 3B1D33B8-3925-11DE-86C8-5C609DFF4B22
Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. - FE4AFD32-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. - 3B1E48C0-3925-11DE-86C8-5C609DFF4B22
Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. - 3B2EF24C-3925-11DE-86C8-5C609DFF4B22
Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. - 4B02710C-39EE-11DE-B93E-D1379DFF4B22
Recognize the Sun and stars as objects in space. - 4B8E553C-39EE-11DE-B93E-D1379DFF4B22
Describe ways human beings protect themselves from hazardous weather and sun exposure. - FE5354C8-E351-11DC-B7D7-FB4A9DFF4B22
Identify that scientific investigations can be repeated the same way by others. - 3B1C7356-3925-11DE-86C8-5C609DFF4B22
Identify that scientific knowledge changes with new evidence or new interpretations. - 3B22FBAE-3925-11DE-86C8-5C609DFF4B22
Recognize a scientist as a person who works with science. - 3B252D8E-3925-11DE-86C8-5C609DFF4B22
Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. - 3B2759A6-3925-11DE-86C8-5C609DFF4B22
Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. - 4AFFFF62-39EE-11DE-B93E-D1379DFF4B22
Recognize the four seasons. - 4B8EF262-39EE-11DE-B93E-D1379DFF4B22
Identify the role of models in the context of the sixth grade science benchmarks. - FE4F7C04-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that polluting the air and water can harm Earth. - 4B0582E8-39EE-11DE-B93E-D1379DFF4B22
Identify that there are planets and moons in the Solar System. - 4B8950AA-39EE-11DE-B93E-D1379DFF4B22
Identify possible effects of hurricanes and other natural disasters on humans in Florida. - 3B31262A-3925-11DE-86C8-5C609DFF4B22
Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. - FE4E8998-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that wind and water cause physical weathering and erosion. - 3B2C0E06-3925-11DE-86C8-5C609DFF4B22
Distinguish science from other activities involving thought. - FE4D4196-E351-11DC-B7D7-FB4A9DFF4B22
Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. - FE51AF60-E351-11DC-B7D7-FB4A9DFF4B22
Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. - FE7DC2C6-E351-11DC-B7D7-FB4A9DFF4B22
Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. - FE510F1A-E351-11DC-B7D7-FB4A9DFF4B22
Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. - FE7F5BA4-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that the Sun is made of gases that are on fire. - 4B8AA626-39EE-11DE-B93E-D1379DFF4B22
The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. - FE7F0B68-E351-11DC-B7D7-FB4A9DFF4B22
Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. - FE4A0B2A-E351-11DC-B7D7-FB4A9DFF4B22|3B1AA3AA-3925-11DE-86C8-5C609DFF4B22
Compare the distances of the Moon, the Sun, and other stars from the Earth. - 4B7FD430-39EE-11DE-B93E-D1379DFF4B22
The Sun on the Earth including seasons and gravitational attraction - FE7EBA3C-E351-11DC-B7D7-FB4A9DFF4B22
Identify ways humans get ready for severe storms and protect themselves from sun exposure. - 3B318296-3925-11DE-86C8-5C609DFF4B22
Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). - FE661630-E351-11DC-B7D7-FB4A9DFF4B22
Explain why scientific investigations should be replicable. - FE4AACB0-E351-11DC-B7D7-FB4A9DFF4B22
Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. - FE4EDA24-E351-11DC-B7D7-FB4A9DFF4B22
Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. - 3B1CD792-3925-11DE-86C8-5C609DFF4B22
Recognize familiar topics in the study of science. - 3B23BBE8-3925-11DE-86C8-5C609DFF4B22
Identify information based on observations and experiments of self and others. - 3B1EA540-3925-11DE-86C8-5C609DFF4B22
Recognize models used in the context of sixth grade science access points. - 3B28CBD8-3925-11DE-86C8-5C609DFF4B22
Recognize that the Moon's revolution around Earth takes about thirty days. - 4B858F88-39EE-11DE-B93E-D1379DFF4B22
Recognize the effects of earthquakes and volcanoes. - 4B04EB4E-39EE-11DE-B93E-D1379DFF4B22
Investigate how natural disasters have affected human life in Florida. - FE530310-E351-11DC-B7D7-FB4A9DFF4B22
Recognize where living things are found (biosphere) and where the air is found (atmosphere) on Earth. - 3B335972-3925-11DE-86C8-5C609DFF4B22
Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. - FE7BD2CC-E351-11DC-B7D7-FB4A9DFF4B22
Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. - FE4A5C24-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that scientific knowledge changes when new things are discovered. - 3B241854-3925-11DE-86C8-5C609DFF4B22
Recognize that technology allows special cameras and satellites to take pictures of objects in space. - 4B86DB36-39EE-11DE-B93E-D1379DFF4B22
Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. - FE520BB8-E351-11DC-B7D7-FB4A9DFF4B22
Demonstrate how older rock layers are deposited at the bottom before younger layers (Law of Superposition). - 4B013030-39EE-11DE-B93E-D1379DFF4B22
Identify a problem from the sixth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. - 3B1C169A-3925-11DE-86C8-5C609DFF4B22
Recognize ways people prepare for severe storms and protect themselves from sun exposure. - 3B34CB54-3925-11DE-86C8-5C609DFF4B22
Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. - FE4CF0CE-E351-11DC-B7D7-FB4A9DFF4B22|3B212D2E-3925-11DE-86C8-5C609DFF4B22
Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. - 3B352F0E-3925-11DE-86C8-5C609DFF4B22
Recognize that there are patterns of weather that move. - 3B33B5E8-3925-11DE-86C8-5C609DFF4B22
Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). - FE7D13E4-E351-11DC-B7D7-FB4A9DFF4B22
Discriminate between surface features of ground on Earth, such as rocky/sandy, flat/hilly, rough/smooth, or solid/liquid. - 4B06B564-39EE-11DE-B93E-D1379DFF4B22
Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. - 3B31DF0C-3925-11DE-86C8-5C609DFF4B22
Compare various historical models of the Solar System, including geocentric and heliocentric. - FE7E13C0-E351-11DC-B7D7-FB4A9DFF4B22
Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. - 3B3298C0-3925-11DE-86C8-5C609DFF4B22
Recognize a problem from the sixth grade curriculum, use materials to gather information, carry out a simple experiment, and record and share results. - 3B1D8FDE-3925-11DE-86C8-5C609DFF4B22
Recognize that air covers Earth (atmosphere). - 3B36A122-3925-11DE-86C8-5C609DFF4B22
Identify the relative positions of the Sun and the Moon from Earth. - 4B881014-39EE-11DE-B93E-D1379DFF4B22
Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. - 3B346EF2-3925-11DE-86C8-5C609DFF4B22
Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. - 3B323C22-3925-11DE-86C8-5C609DFF4B22
Identify components in the water cycle, including evaporation, condensation, precipitation, ground water, and runoff. - 3B2F56A6-3925-11DE-86C8-5C609DFF4B22
Recognize that the Sun is the closest star to Earth and appears large and bright. - 4B89F456-39EE-11DE-B93E-D1379DFF4B22
Observe and recognize a predictable cause-effect relationship related to a science topic. - 3B292844-3925-11DE-86C8-5C609DFF4B22
Recognize that the surface of Earth is called the crust. - 4B031A9E-39EE-11DE-B93E-D1379DFF4B22
Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. - 4B8443F8-39EE-11DE-B93E-D1379DFF4B22
Identify technology used by scientists to locate, view, and study objects in space. - 4B862DB2-39EE-11DE-B93E-D1379DFF4B22
Recognize that experiments involve procedures that can be repeated the same way by others. - 3B1DEC72-3925-11DE-86C8-5C609DFF4B22
Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. - FE678FB0-E351-11DC-B7D7-FB4A9DFF4B22
Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. - FE66797C-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that the Solar System is part of a galaxy. - 4B88B01E-39EE-11DE-B93E-D1379DFF4B22
Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. - 3B1F01F2-3925-11DE-86C8-5C609DFF4B22
Recognize objects and pictures related to science. - 3B24D118-3925-11DE-86C8-5C609DFF4B22
Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. - 4B009D3C-39EE-11DE-B93E-D1379DFF4B22
Identify the major characteristics of climate in Florida, including temperature and precipitation. - 3B34127C-3925-11DE-86C8-5C609DFF4B22
Recognize a landform in Florida, such as a beach (coastline), river, or lake. - 3B2D235E-3925-11DE-86C8-5C609DFF4B22
Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. - FE4B9F08-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that the Moon is closer to Earth than the Sun. - 4B8DB942-39EE-11DE-B93E-D1379DFF4B22
Identify familiar topics included in the study of science. - 3B229F10-3925-11DE-86C8-5C609DFF4B22
Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. - FE4D96F0-E351-11DC-B7D7-FB4A9DFF4B22
Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. - FE6737E0-E351-11DC-B7D7-FB4A9DFF4B22
Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. - FE66D7D2-E351-11DC-B7D7-FB4A9DFF4B22
Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. - 3B2FB344-3925-11DE-86C8-5C609DFF4B22
Recognize that conditions on other planets in the Solar System are different than those on Earth. - 4B8B495A-39EE-11DE-B93E-D1379DFF4B22
Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. - FE7CC3D0-E351-11DC-B7D7-FB4A9DFF4B22
Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. - FE7C73A8-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that when a common activity is repeated, it has the same result. - 3B1F5E7C-3925-11DE-86C8-5C609DFF4B22
Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. - FE7C239E-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that the Sun is a source of heat. - 3B358BDE-3925-11DE-86C8-5C609DFF4B22
Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. - FE525DE8-E351-11DC-B7D7-FB4A9DFF4B22
Differentiate between weather and climate. - FE52AEC4-E351-11DC-B7D7-FB4A9DFF4B22
Identify differences in physical properties of stars, such as brightness, color, and size. - 4B826B50-39EE-11DE-B93E-D1379DFF4B22
Recognize contributions of well-known scientists. - 3B2474AC-3925-11DE-86C8-5C609DFF4B22
Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. - 4B8F90D2-39EE-11DE-B93E-D1379DFF4B22
Distinguish between clean and dirty water. - 4B07E6F0-39EE-11DE-B93E-D1379DFF4B22
Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. - FE491882-E351-11DC-B7D7-FB4A9DFF4B22|3B198592-3925-11DE-86C8-5C609DFF4B22
Recognize the ground as the outer surface (crust) of Earth. - 4B060E52-39EE-11DE-B93E-D1379DFF4B22
Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. - FE4DE89E-E351-11DC-B7D7-FB4A9DFF4B22
Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. - FE4C4C32-E351-11DC-B7D7-FB4A9DFF4B22|3B2073B6-3925-11DE-86C8-5C609DFF4B22
Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. - FE515F1A-E351-11DC-B7D7-FB4A9DFF4B22
Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. - 4B83AA92-39EE-11DE-B93E-D1379DFF4B22
Recognize the way temperature and wind speed are measured. - 3B32F554-3925-11DE-86C8-5C609DFF4B22
The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' - FE4968DC-E351-11DC-B7D7-FB4A9DFF4B22|3B19EA64-3925-11DE-86C8-5C609DFF4B22
Recognize that rain comes from clouds. - 3B35E836-3925-11DE-86C8-5C609DFF4B22
Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). - 3B301014-3925-11DE-86C8-5C609DFF4B22
Describe the Sun as a mass of hot, burning gases that produces very high temperatures. - 4B830B46-39EE-11DE-B93E-D1379DFF4B22
Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. - FE67E014-E351-11DC-B7D7-FB4A9DFF4B22
Identify that the Earth and Sun are a part of the Milky Way galaxy. - 4B8078B8-39EE-11DE-B93E-D1379DFF4B22
Give several examples of scientific laws. - FE4F2A4C-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that a scientific theory is an explanation of nature. - 3B2812CE-3925-11DE-86C8-5C609DFF4B22
Recognize that fossils are remains or imprints of living things from long ago. - 4B0454AE-39EE-11DE-B93E-D1379DFF4B22
Recognize that ground on the Earth's surface changes over time. - 4B075550-39EE-11DE-B93E-D1379DFF4B22
Recognize where to go in severe weather situations or drills at school and at home. - 3B36FD5C-3925-11DE-86C8-5C609DFF4B22
Identify climate as the expected weather patterns in a region. - 3B30C964-3925-11DE-86C8-5C609DFF4B22
Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. - FE506E34-E351-11DC-B7D7-FB4A9DFF4B22
Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. - 3B364466-3925-11DE-86C8-5C609DFF4B22
Identify effects of space research and exploration on Florida's economy. - 4B877B04-39EE-11DE-B93E-D1379DFF4B22


List of all Files Validated:

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Title: Pearson Elevate Science Florida Edition Earth Science


         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Elevate Science Florida Edition 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
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe how weathering and erosion reshape the Earth's surface. 

               Readiness Test: Introduction to Earth's Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe how weathering and erosion reshape the Earth's surface. 

               Remediation Summary: Introduction to Earth's Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe how weathering and erosion reshape the Earth's surface. 

               uConnect Lab: What Interactions Occur Within the Earth System?
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Quest Kickoff: Forest Fires
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Quest Checklist: Forest Fires
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Quest Rubric: Forest Fires
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

            Lesson 1: Matter and Energy in Earth's System

               Connect

                  Inquiry Warm-Up Lab: Interaction Actions
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Investigate

                  eText: Matter and Energy in Earth's System
                    Curriculum Standards: Recognize where living things are found (biosphere) and where the air is found (atmosphere) on Earth. Recognize that air covers Earth (atmosphere). 

                  Interactivity: Describing Systems
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  Video: Matter and Energy in Earth's System

                  uInvestigate Lab: Where Heat Flows
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

               Synthesize

                  Interactivity: Thermal Energy and the Cycling of Matter
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  Quest Check-In eText: Fire and Earth's Spheres
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  Quest Check-In Interactivity: Fire and Earth's Spheres
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  Enrichment: Earth's Hydrosphere
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify models used in the context of sixth grade science access points. 

                  Quiz Review: Matter and Energy in Earth's System
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify models used in the context of sixth grade science access points. 

                  Editable Quiz: Matter and Energy in Earth's System
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify models used in the context of sixth grade science access points. 

                  Quiz: Matter and Energy in Earth's System
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify models used in the context of sixth grade science access points. 

            Lesson 2: Surface Features in the Geosphere

               Connect

                  Poll: Florida Landforms
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

               Investigate

                  eText: Surface Features in the Geosphere

                  Interactivity: Maps and Methods
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  Video: Surface Features in the Geosphere

                  uInvestigate Lab: Surface Features
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

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

                  uEngineer It! Video: A Daring Bridge

               Synthesize

                  Interactivity: Constructive and Destructive Forces
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  Quest Check-In eText: Disrupting the Geosphere
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  Quest Check-In Interactivity: Disrupting the Geosphere
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  Enrichment: Topographic Maps
                    Curriculum Standards: Identify components in the water cycle, including evaporation, condensation, precipitation, ground water, and runoff. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Associate a model with an activity used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify models used in the context of sixth grade science access points. 

                  Quiz Review: Surface Features in the Geosphere
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Associate a model with an activity used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify models used in the context of sixth grade science access points. 

                  Editable Quiz: Surface Features in the Geosphere
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Associate a model with an activity used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify models used in the context of sixth grade science access points. 

                  Quiz: Surface Features in the Geosphere
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Associate a model with an activity used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify models used in the context of sixth grade science access points. 

            Lesson 3: The Hydrosphere

               Connect

                  Write: The Hydrosphere and You
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

               Investigate

                  eText: The Hydrosphere

                  Interactivity: The Water Cycle
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  Interactivity: Siting a Fish Farm

                  Worksheet: Siting a Fish Farm

                  Virtual Lab: Changes in the Water Cycle
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Video: The Hydrosphere

                  uInvestigate Lab: Water on Earth
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  Career Video: Aquaculture Manager

                  eText: Case Study: Florida's Barrier Islands
                    Curriculum Standards: Identify various landforms in Florida, including coastlines, rivers, lakes, and dunes. Recognize different landforms in Florida, including beaches (coastlines), rivers, and lakes. Recognize a landform in Florida, such as a beach (coastline), river, or lake. 

               Synthesize

                  Interactivity: Floridan Aquifer System
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  Quest Check-In eText: Impact on the Hydrosphere
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  Quest Check-In Interactivity: Impact on the Hydrosphere
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  Enrichment: Ground Water
                    Curriculum Standards: Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. Recognize that rain comes from clouds. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Identify components in the water cycle, including evaporation, condensation, precipitation, ground water, and runoff. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify models used in the context of sixth grade science access points. 

                  Quiz Review: The Hydrosphere
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify models used in the context of sixth grade science access points. 

                  Editable Quiz: The Hydrosphere
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify models used in the context of sixth grade science access points. 

                  Quiz: The Hydrosphere
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify models used in the context of sixth grade science access points. 

            Topic Close: Introduction to Earth's Systems

               eText: Review and Assess:  Introduction to Earth's Systems
               eText: Review and Assess: Introduction to Earth's SystemsThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify models used in the context of sixth grade science access points. 

               eText: Florida Benchmark Review: Introduction to Earth's Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify models used in the context of sixth grade science access points. 

               uDemonstrate Lab: Modeling a Watershed
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Associate a model with an activity used in the context of sixth grade science access points. Recognize models used in the context of sixth grade science access points. 

               uDemonstrate Lab Do It Yourself: Modeling a Watershed
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Associate a model with an activity used in the context of sixth grade science access points. Recognize models used in the context of sixth grade science access points. 

               Quest Findings eText: Reflect on Forest Fires
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Quest Findings: Reflect on Forest Fires
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Main Ideas: Introduction to Earth's Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify models used in the context of sixth grade science access points. 

               Editable Test: Introduction to Earth's Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify models used in the context of sixth grade science access points. 

               Test: Introduction to Earth's Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify models used in the context of sixth grade science access points. 

         Topic 2: Energy in the Atmosphere and Ocean

            Topic Launch: Energy in the Atmosphere and Ocean

               eText: Energy in the Atmosphere and Ocean

               Editable Readiness Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Differentiate between weather and climate. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. Identify climate as the expected weather patterns in a region. 

               Readiness Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Differentiate between weather and climate. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. Identify climate as the expected weather patterns in a region. 

               Remediation Summary: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Differentiate between weather and climate. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. Identify climate as the expected weather patterns in a region. 

               Quest Kickoff: Crossing the Atlantic
                 Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. 

               Quest Checklist: Crossing the Atlantic
                 Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. 

               Quest Rubric: Crossing the Atlantic
                 Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. 

               uConnect Lab: Does a Plastic Bag Trap Heat?
                 Curriculum Standards: Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that the Sun is a source of heat. 

            Lesson 1: Energy in Earth's Atmosphere

               Connect

                  Poll: Comparing Sand and Water Temperatures
                    Curriculum Standards: Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. 

               Investigate

                  eText: Energy in Earth's Atmosphere
                    Curriculum Standards: Recognize where living things are found (biosphere) and where the air is found (atmosphere) on Earth. Recognize that air covers Earth (atmosphere). The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

                  Interactivity: Fluids on the Move
                    Curriculum Standards: Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. 

                  Video: Energy in Earth's Atmosphere
                    Curriculum Standards: Recognize where living things are found (biosphere) and where the air is found (atmosphere) on Earth. Recognize that air covers Earth (atmosphere). 

                  uInvestigate Lab: Heating Earth's Surface
                    Curriculum Standards: Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that the Sun is a source of heat. 

               Synthesize

                  Interactivity: Patterns in the Wind
                    Curriculum Standards: Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. 

                  Quest Check-In eText: Choose Your Speed
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Recognize where to go in severe weather situations or drills at school and at home. Recognize the way temperature and wind speed are measured. Recognize that there are patterns of weather that move. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quest Check-In Lab: Choose Your Speed
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Recognize where to go in severe weather situations or drills at school and at home. Recognize the way temperature and wind speed are measured. Recognize that there are patterns of weather that move. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Enrichment: Energy in the Atmosphere
                    Curriculum Standards: Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Associate a model with an activity used in the context of sixth grade science access points. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz Review: Energy in Earth's Atmosphere
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Associate a model with an activity used in the context of sixth grade science access points. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Editable Quiz: Energy in Earth's Atmosphere
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Associate a model with an activity used in the context of sixth grade science access points. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz: Energy in Earth's Atmosphere
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Associate a model with an activity used in the context of sixth grade science access points. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

            Lesson 2: Patterns of Circulation in the Atmosphere

               Connect

                  Inquiry Warm-Up Lab: Turn, Turn, Turn
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Recognize where to go in severe weather situations or drills at school and at home. Recognize the way temperature and wind speed are measured. Recognize that there are patterns of weather that move. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

               Investigate

                  eText: Patterns of Circulation in the Atmosphere

                  Interactivity: Where the Wind Blows
                    Curriculum Standards: Recognize that there are patterns of weather that move. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Virtual Lab: An Adventure at Maui Beach
                    Curriculum Standards: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Identify climate as the expected weather patterns in a region. 

                  Video: Patterns of Circulation in the Atmosphere

                  uInvestigate Lab: United States Precipitation
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Recognize where to go in severe weather situations or drills at school and at home. Recognize the way temperature and wind speed are measured. Recognize that there are patterns of weather that move. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  eText: uEngineer It!: Windmills of the Future

                  uEngineer It! Video: Windmills of the Future

               Synthesize

                  Interactivity: Winds Across the Globe
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quest Check-In eText:Wind at Your Back
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quest Check-In Interactivity: Wind at Your Back
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Enrichment: Patterns in the Atmosphere
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. 

               Demonstrate

                  eText: Lesson 2 Check: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz Review: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Editable Quiz: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz: Patterns of Circulation in the Atmosphere
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

            Lesson 3: Patterns of Circulation in the Ocean

               Connect

                  Write: What an Ocean Current Is Like
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

               Investigate

                  eText: Patterns of Circulation in the Ocean
                    Curriculum Standards: Explain why scientific investigations should be replicable. Identify that scientific investigations can be repeated the same way by others. Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. Recognize that experiments involve procedures that can be repeated the same way by others. Recognize that when a common activity is repeated, it has the same result. Identify a problem from the sixth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the sixth grade curriculum, use materials to gather information, carry out a simple experiment, and record and share results. 

                  Interactivity: Oceanic Circulation
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Interactivity: Ocean Habitats

                  Worksheet: Ocean Habitats

                  Video: Patterns of Circulation in the Ocean

                  uInvestigate Lab: Modeling Ocean Current Formation
                    Curriculum Standards: Recognize the way temperature and wind speed are measured. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Career Video: Oceanographer
                    Curriculum Standards: Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. Recognize contributions of well-known scientists. Recognize a scientist as a person who works with science. 

                  eText: Case Study: Hurricanes in the Making

               Synthesize

                  Interactivity: Keeping Current on Currents
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quest Check-In eText: Find Your Advantage
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quest Check-In Interactivity: Find Your Advantage
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Enrichment: Sargasso Sea
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

               Demonstrate

                  eText: Lesson 3 Check: Patterns of Circulation in the Ocean
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Associate a model with an activity used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

                  Quiz Review:Patterns of Circulation in the Ocean
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Associate a model with an activity used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

                  Editable Quiz: Patterns of Circulation in the Ocean
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Associate a model with an activity used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

                  Quiz: Patterns of Circulation in the Ocean
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Associate a model with an activity used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

            Topic Close: Energy in the Atmosphere and Ocean

               eText: Review and Assess:  Energy in the Atmosphere and Ocean
               eText: Review and Assess: Energy in the Atmosphere and OceanThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

               eText: Florida Benchmark Review: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

               uDemonstrate Lab: Not All Heating Is Equal
                 Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. Explain why scientific investigations should be replicable. Identify that scientific investigations can be repeated the same way by others. Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. Recognize that experiments involve procedures that can be repeated the same way by others. Recognize that when a common activity is repeated, it has the same result. Identify a problem from the sixth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the sixth grade curriculum, use materials to gather information, carry out a simple experiment, and record and share results. 

               uDemonstrate Lab Do It Yourself: Not All Heating Is Equal
                 Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. 

               Quest Findings eText: Reflect on Crossing the Atlantic
                 Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Quest Findings:  Reflect on Crossing the Atlantic
               Quest Findings: Reflect on Crossing the AtlanticThis Quest activity provides students the opportunity to synthesize the Quest activities in a meaningful way by modeling the route they would have the cargo ship take.
                 Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Main Ideas: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Identify that scientific investigations can be repeated the same way by others. Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. Recognize that experiments involve procedures that can be repeated the same way by others. Recognize that when a common activity is repeated, it has the same result. Identify a problem from the sixth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the sixth grade curriculum, use materials to gather information, carry out a simple experiment, and record and share results. 

               Editable Test:  Energy in the Atmosphere and Ocean
               Editable Test: Energy in the Atmosphere and OceanThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

               Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

         Topic 3: Weather and Climate

            Topic Launch: Weather and Climate

               eText: Weather and Climate

               Editable Readiness Test: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Readiness Test: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Remediation Summary: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               uConnect Lab: Puddle Befuddlement
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Associate a model with an activity used in the context of sixth grade science access points. 

               Quest Kickoff: Preparing a Plan
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Quest Checklist: Preparing a Plan
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Quest Rubric: Preparing a Plan
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

            Lesson 1: Water in the Atmosphere

               Connect

                  Inquiry Warm-Up Lab: Water in the Air
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Associate a model with an activity used in the context of sixth grade science access points. 

               Investigate

                  eText: Water in the Atmosphere

                  Interactivity: Ways That Water Moves
                    Curriculum Standards: Identify components in the water cycle, including evaporation, condensation, precipitation, ground water, and runoff. Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. 

                  Interactivity: Water Cycle

                  Worksheet: Water Cycle

                  Video: Water Cycle

                  uInvestigate Lab: How Clouds and Fog Form
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Associate a model with an activity used in the context of sixth grade science access points. 

                  eText: uEngineer It!:  Sustainable Design: Catching Water With a Net
                  eText: uEngineer It!: Sustainable Design: Catching Water With a NetThis links to this topic's uEngineer It! activity in the student eText.
                    Curriculum Standards: Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. Recognize that rain comes from clouds. Identify components in the water cycle, including evaporation, condensation, precipitation, ground water, and runoff. 

                  uEngineer It! Interactivity: Clean Drinking Water
                    Curriculum Standards: Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. Recognize that rain comes from clouds. Identify components in the water cycle, including evaporation, condensation, precipitation, ground water, and runoff. 

               Synthesize

                  Interactivity: Interruptions in the Water Cycle
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quest Check-In eText: Water and Severe Weather

                  Quest Check-In Interactivity: Water and Severe Weather

                  Enrichment: Water Shortages
                    Curriculum Standards: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

                  Quiz Review: Water in the Atmosphere
                    Curriculum Standards: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

                  Editable Quiz: Water in the Atmosphere
                    Curriculum Standards: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

                  Quiz: Water in the Atmosphere
                    Curriculum Standards: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

            Lesson 2: Air Masses

               Connect

                  Class Discussion: Sinking and Rising

               Investigate

                  eText: Air Masses

                  Interactivity: When Air Masses Collide
                    Curriculum Standards: Identify components in the water cycle, including evaporation, condensation, precipitation, ground water, and runoff. Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. Recognize that rain comes from clouds. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

                  Video: Three Types of Fronts

                  uInvestigate Lab: Weather Fronts
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. 

               Synthesize

                  Interactivity: Mapping Out the Weather
                    Curriculum Standards: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

                  Quest Check-In eText: All About Air Masses

                  Quest Check-In Interactivity:  All About Air Masses
                  Quest Check-In Interactivity: All About Air MassesThis digital activity provides an opportunity for students to brainstorm a list of ways weather maps are useful in preparing for severe weather and how air masses are indications of future weather conditions.

                  Enrichment: Occluded Fronts
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quiz Review: Air Masses
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Editable Quiz: Air Masses
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quiz: Air Masses
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

            Lesson 3: Predicting Weather Changes

               Connect

                  Class Discussion: Weather Prediction Woes

               Investigate

                  eText: Predicting Weather Changes

                  Interactivity: Using Air Masses to Predict Weather
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  uInvestigate Lab:  Tracking Weather
                  uInvestigate Lab: Tracking WeatherThis lab provides an opportunity for students to explore how scientists use data on atmospheric conditions to predict future weather conditions.
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Video:  Weather Satellites
                  Video: Weather SatellitesThis video provides direct instruction on content in the lesson.

                  eText: Career: Meteorologist
                    Curriculum Standards: Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. Recognize contributions of well-known scientists. Recognize a scientist as a person who works with science. 

                  Career Video: Meteorologist
                    Curriculum Standards: Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. Recognize contributions of well-known scientists. Recognize a scientist as a person who works with science. 

               Synthesize

                  Interactivity: Weather Predicting
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quest Check-In eText: Predicting Severe Weather

                  Quest Check-In Interactivity: Predicting Severe Weather

                  Enrichment: Measuring Humidity

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

                  Quiz Review: Predicting Weather Changes
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

                  Editable Quiz: Predicting Weather Changes
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

                  Quiz: Predicting Weather Changes
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

            Lesson 4: Severe Weather and Floods

               Connect

                  Write: Severe Weather Experiences
                    Curriculum Standards: Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. 

               Investigate

                  eText: Severe Weather and Floods
                    Curriculum Standards: Observe and recognize a predictable cause-effect relationship related to a science topic. 

                  Interactivity: Not in Kansas Anymore
                    Curriculum Standards: Identify possible effects of hurricanes and other natural disasters on humans in Florida. Investigate how natural disasters have affected human life in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Identify the major characteristics of climate in Florida, including temperature and precipitation. 

                  Video: How Tornadoes Form

                  uInvestigate Lab: Predicting Hurricanes
                    Curriculum Standards: Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. 

                  eText: Case Study: The Case of the Florida Hurricane

                  Virtual Lab: Hurricane Season
                    Curriculum Standards: Identify climate as the expected weather patterns in a region. 

               Synthesize

                  Interactivity: Tinkering With Technology
                    Curriculum Standards: Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. 

                  Quest Check-In eText: A History of Hazardous Weather
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize contributions of well-known scientists. Recognize a scientist as a person who works with science. 

                  Quest Check-In Lab: A History of Hazardous Weather
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize contributions of well-known scientists. Recognize a scientist as a person who works with science. 

                  Enrichment: Chasing That Storm
                    Curriculum Standards: Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quiz Review: Severe Weather and Floods
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Editable Quiz: Severe Weather and Floods
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quiz: Severe Weather and Floods
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

            Lesson 5: Climate Factors

               Connect

                  Inquiry Warm-Up Lab: How Does Latitude Affect Climate?

               Investigate

                  eText: Climate Factors
                    Curriculum Standards: Distinguish science from other activities involving thought. Recognize that scientific knowledge changes when new things are discovered. 

                  Interactivity: Two Sides of the Mountain
                    Curriculum Standards: Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

                  Video: How Ocean Currents Help Regulate Climate

                  uInvestigate Lab: Classifying Climates
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate between weather and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

               Synthesize

                  Interactivity: Olympic Choices
                    Curriculum Standards: Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. 

                  Enrichment: The Gulf Stream and Early Exploration
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Distinguish science from other activities involving thought. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Differentiate between weather and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quiz Review: Climate Factors
                    Curriculum Standards: Differentiate between weather and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Editable Quiz: Climate Factors
                    Curriculum Standards: Differentiate between weather and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Quiz: Climate Factors
                    Curriculum Standards: Differentiate between weather and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

            Topic Close: Weather and Climate

               eText: Review and Assess: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

               eText: Florida Benchmark Review: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

               uDemonstrate Lab: Water From Trees
                 Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Compare results of observations and experiments of self and others. 

               uDemonstrate Lab Do It Yourself: Water From Trees
                 Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Compare results of observations and experiments of self and others. 

               Quest Findings eText: Reflect on Your PSA
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Quest Findings: Reflect on Your PSA
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Main Ideas: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

               Editable Test: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

               Test: Weather and Climate
                 Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Differentiate between weather and climate. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

         Topic 4: Earth's Surface Systems

            Topic Launch: Earth's Surface Systems

               eText: Earth's Surface Systems

               Editable Readiness Test: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that wind and water cause physical weathering and erosion. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe how weathering and erosion reshape the Earth's surface. 

               Readiness Test: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that wind and water cause physical weathering and erosion. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe how weathering and erosion reshape the Earth's surface. 

               Remediation Summary: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that wind and water cause physical weathering and erosion. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe how weathering and erosion reshape the Earth's surface. Recognize objects and pictures related to science. Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

               uConnect Lab: How Does Gravity Affect Materials on a Slope?
                 Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Quest Kickoff: Ingenious Islands
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Quest Checklist: Ingenious Islands
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Quest Rubric: Ingenious Islands
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

            Lesson 1: Weathering and Soil

               Connect

                  Inquiry Warm-Up Lab: Breaking Up Is Hard to Do
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Investigate

                  eText: Weathering and Soil

                  Interactivity:  Colors of the Sand
                  Interactivity: Colors of the SandThis digital activity allows students to learn how cause and effect relationships are applied to weathering. Students will use evidence to understand how the uneven distribution of resources is the result of past and current geoscience processes.
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Interactivity: Dating Using Weathering Rates

                  Worksheet: Dating Using Weathering Rates

                  Video: Rock Weathering

                  uInvestigate Lab: Freezing and Thawing
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  eText: uEngineer It!: Ground Shifting Advances: Maps Help Predict
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  uEngineer It! Interactivity: Landslide Prevention
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Synthesize

                  Interactivity: Classify the Force of Weathering
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In eText: Breaking It Down
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In Lab: Breaking It Down
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Enrichment: Soil Formation
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quiz Review: Weathering and Soil
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Editable Quiz: Weathering and Soil
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quiz: Weathering and Soil
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

            Lesson 2: Erosion and Deposition

               Connect

                  Class Discussion: Models of Erosion and Deposition
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Investigate

                  eText: Erosion and Deposition

                  Interactivity: Predicting Disasters
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Interactivity: Material Slope Angle
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Worksheet: Material Slope Angle

                  Virtual Lab: Save the Town
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Video: Erosion and Deposition

                  uInvestigate Lab: Small, Medium, and Large
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  eText: Career Feature: Civil Engineer
                    Curriculum Standards: Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. 

                  Career Video: Civil Engineer
                    Curriculum Standards: Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. 

               Synthesize

                  Quest Check-In eText: Ingenious Island Part I
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In Lab: Ingenious Island Part I
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In Interactivity: Changing Landscapes
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Enrichment: Slow and Steady Creep
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quiz Review: Erosion and Deposition
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Editable Quiz: Erosion and Deposition
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quiz: Erosion and Deposition
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

            Lesson 3: Water Erosion

               Connect

                  Poll: Learning from Rocks
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. 

               Investigate

                  eText: Water Erosion

                  Interactivity: Karst Topography
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. 

                  Interactivity: Carving a Canyon
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. 

                  Video: Water Erosion

                  uInvestigate Lab: Raindrops Falling
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  eText: Case Study: Buyer Beware!

               Synthesize

                  Interactivity: Mammoth Caves
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). 

                  Quest Check-In eText: Ingenious Island Part II
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In Lab: Ingenious Island Part II
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Enrichment: River Erosion
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. 

                  Quiz Review: Water Erosion
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. 

                  Editable Quiz: Water Erosion
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. 

                  Quiz: Water Erosion
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. 

            Lesson 4: Glacial and Wave Erosion

               Connect

                  Inquiry Warm-Up Lab: Glacier in a Cup

               Investigate

                  eText: Glacial and Wave Erosion

                  Interactivity: Effects of Glaciers
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). 

                  Interactivity: Glacial Ice
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Video: Glacial Wave Erosion

                  uInvestigate Lab: Changing Coastlines
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Synthesize

                  Interactivity: Coastline Management
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). 

                  Quest Check-In eText: Breaking Waves
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). 

                  Quest Check-In Interactivity: Breaking Waves
                    Curriculum Standards: Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). 

                  Enrichment: Wave Erosion
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quiz Review: Glacial and Wave Erosion
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Editable Quiz: Glacial and Wave Erosion
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quiz: Glacial and Wave Erosion
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify information based on observations and experiments of self and others. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

            Topic Close: Earth's Surface Systems

               eText: Review and Assess: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               eText: Florida Benchmark Review: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               uDemonstrate Lab: Materials on a Slope
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify models used in the context of sixth grade science access points. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. 

               uDemonstrate Lab Do It Yourself: Materials on a Slope
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify models used in the context of sixth grade science access points. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. 

               Quest Findings eText: Reflect on Your Ingenious Island
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Quest Findings: Reflect on Your Ingenious Island
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

               Main Ideas: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Editable Test: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Test: Earth's Surface Systems
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

         Topic 5: Minerals and Rocks in the Geosphere

            Topic Launch: Minerals and Rocks in the Geosphere

               eText: Minerals and Rocks in the Geosphere

               Editable Readiness Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Readiness Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Remediation Summary: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               uConnect Lab: Build a Model of Earth
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

               Quest Kickoff: Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Quest Checklist: Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Quest Rubric: Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

            Lesson 1: Earth's Interior

               Connect

                  Class Discussion: A Wrapped-Up Mystery

               Investigate

                  eText: Earth's Interior
                    Curriculum Standards: Recognize the ground as the outer surface (crust) of Earth. Discriminate between surface features of ground on Earth, such as rocky/sandy, flat/hilly, rough/smooth, or solid/liquid. Recognize that the surface of Earth is called the crust. 

                  Interactivity: Hot on the Inside
                    Curriculum Standards: Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Interactivity: Earth's Layers
                    Curriculum Standards: Recognize the ground as the outer surface (crust) of Earth. Discriminate between surface features of ground on Earth, such as rocky/sandy, flat/hilly, rough/smooth, or solid/liquid. Recognize that the surface of Earth is called the crust. 

                  Worksheet: Earth's Layers

                  Video: Earth's Interior

                  uInvestigate Lab: Heat and Motion in a Liquid

                  eText: uEngineer It!: Defining the Problem: Examining Earth's Interior From Space
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  uEngineer It! Interactivity: Designing Satellites
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Career Video: Product Developer

               Synthesize

                  Interactivity: Comparing Earth and the Moon
                    Curriculum Standards: Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In eText: Earth's Interior
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. 

                  Quest Check-In Interactivity: The Deep Drill
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. 

                  Enrichment: How Deep Can We Go?
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quiz Review: Earth's Interior
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Editable Quiz: Earth's Interior
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quiz: Earth's Interior
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

            Lesson 2: Minerals and Rocks

               Connect

                  Poll: A Curious Word
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Investigate

                  eText: Minerals and Rocks

                  Interactivity: So Many, Many Minerals
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Interactivity: Don't Take It for Granite
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Video: Minerals and Rocks

                  uInvestigate Lab: A Sequined Rock
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Synthesize

                  Interactivity: Is There a Geologist in the House?
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In eText: Minerals and Rocks
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In Interactivity: Rocky Business
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In Lab: Make Your Own Stalactites and Stalagmites
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

                  Enrichment: Geology of the Appalachians
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify information based on observations and experiments of self and others. 

                  Quiz Review: Minerals and Rocks
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify information based on observations and experiments of self and others. 

                  Editable Quiz: Minerals and Rocks
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify information based on observations and experiments of self and others. 

                  Quiz: Minerals and Rocks
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify information based on observations and experiments of self and others. 

            Lesson 3: Cycling of Rocks

               Connect

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

               Investigate

                  eText: Cycling of Rocks

                  Interactivity: Rocky Changes
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

                  Interactivity: The Rock Cycle

                  Worksheet: The Rock Cycle

                  Virtual Lab: Rocks and Minerals: The Story of Earth
                    Curriculum Standards: Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that water can move soil. 

                  Video: Cycling of Rocks

                  uInvestigate Lab: Ages of Rocks
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

                  eText: Case Study: Looking at the Rock Cycle

               Synthesize

                  Interactivity: Rocks on the Move
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quest Check-In eText: The Rock Cyclers
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quest Check-In Interactivity: The Rock Cyclers
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Enrichment: Rock Cycles of the Hawaiian Islands
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quiz Review: Cycling of Rocks
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Editable Quiz: Cycling of Rocks
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quiz: Cycling of Rocks
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

            Topic Close: Minerals and Rocks in the Geosphere

               eText: Review and Assess: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

               eText: Florida Benchmark Review: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

               uDemonstrate Lab: The Rock Cycle in Action
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

               uDemonstrate Lab Do It Yourself: The Rock Cycle in Action
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

               Quest Findings eText: Reflect on Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Quest Findings: Reflect on Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Main Ideas: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

               Editable Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

               Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

         Topic 6: Plate Tectonics

            Topic Launch: Plate Tectonics

               eText: Plate Tectonics

               Editable Readiness Test: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Readiness Test: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Remediation Summary: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Quest Kickoff: To Hike or Not to Hike
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Quest Checklist: To Hike or Not to Hike
                 Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Quest Rubric: To Hike or Not to Hike
                 Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               uConnect Lab: How Are Earth's Continents Linked Together?
                 Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

            Lesson 1: Evidence of Plate Motions

               Connect

                  Write: Puzzling Puzzles

               Investigate

                  eText: Evidence of Plate Motions
                    Curriculum Standards: Recognize that scientific knowledge changes when new things are discovered. 

                  Interactivity: Land and Seafloor Patterns
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Video: Ocean Ridges and Trenches

                  uInvestigate Lab: Piecing Together a Supercontinent
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Synthesize

                  Interactivity: Slow and Steady
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quest Check-In eText: Patterns in the Cascade Range
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quest Check-In Lab: Patterns in the Cascade Range
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Enrichment: Drifting Continents
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. 

                  Quiz Review: Evidence of Plate Motions
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. 

                  Editable Quiz: Evidence of Plate Motions
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. 

                  Quiz: Evidence of Plate Motions
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. 

            Lesson 2: Plate Tectonics and Earth's Surface

               Connect

                  Inquiry Warm-Up Lab: Stressing Out!
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Investigate

                  eText: Plate Tectonics and Earth's Surface

                  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
                  eText: Case Study: Australia on the MoveThis links to this topic's case study in the student eText.

               Synthesize

                  Interactivity: Stressed to a Fault
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quest Check-In eText: Mount Rainier's Threat

                  Quest Check-In Interactivity: Mount Rainier's Threat

                  Enrichment: How Old is Earth's Crust?
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quiz Review: Plate Tectonics and Earth's Surface
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Editable Quiz: Plate Tectonics and Earth's Surface
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quiz: Plate Tectonics and Earth's Surface
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

            Lesson 3: Earthquakes and Volcanoes

               Connect

                  Poll: Quaking and Shaking
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Investigate

                  eText: Earthquakes and Volcanoes

                  Interactivity: Landforms from Volcanic Activity
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Interactivity: Locating an Earthquake

                  Worksheet: Locating an Earthquake

                  Virtual Lab: Geological Processes and Evil Plans
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that ground on the Earth's surface changes over time. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Video: Ring of Fire

                  uInvestigate Lab: Analyze Earthquake Data to Identify Patterns

                  eText: uEngineer It!: Designing Solutions: Designing to Prevent Destruction

                  uEngineer It! Video: Designing to Prevent Destruction

                  Career Video: Volcanologist
                    Curriculum Standards: Recognize a scientist as a person who works with science. 

               Synthesize

                  Interactivity: Placing a Bay Area Stadium
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quest Check-In eText: Monitoring a Volcano

                  Quest Check-In Interactivity: Monitoring a Volcano

                  Quest Check-In Lab: Signs of Eruption?

                  Enrichment: The San Andreas Fault
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quiz Review: Earthquakes and Volcanoes
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Editable Quiz: Earthquakes and Volcanoes
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quiz: Earthquakes and Volcanoes
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

            Topic Close: Plate Tectonics

               eText: Review and Assess: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               eText: Florida Benchmark Review: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Quest Findings eText: Reflect on Mount Rainier's Safety
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Quest Findings: Reflect on Mount Rainier's Safety
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               uDemonstrate Lab: Modeling Sea Floor Spreading
                 Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               uDemonstrate Lab Do It Yourself: Modeling Sea Floor Spreading
                 Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Main Ideas: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Editable Test: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Test: Plate Tectonics
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

         Topic 7: History of Earth

            Topic Launch: History of Earth

               eText: History of Earth

               Editable Readiness Test: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. 

               Readiness Test: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. 

               Remediation Summary: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. 

               uConnect Lab:  Dividing History
               uConnect Lab: Dividing HistoryThis lab investigation gives students the opportunity to use the timeline of a person's life as a model of Earth's history.
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Quest Kickoff: The Big Fossil Hunt
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Quest Checklist: The Big Fossil Hunt
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Quest Rubric: The Big Fossil Hunt
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

            Lesson 1: Determining Ages of Rocks

               Connect

                  Inquiry Warm-Up Lab: Rock Pancakes
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

               Investigate

                  eText: Determining Ages of Rocks
                    Curriculum Standards: Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

                  Interactivity: Oldest to Youngest
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

                  Interactivity: Radiometric Dating

                  Worksheet: Radiometric Dating

                  uInvestigate Lab: The Story in Rocks
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize the effects of earthquakes and volcanoes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

                  Video: Determining Ages of Rocks

                  eText: Case Study: Rewritng the History of Your Food

               Synthesize

                  Interactivity: Know Your Index Fossils
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quest Check-In eText: Determining Ages of Rocks
                    Curriculum Standards: Recognize that fossils are remains or imprints of living things from long ago. 

                  Quest Check-In Interactivity: Clues in the Rock Layers
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Quest Check-In Interactivity: Fossils Around the World
                    Curriculum Standards: Recognize that fossils are remains or imprints of living things from long ago. 

                  Enrichment: Rocks of the Grand Canyon
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Quiz Review: Determining Ages of Rocks
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Editable Quiz: Determining Ages of Rocks
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Quiz: Determining Ages of Rocks
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

            Lesson 2: Geologic Time Scale

               Connect

                  Class Discussion: Clues to the Past

               Investigate

                  eText: Geologic Time Scale
                    Curriculum Standards: Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

                  Interactivity: On the Clock
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Interactivity: A Very Grand Canyon
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. 

                  uInvestigate Lab: Going Back in Time
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. 

                  Video: Geologic Time Scale

                  eText: uEngineer It!: Defining the Problem: Tiny Fossil, Big Accuracy
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  uEngineer It! Interactivity: How Old Are These Rocks
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Synthesize

                  Interactivity: Going Away
                    Curriculum Standards: Recognize that fossils are remains or imprints of living things from long ago. 

                  Quest Check-In eText: A Matter of Time
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quest Check-In Lab: A Matter of Time
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Enrichment: How Old Are Grand Canyon Rocks?
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Demonstrate

                  eText: Lesson 2 Check: Geologic Time Scale
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quiz Review: Geologic Time Scale
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Editable Quiz: Geologic Time Scale
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quiz: Geologic Time Scale
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

            Lesson 3: Major Events in Earth's History

               Connect

                  Write: Identify Evidence
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Investigate

                  eText: Major Events in Earth's History

                  Interactivity: Observation and Deduction
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. 

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Video: Major Events in Earth's History

                  Career Video: Paleontologist
                    Curriculum Standards: Recognize a scientist as a person who works with science. 

                  Virtual Lab: The Story in the Strata
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize the effects of earthquakes and volcanoes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Demonstrate how older rock layers are deposited at the bottom before younger layers (Law of Superposition). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. 

               Synthesize

                  Interactivity: Big Changes
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  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: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Demonstrate

                  eText: Lesson 3 Check: Major Events in Earth's History
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quiz Review: Major Events in Earth's History
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Editable Quiz: Major Events in Earth's History
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quiz: Major Events in Earth's History
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

            Topic Close: History of Earth

               eText: Review and Assess:  History of Earth
               eText: Review and Assess: History of EarthThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               eText: Florida Benchmark Review: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               uDemonstrate Lab: Core Sampling Through Time
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Quest Findings eText: Reflect on the Big Fossil Hunt
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Quest Findings: Reflect on the Big Fossil Hunt
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Main Ideas: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Editable Test:  History of Earth
               Editable Test: History of EarthThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

               Test: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

         Topic 8: 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
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Readiness Test: Human Impacts on the Environment
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               Remediation Summary: Human Impacts on the Environment
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

               uConnect Lab: Finding a Solution for Your Pollution
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Quest Kickoff: Trash Backlash
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Quest Checklist: Trash Backlash
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Quest Rubric: Trash Backlash
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

            Lesson 1: Air Pollution

               Connect

                  Inquiry Warm-Up Lab: How Does the Scent Spread?
                    Curriculum Standards: Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

               Investigate

                  eText: Air Pollution

                  Interactivity: Damage From the Skies
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  uInvestigate Lab: It's All in the Air
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Video: Air Pollution

               Synthesize

                  Interactivity: Air Pollution Sources and Solutions
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quest Check-In eText: Air Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quest Check-In Interactivity: More Trash, Less Space
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quest Check-In Lab: Trash vs. Water
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Enrichment: Ozone in the Air
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quiz Review: Air Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Editable Quiz: Air Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quiz: Air Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

            Lesson 2: Impacts on Land

               Connect

                  Write: Using Land
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Investigate

                  eText: Impacts on Land

                  Interactivity: Farming Lessons
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  uInvestigate Lab: Mining Matters
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Virtual Lab: Electricity Usage
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. 

                  Video: Where Is Away?

                  eText : Case Study: Nothing Goes to Waste: Austin's Hornsby Bend

               Synthesize

                  Interactivity: Ride the Light Rail
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Quest Check-In eText: Life of a Landfill
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Quest Check-In Interactivity: Life of a Landfill
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Enrichment: Fracking for Oil and Gas
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Demonstrate

                  eText: Lesson 2 Check: Impacts on Land
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quiz Review: Impacts on Land
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Editable Quiz: Impacts on Land
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quiz: Impacts on Land
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

            Lesson 3: Water Pollution

               Connect

                  Poll: How You Use Water
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Investigate

                  eText: Water Pollution

                  Interactivity: Water Cycle, Interrupted
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Interactivity: Mutation Mystery
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Interactivity: Wetland Restoration

                  Worksheet: Wetland Restoration

                  uInvestigate Lab: Getting Clean
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Video: Water Pollution

                  Career Video: Water Quality Specialist

                  eText: uEngineer It!: From Wastewater to Tap Water

                  uEngineer It! Video: Making Dirty Water Drinkable

               Synthesize

                  Interactivity: Research Water Pollution

                  Quest Check-In eText: Reducing Waste
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Quest Check-In Lab: Reducing Waste
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Enrichment: The Great Barrier Reef
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Demonstrate

                  eText: Lesson 3 Check: Water Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quiz Review: Water Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Editable Quiz: Water Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Quiz: Water Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

            Topic Close: Human Impacts on the Environment

               eText: Review and Assess: Human Impacts on the Environment
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               eText: Florida Benchmark Review: Human Impacts on the Environment
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Quest Findings eText: Reflect on Trash Backlash
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Quest Findings: Reflect on Trash Backlash
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               uDemonstrate Lab: Washing Away
                 Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 

               uDemonstrate Lab Do It Yourself: Washing Away
                 Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 

               Main Ideas: Human Impacts on the Environment
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Editable Test:  Human Impacts on the Environment
               Editable Test: Human Impacts on the EnvironmentThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

               Test: Human Impacts on the Environment
                 Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

         Topic 9: Earth-Sun-Moon System

            Topic Launch: Earth-Sun-Moon System

               eText: Earth-Sun-Moon System

               Editable Readiness Test: Earth-Sun-Moon System
                 Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

               Readiness Test: Earth-Sun-Moon System
                 Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

               Remediation Summary: Earth-Sun-Moon System
                 Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Identify gravity as the force that holds orbiting planets in place in the Solar System. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

               uConnect Lab: What Is at the Center?
                 Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

               Quest Kickoff: It's as Sure as the Tides
                 Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

               Quest Checklist: It's as Sure as the Tides
                 Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

               Quest Rubric: It's as Sure as the Tides
                 Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

            Lesson 1: Movement in Space

               Connect

                  Poll: Observation of the Night Sky
                    Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

               Investigate

                  eText: Movement in Space
                    Curriculum Standards: Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. Recognize that the Moon's revolution around Earth takes about thirty days. 

                  Interactivity: Evidence in Observations
                    Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  Video: Movement in Space

                  uInvestigate Lab: Watching the Skies
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  eText: Case Study: The Ptolemaic Model: Explaining the Unexplained

               Synthesize

                  Interactivity: Interpreting the Night Sky
                    Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  Quest Check-In eText: Tides and Earth's Motion
                    Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  Quest Check-In Interactivity: Tides and Earth's Motion
                    Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  Enrichment: Models of the Universe
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize that people conduct activities and share information about science. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  Quiz Review: Movement in Space
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize that people conduct activities and share information about science. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  Editable Quiz: Movement in Space
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize that people conduct activities and share information about science. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  Quiz: Movement in Space
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize that people conduct activities and share information about science. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that there are planets and moons in the Solar System. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

            Lesson 2: Earth's Movement in Space

               Connect

                  Inquiry Warm-Up Lab: Patterns: Day and Night
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

               Investigate

                  eText: Earth's Movement in Space
                    Curriculum Standards: Recognize that Earth revolves around the Sun creating the four seasons. Recognize the four seasons. Identify the relative positions of the Sun and the Moon from Earth. Recognize that the Moon is closer to Earth than the Sun. 

                  Interactivity: Patterns in Earth's Rotation and Revolution
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

                  Interactivity: What Keeps Objects in Motion?
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. Recognize that the Moon's revolution around Earth takes about thirty days. 

                  Video: Earth's Movement in Space

                  uInvestigate Lab: Lighten Up!
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 

               Synthesize

                  Interactivity: Seasons on Earth
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize the four seasons. 

                  Quest Check-In eText: Tides and the Moon's Gravity
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Quest Check-In Interactivity: Tides and the Moon's Gravity
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Enrichment: Glaciation and Earth's Movements
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Identify that a scientific theory is an explanation of nature supported by evidence. Recognize that a scientific theory is an explanation of nature. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

                  Quiz Review: Earth's Movement in Space
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Identify that a scientific theory is an explanation of nature supported by evidence. Recognize that a scientific theory is an explanation of nature. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

                  Editable Quiz: Earth's Movement in Space
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Identify that a scientific theory is an explanation of nature supported by evidence. Recognize that a scientific theory is an explanation of nature. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

                  Quiz: Earth's Movement in Space
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Identify that a scientific theory is an explanation of nature supported by evidence. Recognize that a scientific theory is an explanation of nature. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

            Lesson 3: Phases and Eclipses

               Connect

                  Write: Why Can You See the Moon During the Day?
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

               Investigate

                  eText: Phases and Eclipses

                  Interactivity: Our View of the Moon
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Identify Earth's position in the Solar System, and its size relative to the Moon and Sun. Recognize that the Moon's revolution around Earth takes about thirty days. 

                  Interactivity: Eclipses

                  Worksheet: Eclipses

                  Virtual Lab: Shadows in Space
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. 

                  Video: Phases and Eclipses

                  uInvestigate Lab: How Does the Moon Move?
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  eText: uEngineer It!: Sustainable Design: Power from the Tides

                  uEngineer It! Video: Power From the Tides

                  Career Video: Planetarium Technician

               Synthesize

                  Interactivity: Moon Phases and Eclipses
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Quest Check-In eText: The Moon's Revolution and Tides
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Quest Check-In Lab: The Moon's Revolution and Tides
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Enrichment: How Long Is a Day?
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Quiz Review: Phases and Eclipses
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Editable Quiz: Phases and Eclipses
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Quiz: Phases and Eclipses
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

            Topic Close:  Earth-Sun-Moon System

               eText: Review and Assess:  Earth-Sun-Moon System
               eText: Review and Assess: Earth-Sun-Moon SystemThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

               eText: Florida Benchmark Review: Earth-Sun-Moon System
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

               uDemonstrate Lab: Modeling Lunar Phases
                 Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

               uDemonstrate Lab Do It Yourself: Modeling Lunar Phases
                 Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

               Quest Findings eText: Reflect on It's As Sure As the Tides
                 Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

               Quest Findings: Reflect on It's As Sure As the Tides
                 Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

               Main Ideas: Earth-Sun-Moon System
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

               Editable Test: Earth-Sun-Moon System
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

               Test: Earth-Sun-Moon System
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. The Sun on the Earth including seasons and gravitational attraction Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

         Topic 10: Solar System and the Universe

            Topic Launch: Solar System and the Universe

               eText: Solar System and the Universe

               Editable Readiness Test: Solar System and the Universe
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

               Readiness Test: Solar System and the Universe
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

               Remediation Summary: Solar System and the Universe
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

               uConnect Lab: Planetary Measures
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. 

               Quest Kickoff: Searching for a Star
                 Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

               Quest Checklist: Searching for a Star
                 Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

               Quest Rubric: Searching for a Star
                 Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

            Lesson 1: Solar System Objects

               Connect

                  Inquiry Warm-Up Lab: Ring Around the Sun
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. 

               Investigate

                  eText: Solar System Objects
                    Curriculum Standards: Identify the relative positions of the Sun and the Moon from Earth. Recognize that Earth revolves around the Sun creating the four seasons. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Moon is closer to Earth than the Sun. 

                  Interactivity: Distance Learning
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. Identify the relative positions of the Sun and the Moon from Earth. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that the Moon is closer to Earth than the Sun. 

                  Interactivity: Solar System
                    Curriculum Standards: Identify the relative positions of the Sun and the Moon from Earth. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that the Moon is closer to Earth than the Sun. 

                  Worksheet: Solar System

                  Virtual Lab: A New Home

                  Video: Distances in the Solar System
                    Curriculum Standards: Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. 

                  uInvestigate Lab: Pulling Planets

               Synthesize

                  Interactivity: How to Make a Solar System
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 

                  Quest Check-In eText: Space Invaders
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. 

                  Quest Check-In Interactivity: Space Invaders
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. 

                  Enrichment: Where Do Comets and Asteroids Come From?

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. 

                  Quiz Review: Solar System Objects
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. 

                  Editable Quiz: Solar System Objects
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. 

                  Quiz: Solar System Objects
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify that there are planets and moons in the Solar System. 

            Lesson 2: The Sun

               Connect

                  Inquiry Warm-Up Lab: How Can You Safely Observe the Sun?

               Investigate

                  eText: The Sun
                    Curriculum Standards: Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. Identify the relative positions of the Sun and the Moon from Earth. Recognize that the Moon is closer to Earth than the Sun. 

                  Interactivity: Anatomy of the Sun
                    Curriculum Standards: Describe the Sun as a mass of hot, burning gases that produces very high temperatures. Recognize that the Sun is made of gases that are on fire. 

                  Video: Sunspots
                    Curriculum Standards: Compare the distances of the Moon, the Sun, and other stars from the Earth. Identify differences in physical properties of stars, such as brightness, color, and size. Recognize that the Sun is the closest star to Earth and appears large and bright. 

                  uInvestigate Lab: Layers of the Sun
                    Curriculum Standards: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

               Synthesize

                  Interactivity: Solar Temperature
                    Curriculum Standards: Describe the Sun as a mass of hot, burning gases that produces very high temperatures. Recognize that the Sun is made of gases that are on fire. 

                  Enrichment: Sunspot Cycles
                    Curriculum Standards: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

                  Quiz Review: The Sun
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

                  Editable Quiz: The Sun
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

                  Quiz: The Sun
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. 

            Lesson 3: Learning About the Universe

               Connect

                  Inquiry Warm-Up Lab: How Does Distance Affect an Image?
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

               Investigate

                  eText: Learning About the Universe
                    Curriculum Standards: Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  Interactivity: Space Exploration
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. 

                  Interactivity: Telescopes
                    Curriculum Standards: Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  Worksheet: Telescopes
                    Curriculum Standards: Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  Video: Learning About the Universe

                  uInvestigate Lab: Space Exploration Vehicle
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. 

                  eText: Case Study: The Impact of the Space Industry on Florida
                    Curriculum Standards: Summarize the effects of space exploration on the economy and culture of Florida. Identify an effect space exploration has had on Florida's economy. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Identify effects of space research and exploration on Florida's economy. 

                  Career Video: Astrophysicist
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' 

               Synthesize

                  Interactivity:  Eyes in the Sky
                  Interactivity: Eyes in the SkyThis digital activity allows students to learn different methods in which we collect data from space and explain why such data is important.
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  Quest Check-In eText: Anybody Out There?
                    Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. 

                  Quest Check-In Interactivity: Anybody Out There?
                    Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. 

                  Enrichment: Eyes in the Sky
                    Curriculum Standards: Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. 

                  Quiz Review: Learning About the Universe
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. 

                  Editable Quiz: Learning About the Universe
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. 

                  Quiz: Learning About the Universe
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. 

            Lesson 4: Stars

               Connect

                  Poll: Estimate the Number of Stars
                    Curriculum Standards: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). 

               Investigate

                  eText: Stars
                    Curriculum Standards: Identify differences in physical properties of stars, such as brightness, color, and size. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. 

                  Interactivity: Star Systems
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 

                  Video: Birth of a Star

                  uInvestigate Lab: How Far Is That Star?
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify differences in physical properties of stars, such as brightness, color, and size. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. 

               Synthesize

                  Interactivity: Lives of Stars
                    Curriculum Standards: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Identify differences in physical properties of stars, such as brightness, color, and size. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. 

                  Enrichment: The Closest Stars
                    Curriculum Standards: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). 

                  Quiz Review: Stars
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). 

                  Editable Quiz: Stars
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). 

                  Quiz: Stars
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). 

            Lesson 5: Galaxies

               Connect

                  Write: Hollywood Goes to Space
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. 

               Investigate

                  eText: Galaxies

                  Interactivity: Types of Galaxies
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 

                  Video: Big Bang Theory

                  uInvestigate Lab: Model the Milky Way
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. 

                  eText: uEngineer It!: Defining the Problem: Rocket Science
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 

                  uEngineer It! Interactivity: Launch a Space Probe
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 

               Synthesize

                  Interactivity: Model a Galaxy
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize the Sun and stars as objects in space. 

                  Quest Check-In eText: Searching for the Unseen
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  Quest Check-In Interactivity: Searching for the Unseen
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  Enrichment: Colliding Galaxies
                    Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. 

                  Quiz Review: Galaxies
                    Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. 

                  Editable Quiz: Galaxies
                    Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. 

                  Quiz: Galaxies
                    Curriculum Standards: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. 

            Topic Close: Solar System and the Universe

               eText: Review and Assess: Solar System and the Universe
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

               eText: Florida Benchmark Review: Solar System and the Universe
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

               uDemonstrate Lab: Scaling Down the Solar System
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. 

               uDemonstrate Lab Do It Yourself: Scaling Down the Solar System
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. 

               Quest Findings eText: Reflect on Searching for a Star
                 Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

               Quest Findings: Reflect on Searching for a Star
                 Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

               Main Ideas: Solar System and the Universe
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

               Editable Test:  Solar System and the Universe
               Editable Test: Solar System and the UniverseThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic. [boilerplate]
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

               Test: Solar System and the Universe
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Recognize events that are based on scientific laws, such as the law of gravity. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that scientists can use different kinds of experiments, methods, and explanations to find answers to scientific questions. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

         Engineering Design Notebook Earth Science
           Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Recognize that experiments involve procedures that can be repeated the same way by others. Recognize that when a common activity is repeated, it has the same result. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

         Program Resources

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            Labs

               Topic 1: Introduction to Earth's Systems Labs

                  uConnect Lab: What Interactions Occur Within the Earth System?
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  Inquiry Warm-Up Lab: Interaction Actions
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  uInvestigate Lab: Where Heat Flows
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  uInvestigate Lab: Surface Features
                    Curriculum Standards: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. 

                  uInvestigate Lab: Water on Earth
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). 

                  uDemonstrate Lab: Modeling a Watershed
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Associate a model with an activity used in the context of sixth grade science access points. Recognize models used in the context of sixth grade science access points. 

                  uDemonstrate Lab Do It Yourself: Modeling a Watershed
                    Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Associate a model with an activity used in the context of sixth grade science access points. Recognize models used in the context of sixth grade science access points. 

               Topic 2: Energy in the Atmosphere and Ocean Labs

                  uConnect Lab: Does a Plastic Bag Trap Heat?
                    Curriculum Standards: Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that the Sun is a source of heat. 

                  uInvestigate Lab: Heating Earth's Surface
                    Curriculum Standards: Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that the Sun is a source of heat. 

                  Quest Check-In Lab: Choose Your Speed
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Recognize where to go in severe weather situations or drills at school and at home. Recognize the way temperature and wind speed are measured. Recognize that there are patterns of weather that move. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  Inquiry Warm-Up Lab: Turn, Turn, Turn
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Recognize where to go in severe weather situations or drills at school and at home. Recognize the way temperature and wind speed are measured. Recognize that there are patterns of weather that move. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  uInvestigate Lab: United States Precipitation
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Recognize where to go in severe weather situations or drills at school and at home. Recognize the way temperature and wind speed are measured. Recognize that there are patterns of weather that move. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  uInvestigate Lab: Modeling Ocean Current Formation
                    Curriculum Standards: Recognize the way temperature and wind speed are measured. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. Recognize different types of weather conditions, including hot/cold, raining/not raining, and windy/calm. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  uDemonstrate Lab: Not All Heating Is Equal
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. Explain why scientific investigations should be replicable. Identify that scientific investigations can be repeated the same way by others. Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. Recognize that experiments involve procedures that can be repeated the same way by others. Recognize that when a common activity is repeated, it has the same result. Identify a problem from the sixth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the sixth grade curriculum, use materials to gather information, carry out a simple experiment, and record and share results. 

                  uDemonstrate Lab Do It Yourself: Not All Heating Is Equal
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify models used in the context of sixth grade science access points. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. 

               Topic 3: Weather and Climate Labs

                  uConnect Lab: Puddle Befuddlement
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Associate a model with an activity used in the context of sixth grade science access points. 

                  Inquiry Warm-Up Lab: Water in the Air
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Associate a model with an activity used in the context of sixth grade science access points. 

                  uInvestigate Lab: How Clouds and Fog Form
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Associate a model with an activity used in the context of sixth grade science access points. 

                  uInvestigate Lab: Weather Fronts
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Associate a model with an activity used in the context of sixth grade science access points. 

                  uInvestigate Lab:  Tracking Weather
                  uInvestigate Lab: Tracking WeatherThis lab provides an opportunity for students to explore how scientists use data on atmospheric conditions to predict future weather conditions.
                    Curriculum Standards: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  uInvestigate Lab: Predicting Hurricanes
                    Curriculum Standards: Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. 

                  Quest Check-In Lab: A History of Hazardous Weather
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize contributions of well-known scientists. Recognize a scientist as a person who works with science. 

                  Inquiry Warm-Up Lab: How Does Latitude Affect Climate?

                  uInvestigate Lab: Classifying Climates
                    Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate between weather and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. 

                  uDemonstrate Lab: Water From Trees
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Compare results of observations and experiments of self and others. 

                  uDemonstrate Lab Do It Yourself: Water From Trees
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Compare results of observations and experiments of self and others. 

               Topic 4: Earth's Surface Systems Labs

                  uConnect Lab: How Does Gravity Affect Materials on a Slope?
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Inquiry Warm-Up Lab: Breaking Up Is Hard to Do
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  uInvestigate Lab: Freezing and Thawing
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In Lab: Breaking It Down
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  uInvestigate Lab: Small, Medium, and Large
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In Lab: Ingenious Island Part I
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  uInvestigate Lab: Raindrops Falling
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Quest Check-In Lab: Ingenious Island Part II
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  Inquiry Warm-Up Lab: Glacier in a Cup

                  uInvestigate Lab: Changing Coastlines
                    Curriculum Standards: Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Give several examples of scientific laws. Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Recognize events that are based on scientific laws, such as the law of gravity. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  uDemonstrate Lab: Materials on a Slope
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify models used in the context of sixth grade science access points. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. 

                  uDemonstrate Lab Do It Yourself: Materials on a Slope
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify models used in the context of sixth grade science access points. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. 

               Topic 5: Minerals and Rocks in the Geosphere Labs

                  uConnect Lab: Build a Model of Earth
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

                  uInvestigate Lab: Heat and Motion in a Liquid

                  uInvestigate Lab: A Sequined Rock
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In Lab: Make Your Own Stalactites and Stalagmites
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

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

                  uInvestigate Lab: Ages of Rocks
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

                  uDemonstrate Lab: The Rock Cycle in Action
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

                  uDemonstrate Lab Do It Yourself: The Rock Cycle in Action
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

               Topic 6: Plate Tectonics Labs

                  uConnect Lab: How Are Earth's Continents Linked Together?
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  uInvestigate Lab: Piecing Together a Supercontinent
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Quest Check-In Lab: Patterns in the Cascade Range
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  Inquiry Warm-Up Lab: Stressing Out!
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  uInvestigate Lab: Plate Interactions

                  uInvestigate Lab: Analyze Earthquake Data to Identify Patterns

                  Quest Check-In Lab: Signs of Eruption?

                  uDemonstrate Lab: Modeling Sea Floor Spreading
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

                  uDemonstrate Lab Do It Yourself: Modeling Sea Floor Spreading
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

               Topic 7: History of Earth Labs

                  uConnect Lab:  Dividing History
                  uConnect Lab: Dividing HistoryThis lab investigation gives students the opportunity to use the timeline of a person's life as a model of Earth's history.
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Inquiry Warm-Up Lab: Rock Pancakes
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

                  uInvestigate Lab: The Story in Rocks
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize the effects of earthquakes and volcanoes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. 

                  uInvestigate Lab: Going Back in Time
                    Curriculum Standards: Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. 

                  Quest Check-In Lab: A Matter of Time
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  uDemonstrate Lab: Core Sampling Through Time
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Topic 8: Human Impacts on the Environment Labs

                  uConnect Lab: Finding a Solution for Your Pollution
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. 

                  Inquiry Warm-Up Lab: How Does the Scent Spread?
                    Curriculum Standards: Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  uInvestigate Lab: It's All in the Air
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Quest Check-In Lab: Trash vs. Water
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  uInvestigate Lab: Mining Matters
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  uInvestigate Lab: Getting Clean
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  Quest Check-In Lab: Reducing Waste
                    Curriculum Standards: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize that polluting the air and water can harm Earth. Distinguish between clean and dirty water. 

                  uDemonstrate Lab: Washing Away
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 

                  uDemonstrate Lab Do It Yourself: Washing Away
                    Curriculum Standards: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 

               Topic 9: Earth-Sun-Moon System Labs

                  uConnect Lab: What Is at the Center?
                    Curriculum Standards: Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. 

                  uInvestigate Lab: Watching the Skies
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  Inquiry Warm-Up Lab: Patterns: Day and Night
                    Curriculum Standards: The Sun on the Earth including seasons and gravitational attraction Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Identify gravity as the force that holds orbiting planets in place in the Solar System. 

                  uInvestigate Lab: Lighten Up!
                    Curriculum Standards: Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 

                  uInvestigate Lab: How Does the Moon Move?
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  Quest Check-In Lab: The Moon's Revolution and Tides
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  uDemonstrate Lab: Modeling Lunar Phases
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

                  uDemonstrate Lab Do It Yourself: Modeling Lunar Phases
                    Curriculum Standards: The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. The Sun on the Earth including seasons and gravitational attraction Explain why scientific investigations should be replicable. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. 

               Topic 10: Solar System and the Universe Labs

                  uConnect Lab: Planetary Measures
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that the Earth and Sun are a part of the Milky Way galaxy. Recognize that the Solar System is part of a galaxy. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Sun on the Earth including seasons and gravitational attraction The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize the Sun and stars as objects in space. 

                  Inquiry Warm-Up Lab: Ring Around the Sun
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. 

                  uInvestigate Lab: Pulling Planets

                  Inquiry Warm-Up Lab: How Can You Safely Observe the Sun?

                  uInvestigate Lab: Layers of the Sun
                    Curriculum Standards: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. 

                  Inquiry Warm-Up Lab: How Does Distance Affect an Image?
                    Curriculum Standards: Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. 

                  uInvestigate Lab: Space Exploration Vehicle
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify technology used by scientists to locate, view, and study objects in space. 

                  uInvestigate Lab: How Far Is That Star?
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Recognize that scientists use special tools to examine objects in space. Identify differences in physical properties of stars, such as brightness, color, and size. Identify technology used by scientists to locate, view, and study objects in space. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Compare the distances of the Moon, the Sun, and other stars from the Earth. Recognize that the Sun is the closest star to Earth and appears large and bright. 

                  uInvestigate Lab: Model the Milky Way
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Recognize the Sun and stars as objects in space. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. 

                  uDemonstrate Lab: Scaling Down the Solar System
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. 

                  uDemonstrate Lab Do It Yourself: Scaling Down the Solar System
                    Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Identify that there are planets and moons in the Solar System. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. 

            STEM Invention Toolbox Activities

               littleBits Challenge Log Guided: Windmill Drawbot

               littleBits Challenge Log Open: Windmill Drawbot

               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: Earthquake Shake

               littleBits Challenge Log Open: Earthquake Shake

               littleBits Challenge Log Guided: Tidal Patterns

               littleBits Challenge Log Open: Tidal Patterns

               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: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Differentiate between weather and climate. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. Recognize the Sun and stars as objects in space. 

               Pre/Post Test
                 Curriculum Standards: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Identify the role of models in the context of the sixth grade science benchmarks. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Differentiate between weather and climate. Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Identify that there are planets and moons in the Solar System. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Explain why scientific investigations should be replicable. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. Recognize the Sun and stars as objects in space. 

               Editable End-of-Year Test
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Identify the role of models in the context of the sixth grade science benchmarks. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Differentiate between weather and climate. Identify that there are planets and moons in the Solar System. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Explain why scientific investigations should be replicable. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

               End-of-Year Test
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Identify the role of models in the context of the sixth grade science benchmarks. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Recognize that heat is a flow of energy that moves through Earth's land, air, and water in different ways, including conduction, convection, and radiation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Differentiate between weather and climate. Identify that there are planets and moons in the Solar System. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Explain why scientific investigations should be replicable. Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. Identify models used in the context of sixth grade science access points. 

               Editable Benchmark Test A
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

               Benchmark Test A
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere), water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth (biosphere). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Differentiate between weather and climate. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Investigate how natural disasters have affected human life in Florida. Identify possible effects of hurricanes and other natural disasters on humans in Florida. Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Identify the role of models in the context of the sixth grade science benchmarks. Associate a model with an activity used in the context of sixth grade science access points. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Identify models used in the context of sixth grade science access points. 

               Editable Benchmark Test B
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify models used in the context of sixth grade science access points. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

               Benchmark Test B
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify the role of models in the context of the sixth grade science benchmarks. Scientific knowledge is durable and robust, but open to change. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Identify that scientific knowledge changes with new evidence or new interpretations. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Describe how weathering and erosion reshape the Earth's surface. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. Associate a model with an activity used in the context of sixth grade science access points. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Identify models used in the context of sixth grade science access points. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

               Editable Benchmark Test C
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Differentiate between weather and climate. Identify that there are planets and moons in the Solar System. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Explain why scientific investigations should be replicable. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Associate a model with an activity used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

               Benchmark Test C
                 Curriculum Standards: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Describe how the composition and structure of the atmosphere protects life and insulates the planet. Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. Identify the role of models in the context of the sixth grade science benchmarks. Identify models used in the context of sixth grade science access points. Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. The Sun on the Earth including seasons and gravitational attraction Identify gravity as the force that holds orbiting planets in place in the Solar System. The Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. Recognize that the four seasons are related to Earth's position as it travels (revolves) around the Sun. Recognize that Earth revolves around the Sun creating the four seasons. Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Differentiate between weather and climate. Identify that there are planets and moons in the Solar System. Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere. Recognize that conditions on other planets in the Solar System are different than those on Earth. Explain why scientific investigations should be replicable. Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites. Recognize that there are general patterns of weather that move around Earth, and in North America the patterns typically move from west to east. Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Compare various historical models of the Solar System, including geocentric and heliocentric. Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise. Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Recognize that technology allows special cameras and satellites to take pictures of objects in space. Associate a model with an activity used in the context of sixth grade science access points. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify ways humans get ready for severe storms and protect themselves from sun exposure. Recognize ways people prepare for severe storms and protect themselves from sun exposure. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

               Florida Science Assessment Workbook: Earth Science

         Spanish Resources

            Florida Elevar las ciencias Texto en línea del estudiante Tierra

            Quest Kickoff Video: Forest Fires (Spanish Captioned)

            Quest Kickoff Video: Crossing the Atlantic (Spanish Captioned)

            Quest Kickoff Video: Preparing a Plan (Spanish Captioned)

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

            Quest Kickoff Video: Trash Backlash (Spanish Captioned)

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

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

         Credits, Pearson Elevate Science Florida Edition Earth Science

         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: Ground Water
              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: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Quest Overview Teacher Support:  Crossing the Atlantic
            Quest Overview Teacher Support: Crossing the AtlanticThis overview helps teachers learn about and plan for the Quest.
              Intended Role: Instructor

            PD Modeling Video:  Energy in the Atmosphere and Ocean
            PD Modeling Video: Energy in the Atmosphere and OceanThis video features a teacher demonstrating teaching strategies that you can use for the topic.
              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: Crossing the Atlantic
              Intended Role: Instructor

            Teacher Support: Does a Plastic Bag Trap Heat
              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 Teacher Support
              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
            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
            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: Lab 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: Sargasso Sea
              Intended Role: Instructor

            Quiz Answer Key:  Patterns of Circulation in the Ocean
            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
            Teacher Support: Reflect on Crossing the Atlantic
              Intended Role: Instructor

            Test Answer Key: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Teacher eText: Weather and Climate
              Intended Role: Instructor

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

            PD Modeling Video: Weather and Climate
              Intended Role: Instructor

            Letter Home: Weather and Climate
              Intended Role: Instructor

            Readiness Test Answer Key:  Weather in the Atmosphere
            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: 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
            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
            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: 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

            Answer Key: The Gulf Stream and Early Exploration
              Intended Role: Instructor

            Quiz Answer Key: Climate Factors
              Intended Role: Instructor

            Teacher eText: Weather and Climate
              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 and Climate
              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 Island
              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: Reflect on Your Ingenious Island
              Intended Role: Instructor

            Test Answer Key: Earth's Surface Systems
              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?
            Answer Key: How Deep Can We Go?
              Intended Role: Instructor

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

            Teacher eText: Minerals and Rocks
              Intended Role: Instructor

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

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

            Answer Key: Geology of the Appalachians
              Intended Role: Instructor

            Quiz Answer Key: Minerals and 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: The 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: To Hike or Not to Hike
              Intended Role: Instructor

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

            Answer Key: Landforms from Volcanic Activity
              Intended Role: Instructor

            Teacher Support: Locating an Earthquake
              Intended Role: Instructor

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

            Teacher Support: Signs of Eruption
              Intended Role: Instructor

            Answer Key: The San Andreas Fault
              Intended Role: Instructor

            Quiz Answer Key: Earthquakes and Volcanoes
              Intended Role: Instructor

            Teacher eText: Plate Tectonics
              Intended Role: Instructor

            Teacher Support: Reflect on Mount Rainier's Safety
              Intended Role: Instructor

            Teacher Support: Modeling Sea Floor Spreading
              Intended Role: Instructor

            Teacher Support: DIY Modeling Sea Floor Spreading
              Intended Role: Instructor

            Test Answer Key: Plate Tectonics
              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
            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
            Quiz Answer Key: Determining Ages of Rocks
              Intended Role: Instructor

            Teacher eText: Geologic Time Scale
              Intended Role: Instructor

            Answer Key:  On the Clock
            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: 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
            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: 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: More Trash, Less Space
              Intended Role: Instructor

            Teacher Support: Trash vs. Water
              Intended Role: Instructor

            Answer Key:  Ozone in the Air
            Answer Key: Ozone in the Air
              Intended Role: Instructor

            Quiz Answer Key:  Air Pollution
            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
            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
            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: Wetland Restoration
              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: Reflect on Trash Backlash
              Intended Role: Instructor

            Teacher Support: Washing Away
              Intended Role: Instructor

            Teacher Support: DIY: Washing Away
              Intended Role: Instructor

            Test Answer Key: Human Impacts on the Environment
              Intended Role: Instructor

            Teacher eText: Earth-Sun-Moon System
              Intended Role: Instructor

            Quest Overview Teacher Support: It's as Sure as the Tides
              Intended Role: Instructor

            PD Modeling Video: Earth-Sun-Moon System
              Intended Role: Instructor

            Letter Home: Earth-Sun-Moon System
              Intended Role: Instructor

            Readiness Test Answer Key: Earth-Sun-Moon System
              Intended Role: Instructor

            Teacher Support: What Is at the Center?
              Intended Role: Instructor

            Teacher Support: It's as Sure as the Tides
              Intended Role: Instructor

            Teacher eText: Movement in Space
              Intended Role: Instructor

            Answer Key: Evidence in Observations
              Intended Role: Instructor

            Teacher Support: Watching the Skies
              Intended Role: Instructor

            Answer Key: Interpreting the Night Sky
              Intended Role: Instructor

            Teacher Support: Tides and Earth's Motion
              Intended Role: Instructor

            Answer Key: Models of the Universe
              Intended Role: Instructor

            Quiz Answer Key: Movement in Space
              Intended Role: Instructor

            Teacher eText: Earth's Movement in Space
              Intended Role: Instructor

            Teacher Support: Patterns: Day and Night
              Intended Role: Instructor

            Answer Key: Patterns in Earth's Rotation and Revolution
              Intended Role: Instructor

            Answer Key: What Keeps Objects in Motion?
              Intended Role: Instructor

            Teacher Support: Lighten Up!
              Intended Role: Instructor

            Answer Key: Seasons on Earth
              Intended Role: Instructor

            Teacher Support: Tides and the Moon's Gravity
              Intended Role: Instructor

            Answer Key: Glaciation and Earth's Movements
              Intended Role: Instructor

            Quiz Answer Key: Earth's Movement in Space
              Intended Role: Instructor

            Teacher eText: Phases and Eclipses
              Intended Role: Instructor

            Answer Key: Why Can You See the Moon During the Day?
              Intended Role: Instructor

            Answer Key: Our View of the Moon
              Intended Role: Instructor

            Teacher Support: Eclipses
              Intended Role: Instructor

            Teacher Support:  Shadows in Space
            Teacher Support: Shadows in Space
              Intended Role: Instructor

            Teacher Support: How Does the Moon Move?
              Intended Role: Instructor

            Answer Key: Moon Phases and Eclipses
              Intended Role: Instructor

            Teacher Support: The Moon's Revolution and Tides
              Intended Role: Instructor

            Answer Key: How Long Is a Day?
              Intended Role: Instructor

            Quiz Answer Key: Phases and Eclipses
              Intended Role: Instructor

            Teacher eText: Earth-Sun-Moon System
              Intended Role: Instructor

            Teacher Support: Modeling Lunar Phases
              Intended Role: Instructor

            Teacher Support: DIY Modeling Lunar Phases
              Intended Role: Instructor

            Teacher Support: Reflect on It's As Sure As the Tides
              Intended Role: Instructor

            Test Answer Key: Earth-Sun-Moon System
              Intended Role: Instructor

            Teacher eText: Solar System and the Universe
              Intended Role: Instructor

            Quest Overview Teacher Support: Searching for a Star
              Intended Role: Instructor

            PD Modeling Video: Solar System 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
            Readiness Test Answer Key: Solar System and the Universe
              Intended Role: Instructor

            Teacher Support: Planetary Measures
              Intended Role: Instructor

            Teacher Support: Searching for a Star
              Intended Role: Instructor

            Teacher eText: Solar System Objects
              Intended Role: Instructor

            Teacher Support: Ring Around the Sun
              Intended Role: Instructor

            Answer Key: Distance Learning
              Intended Role: Instructor

            Answer Key: Solar System
              Intended Role: Instructor

            Teacher Support: A New Home
              Intended Role: Instructor

            Teacher Support: Pulling Planets
              Intended Role: Instructor

            Answer Key: How to Make a Solar System
              Intended Role: Instructor

            Teacher Support: Space Invaders
              Intended Role: Instructor

            Answer Key: Where Do Comets and Asteroids Come From?
              Intended Role: Instructor

            Quiz Answer Key:  Solar System Objects
            Quiz Answer Key: Solar System Objects
              Intended Role: Instructor

            Teacher eText: The Sun
              Intended Role: Instructor

            Teacher Support: How Can You Safely Observe the Sun?
              Intended Role: Instructor

            Answer Key: Anatomy of the Sun
              Intended Role: Instructor

            Teacher Support: Layers of the Sun
              Intended Role: Instructor

            Answer Key: Solar Temperature
              Intended Role: Instructor

            Answer Key: Sunspot Cycles
              Intended Role: Instructor

            Quiz Answer Key:  The Sun
            Quiz Answer Key: The Sun
              Intended Role: Instructor

            Teacher eText: Learning About the Universe
              Intended Role: Instructor

            Teacher Support: How Does Distance Affect an Image?
              Intended Role: Instructor

            Answer Key: Space Exploration
              Intended Role: Instructor

            Answer Key: Telescopes
              Intended Role: Instructor

            Teacher Support: Space Exploration Vehicle
              Intended Role: Instructor

            Answer Key: Eyes in the Sky
              Intended Role: Instructor

            Teacher Support: Anybody Out There?
              Intended Role: Instructor

            Answer Key: Eyes in the Sky
              Intended Role: Instructor

            Quiz Answer Key: Learning About the Universe
              Intended Role: Instructor

            Teacher eText: Stars
              Intended Role: Instructor

            Answer Key: Star Systems
              Intended Role: Instructor

            Teacher Support: How Far Is That Star?
              Intended Role: Instructor

            Answer Key: The Closest Stars
              Intended Role: Instructor

            Quiz Answer Key:  Stars
            Quiz Answer Key: Stars
              Intended Role: Instructor

            Teacher eText: Galaxies
              Intended Role: Instructor

            Answer Key: Hollywood Goes to Space
              Intended Role: Instructor

            Answer Key: Types of Galaxies
              Intended Role: Instructor

            Teacher Support: Model the Milky Way
              Intended Role: Instructor

            Answer Key: Launch a Space Probe
              Intended Role: Instructor

            Answer Key: Model a Galaxy
              Intended Role: Instructor

            Teacher Support: Searching for the Unseen
              Intended Role: Instructor

            Answer Key: Colliding Galaxies
              Intended Role: Instructor

            Quiz Answer Key: Galaxies
              Intended Role: Instructor

            Teacher eText: Solar System and the Universe
              Intended Role: Instructor

            Teacher Support: Scaling Down the Solar System
              Intended Role: Instructor

            Teacher Support: DIY Scaling Down the Solar System
              Intended Role: Instructor

            Teacher Support: Reflect on Searching for a Star
              Intended Role: Instructor

            Test Answer Key: Solar System and the Universe
              Intended Role: Instructor

            Teacher Support: Engineering and Design Notebook Earth Science
              Intended Role: Instructor

            Course Letter Home: Earth Science
              Intended Role: Instructor

            uDemonstrate Lab Rubric
              Intended Role: Instructor

            Google Expedition Teacher Guide: Matter and Change
              Intended Role: Instructor

            Elevate Science Florida Edition Earth Science Master Materials List for Lab Activities
              Intended Role: Instructor

            Elevate Science Florida Edition 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: Does a Plastic Bag Trap Heat
              Intended Role: Instructor

            Teacher Support: Heating Earth's Surface Teacher Support
              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: Lab 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: Puddle Befuddlement
              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: How Does Latitude Affect Climate?
              Intended Role: Instructor

            Teacher Support: Classifying Climates
              Intended Role: Instructor

            Teacher Support: Water from Trees
              Intended Role: Instructor

            Teacher Support: DIY: Water From Trees
              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: Build a Model of Earth
              Intended Role: Instructor

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

            Teacher Support: A Sequined Rock
              Intended Role: Instructor

            Teacher Support: Make Your Own Stalactites and Stalagmites
              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: 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: 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: Finding a Solution for Your Pollution
              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 vs. 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: 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: How Can You Safely Observe the Sun?
              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: Windmill Drawbot
              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: Earthquake Shake
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Tidal Patterns
              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

            Florida Science Assessment Workbook Answer Key: Earth Science
              Intended Role: Instructor

            Florida Elevar las ciencias Libro del maestro con respuestas Tierra
              Intended Role: Instructor

            Spanish Resources Guide
              Intended Role: Instructor