Organization: Pearson Education
Product Name: Elevate Science Florida Edition Course 1
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-07a3b56e-1252-370e-9a03-c2c6f589bb46
Timestamp:  Tuesday, January 22, 2019 10:22 AM 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:

Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. - FE5BE7A0-E351-11DC-B7D7-FB4A9DFF4B22
Motion is a key characteristic of all matter that can be observed, described, and measured. - 4AC52EFA-39EE-11DE-B93E-D1379DFF4B22|FE562996-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that pushing or pulling makes an object move (contact force). - 4AD345DA-39EE-11DE-B93E-D1379DFF4B22
Identify that a scientific theory is an explanation of nature supported by evidence. - 3B26FD4E-3925-11DE-86C8-5C609DFF4B22
Recognize that animals, including humans, use energy from food. - 4ADE589E-39EE-11DE-B93E-D1379DFF4B22
Light waves can travel through a vacuum and through matter. - 4AB56876-39EE-11DE-B93E-D1379DFF4B22|FE54E6EE-E351-11DC-B7D7-FB4A9DFF4B22
The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' - 3B19EA64-3925-11DE-86C8-5C609DFF4B22|FE4968DC-E351-11DC-B7D7-FB4A9DFF4B22
Recognize events that are based on scientific laws, such as the law of gravity. - 3B286F76-3925-11DE-86C8-5C609DFF4B22
Describe how weathering and erosion reshape the Earth's surface. - 3B2B5524-3925-11DE-86C8-5C609DFF4B22
Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. - 3B1A4716-3925-11DE-86C8-5C609DFF4B22|FE49BAD0-E351-11DC-B7D7-FB4A9DFF4B22
Sort common animals by their physical characteristics. - 4AE6E2F2-39EE-11DE-B93E-D1379DFF4B22
Recognize that people conduct activities and share information about science. - 3B1FBADE-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
Recognize that water can move soil. - 3B2CC71A-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
Water and sound waves transfer energy through a material. - 4AB43D0C-39EE-11DE-B93E-D1379DFF4B22|FE549630-E351-11DC-B7D7-FB4A9DFF4B22
All living things share certain characteristics. - 4AD5C738-39EE-11DE-B93E-D1379DFF4B22|FE59B4B2-E351-11DC-B7D7-FB4A9DFF4B22
Identify examples of gravitational and contact forces, such as falling objects or push and pull. - 4AD0DB74-39EE-11DE-B93E-D1379DFF4B22
Life can be organized in a functional and structural hierarchy. - 4AD6F4FA-39EE-11DE-B93E-D1379DFF4B22|FE5A0480-E351-11DC-B7D7-FB4A9DFF4B22
Recognize different landforms in Florida, including beaches (coastlines), rivers, and lakes. - 3B2C6AB8-3925-11DE-86C8-5C609DFF4B22
Demonstrate and describe how forces can change the speed and direction of objects in motion. - 4AD17AFC-39EE-11DE-B93E-D1379DFF4B22
Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. - FE5912B4-E351-11DC-B7D7-FB4A9DFF4B22
Associate a model with an activity used in the context of sixth grade science access points. - 3B2984E2-3925-11DE-86C8-5C609DFF4B22
Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. - FE58BD28-E351-11DC-B7D7-FB4A9DFF4B22
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
Identify that cells carry out important functions within an organism, such as using energy from food. - 4ADB4F1E-39EE-11DE-B93E-D1379DFF4B22
Some forces act through physical contact, while others act at a distance. - 4ACDA7EC-39EE-11DE-B93E-D1379DFF4B22|FE581A80-E351-11DC-B7D7-FB4A9DFF4B22
Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. - 4AE646B2-39EE-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 the role of models in the context of the sixth grade science benchmarks. - FE4F7C04-E351-11DC-B7D7-FB4A9DFF4B22
Identify possible effects of hurricanes and other natural disasters on humans in Florida. - 3B31262A-3925-11DE-86C8-5C609DFF4B22
Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. - FE5C8A52-E351-11DC-B7D7-FB4A9DFF4B22
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
The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. - 4AD65D56-39EE-11DE-B93E-D1379DFF4B22|FE5A0480-E351-11DC-B7D7-FB4A9DFF4B22
Recognize examples of stored energy, such as in a roller coaster. - 4AC3931A-39EE-11DE-B93E-D1379DFF4B22
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
Recognize body parts related to basic needs, such as mouth for eating. - 4AE0D740-39EE-11DE-B93E-D1379DFF4B22
Recognize that bacteria and viruses can infect the human body. - 4ADC8410-39EE-11DE-B93E-D1379DFF4B22
Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. - FE510F1A-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that the human body is made up of various parts. - 4ADF956A-39EE-11DE-B93E-D1379DFF4B22
Identify ways humans get ready for severe storms and protect themselves from sun exposure. - 3B318296-3925-11DE-86C8-5C609DFF4B22
Energy change is understood in terms of forces--pushes or pulls. - 4ACC9E38-39EE-11DE-B93E-D1379DFF4B22|FE57C940-E351-11DC-B7D7-FB4A9DFF4B22
Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. - FE5B971E-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
Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. - FE5AF6A6-E351-11DC-B7D7-FB4A9DFF4B22
Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. - FE558874-E351-11DC-B7D7-FB4A9DFF4B22
Recognize familiar topics in the study of science. - 3B23BBE8-3925-11DE-86C8-5C609DFF4B22
Identify energy as stored (potential) or expressed in motion (kinetic). - 4AC31228-39EE-11DE-B93E-D1379DFF4B22
Identify information based on observations and experiments of self and others. - 3B1EA540-3925-11DE-86C8-5C609DFF4B22
Identify how the major structures of plants and organs of animals work as parts of larger systems, such as the heart is part of the circulatory system that pumps blood. - 4ADA1824-39EE-11DE-B93E-D1379DFF4B22
Recognize models used in the context of sixth grade science access points. - 3B28CBD8-3925-11DE-86C8-5C609DFF4B22
Recognize that objects fall unless supported by something. - 4AD3E8F0-39EE-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
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. - 3B2073B6-3925-11DE-86C8-5C609DFF4B22|FE4C4C32-E351-11DC-B7D7-FB4A9DFF4B22
Recognize practices that keep the body free from infection, such as hand washing. - 4AE170B0-39EE-11DE-B93E-D1379DFF4B22
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 speed describes how far an object travels in a given amount of time. - 4AC9131C-39EE-11DE-B93E-D1379DFF4B22
Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. - FE520BB8-E351-11DC-B7D7-FB4A9DFF4B22
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
Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. - FE586C10-E351-11DC-B7D7-FB4A9DFF4B22
Recognize ways people prepare for severe storms and protect themselves from sun exposure. - 3B34CB54-3925-11DE-86C8-5C609DFF4B22
Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. - 4AD78E88-39EE-11DE-B93E-D1379DFF4B22|FE5A0480-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that the air that surrounds Earth (atmosphere) protects living things from the intense heat of the Sun. - 3B352F0E-3925-11DE-86C8-5C609DFF4B22
The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. - 4ABB3FDA-39EE-11DE-B93E-D1379DFF4B22|FE5537E8-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that there are patterns of weather that move. - 3B33B5E8-3925-11DE-86C8-5C609DFF4B22
Identify basic needs of plants and animals. - 4AE03146-39EE-11DE-B93E-D1379DFF4B22
Identify that the atmosphere protects Earth from radiation from the Sun and regulates the temperature. - 3B31DF0C-3925-11DE-86C8-5C609DFF4B22
Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and evaporation. - 3B3298C0-3925-11DE-86C8-5C609DFF4B22
Recognize that air covers Earth (atmosphere). - 3B36A122-3925-11DE-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
The motion of objects can be changed by forces. - 4AC5B5AA-39EE-11DE-B93E-D1379DFF4B22|FE5679F0-E351-11DC-B7D7-FB4A9DFF4B22
Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida. - 3B346EF2-3925-11DE-86C8-5C609DFF4B22
The scientific theory of evolution is supported by multiple forms of evidence. - 4AE33580-39EE-11DE-B93E-D1379DFF4B22|FE5D8A88-E351-11DC-B7D7-FB4A9DFF4B22
Identify the major internal organs of animals and external structures of plants and their functions. - 4ADD1F9C-39EE-11DE-B93E-D1379DFF4B22
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. - FE5C3962-E351-11DC-B7D7-FB4A9DFF4B22
Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. - FE5B4732-E351-11DC-B7D7-FB4A9DFF4B22
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
Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. - FE5E2C36-E351-11DC-B7D7-FB4A9DFF4B22
Observe and recognize a predictable cause-effect relationship related to a science topic. - 3B292844-3925-11DE-86C8-5C609DFF4B22
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. - 3B1AA3AA-3925-11DE-86C8-5C609DFF4B22|FE4A0B2A-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that experiments involve procedures that can be repeated the same way by others. - 3B1DEC72-3925-11DE-86C8-5C609DFF4B22
Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. - 3B1F01F2-3925-11DE-86C8-5C609DFF4B22
Match animals based on a given shared characteristic. - 4AE77DAC-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. - 3B198592-3925-11DE-86C8-5C609DFF4B22|FE491882-E351-11DC-B7D7-FB4A9DFF4B22
Recognize objects and pictures related to science. - 3B24D118-3925-11DE-86C8-5C609DFF4B22
Recognize the speed (fast or slow) of a moving object. - 4AD48A80-39EE-11DE-B93E-D1379DFF4B22
It takes energy to change the motion of objects. - 4ACB995C-39EE-11DE-B93E-D1379DFF4B22|FE576C98-E351-11DC-B7D7-FB4A9DFF4B22
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 traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. - 4ACA1244-39EE-11DE-B93E-D1379DFF4B22
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. - 3B212D2E-3925-11DE-86C8-5C609DFF4B22|FE4CF0CE-E351-11DC-B7D7-FB4A9DFF4B22
Identify ways to prevent infection from bacteria and viruses, such as hand washing. - 4ADEF074-39EE-11DE-B93E-D1379DFF4B22
The scientific theory of evolution is the organizing principle of life science. - 4AE2A020-39EE-11DE-B93E-D1379DFF4B22|FE5D381C-E351-11DC-B7D7-FB4A9DFF4B22
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
Identify that speed describes the distance and time in which an object is moving, such as miles per hour. - 4AC88D16-39EE-11DE-B93E-D1379DFF4B22
Identify the way elements of weather are measured, including temperature, humidity, wind speed and direction, and precipitation. - 3B2FB344-3925-11DE-86C8-5C609DFF4B22
Natural Selection is a primary mechanism leading to change over time in organisms. - 4AE3CDBA-39EE-11DE-B93E-D1379DFF4B22|FE5DDB28-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 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
Scientific knowledge is durable and robust, but open to change. - 3B20D04A-3925-11DE-86C8-5C609DFF4B22|FE4C9E94-E351-11DC-B7D7-FB4A9DFF4B22
Differentiate between weather and climate. - FE52AEC4-E351-11DC-B7D7-FB4A9DFF4B22
Recognize contributions of well-known scientists. - 3B2474AC-3925-11DE-86C8-5C609DFF4B22
Recognize that force can change the speed and direction of an object in motion. - 4AD2AB48-39EE-11DE-B93E-D1379DFF4B22
Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. - 4ADAB5F4-39EE-11DE-B93E-D1379DFF4B22
Recognize that plant and animal cells have different parts and each part has a function. - 4ADBE226-39EE-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
Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. - 4ADDA408-39EE-11DE-B93E-D1379DFF4B22
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
Recognize the way temperature and wind speed are measured. - 3B32F554-3925-11DE-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
Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. - FE56CBDA-E351-11DC-B7D7-FB4A9DFF4B22
Recognize that a scientific theory is an explanation of nature. - 3B2812CE-3925-11DE-86C8-5C609DFF4B22
Give several examples of scientific laws. - FE4F2A4C-E351-11DC-B7D7-FB4A9DFF4B22
Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. - 4AD212C8-39EE-11DE-B93E-D1379DFF4B22
Waves involve a transfer of energy without a transfer of matter. - 4AB33786-39EE-11DE-B93E-D1379DFF4B22|FE5445A4-E351-11DC-B7D7-FB4A9DFF4B22
Recognize where to go in severe weather situations or drills at school and at home. - 3B36FD5C-3925-11DE-86C8-5C609DFF4B22
Distinguish between objects in motion (kinetic energy) and at rest. - 4AC415BA-39EE-11DE-B93E-D1379DFF4B22
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


List of all Files Validated:

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Title: Pearson Elevate Science Florida Edition Course 1


         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Elevate Science Florida Edition Course 1 Student Digital Book

         Topic 1: Energy

            Topic Launch: Energy

               eText: Energy
                 Curriculum Standards: Recognize objects and pictures related to science. Identify familiar topics included in the study of science. Recognize familiar topics in the study of science. 

               Editable Readiness Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Readiness Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Remediation Summary: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               uConnect Lab: What Would Make a Card Jump?
                 Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Recognize that scientific knowledge changes when new things are discovered. 

               Quest Kickoff: Outrageous Energy Contraptions

               Quest Checklist: Outrageous Energy Contraptions

               Quest Rubric: Outrageous Energy Contraptions

            Lesson 1: Energy, Motion, Force, and Work

               Connect

                  Poll: Things That Have Energy

               Investigate

                  eText: Energy, Motion, Force, and Work

                  Interactivity: Get Moving With Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Interactivity: Understanding Machines

                  Worksheet: Understanding Machines

                  Video: Energy, Motion, Force, and Work

                  uInvestigate Lab: What Work Is
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Recognize that scientific knowledge changes when new things are discovered. 

               Synthesize

                  Interactivity: Force and Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In eText: Applying Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Interactivity: Applying Energy
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Enrichment: How Much Work is Done?
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

                  Quiz Review: Energy, Motion, Force, and Work
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

                  Editable Quiz: Energy, Motion, Force, and Work
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

                  Quiz: Energy, Motion, Force, and Work
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Energy change is understood in terms of forces--pushes or pulls. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

            Lesson 2: Kinetic Energy and Potential Energy

               Connect

                  Class Discussion: Because of Kinetic Energy or Gravitational Potential Energy?

               Investigate

                  eText: Kinetic Energy and Potential Energy

                  Interactivity: Interpret Kinetic Energy Graphs
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Virtual Lab: Skate or Fly!
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Video: Kinetic Energy and Potential Energy

                  uInvestigate Lab: Mass, Velocity, and Kinetic Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Lab: Energy, Magnetism, and Electricity
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. 

                  eText: uEngineer It!: Prototype to Product: Prosthetics on the Move

                  uEngineer It! Interactivity: Prosthetics in Motion
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

               Synthesize

                  Interactivity: Racing for Kinetic Energy
                    Curriculum Standards: Recognize examples of stored energy, such as in a roller coaster. 

                  Interactivity: Roller Coasters and Potential Energy

                  Quest Check-In eText:  Build a Chain-Reaction Machine
                  Quest Check-In eText: Build a Chain-Reaction MachineThis links to this lesson's Quest Check-In in the student eText.
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Lab: Build a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Enrichment: Kinetic or Potential Energy?
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Quiz Review: Kinetic Energy and Potential Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Editable Quiz: Kinetic Energy and Potential Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Quiz: Kinetic Energy and Potential Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

            Lesson 3: Other Forms of Energy

               Connect

                  Write: Energy Use
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

               Investigate

                  eText: Other Forms of Energy

                  Interactivity: Types of Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Light waves can travel through a vacuum and through matter. 

                  Interactivity: Forms of Energy

                  Worksheet: Forms of Energy

                  Video: Nuclear Energy

                  uInvestigate Lab: Making a Flashlight Shine
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. 

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

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

               Synthesize

                  Quest Check-In eText: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Lab: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Enrichment: Transformation of Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. 

                  Quiz Review: Other Forms of Energy
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. 

                  Editable Quiz: Other Forms of Energy
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. 

                  Quiz: Other Forms of Energy
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. 

            Lesson 4: Energy Change and Conservation

               Connect

                  Write: Everyday Energy Transformations
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

               Investigate

                  eText: Energy Change and Conservation

                  Interactivity: Energy Transformations
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Video: Energy Change and Conservation

                  uInvestigate Lab:  Law of Conservation of Energy
                  uInvestigate Lab: Law of Conservation of EnergyThis lab investigation provides an opportunity for students to observe the Law of Conservation of Energy in action by observing the height of a tennis ball's bounce.
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  eText: Case Study: U.S. Energy Consumption

               Synthesize

                  Interactivity: Take It to the Extreme
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Quest Check-In eText: Redesign and Retest a Chain-Reaction Machine

                  Quest Check-In Lab: Redesign and Retest a Chain-Reaction Machine

                  Enrichment: Energy of a Comet
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Quiz Review: Energy Change and Conservation
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Editable Quiz: Energy Change and Conservation
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Quiz: Energy Change and Conservation
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

            Topic Close: Energy

               eText: Review and Assess:  Energy
               eText: Review and Assess: EnergyThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               eText: Florida Benchmark Review: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               uDemonstrate Lab: 3, 2, 1 . . . Liftoff!
                 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. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify models used in the context of sixth grade science access points. Identify energy as stored (potential) or expressed in motion (kinetic). 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. 

               uDemonstrate Lab Do It Yourself: 3, 2, 1 . . . Liftoff!
                 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. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify models used in the context of sixth grade science access points. Identify energy as stored (potential) or expressed in motion (kinetic). 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. 

               Quest Findings eText:  Reflect on Your Chain-Reaction Machine
               Quest Findings eText: Reflect on Your Chain-Reaction MachineThis links to this topic's Quest Findings in the student eText.

               Quest Findings: Reflect on Your Chain-Reaction Machine

               Main Ideas: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Editable Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

               Test: Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Water and sound waves transfer energy through a material. Energy change is understood in terms of forces--pushes or pulls. Waves involve a transfer of energy without a transfer of matter. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 

         Topic 2: Forces and Motion

            Topic Launch: Forces and Motion

               eText: Forces and Motion
                 Curriculum Standards: Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

               Editable Readiness Test: Force and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Recognize that speed describes how far an object travels in a given amount of time. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Readiness Test: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Recognize that speed describes how far an object travels in a given amount of time. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Remediation Summary: Force and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Recognize that speed describes how far an object travels in a given amount of time. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               uConnect Lab: Identifying Motion
                 Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Quest Kickoff: Build a Better Bumper Car
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Quest Checklist: Build a Better Bumper Car
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Quest Rubric: Build a Better Bumper Car
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

            Lesson 1: Describing Motion and Force

               Connect

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Investigate

                  eText: Describing Motion and Force
                    Curriculum Standards: Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

                  Interactivity: Relative Motion
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Interactivity: Balanced and Unbalanced Forces
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Interactivity: Levers

                  Worksheet: Levers

                  Virtual Lab: Launching a Spacecraft into Motion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Video: Describing Motion and Force

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Synthesize

                  Interactivity: Explore Forces
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In eText: Define Criteria and Constraints
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In Interactivity: Define Criteria and Constraints
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Enrichment: Reducing Friction
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz Review: Describing Motion and Force
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Editable Quiz: Describing Motion and Force
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz: Describing Motion and Force
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

            Lesson 2: Speed, Velocity, and Acceleration

               Connect

                  Write: Forces from Motion
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). The motion of objects can be changed by forces. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

               Investigate

                  eText: Speed, Velocity, and Acceleration
                    Curriculum Standards: Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

                  Interactivity: Falling for Velocity
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Interactivity: Motion Graphs

                  Worksheet: Motion Graphs

                  Video: Speed, Velocity, and Acceleration

                  uInvestigate Lab: Walking the Walk
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  eText: Case Study: Finding Your Way With GPS

               Synthesize

                  Interactivity:  How Forces Affect Motion
                  Interactivity: How Forces Affect MotionThis digital activity allows students to relate a net force to a change in an object's motion.
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Quest Check-In eText: Mass, Speed, and Colliding Cars
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Enrichment: Describing Motion
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. 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. 

                  Quiz Review: Speed, Velocity, and Acceleration
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. 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. 

                  Editable Quiz: Speed, Velocity, and Acceleration
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. 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. 

                  Quiz: Speed, Velocity, and Acceleration
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. 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. 

            Lesson 3: Newton's Laws of Motion

               Connect

                  Poll: The Ball Stops Rolling
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Investigate

                  eText: Newton's Laws of Motion
                    Curriculum Standards: Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

                  Interactivity: How Are Mass, Motion, and Force Related?
                    Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Video: Newton's Laws of Motion
                    Curriculum Standards: Give several examples of scientific laws. Identify examples of scientific laws (proven descriptions of nature), such as the law of gravity. 

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  eText: uEngineer It!: Defining the Problem: Generating Energy from Potholes

                  uEngineer It! Interactivity: Fuel Efficient Vehicles
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Career Video: Mechanical Engineer

               Synthesize

                  Interactivity: Going, Going, Gone!
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Quest Check-In eText: Apply Newton's Laws of Motion

                  Quest Check-In Interactivity: Apply Newton's Laws of Motion

                  Enrichment: Newton's Laws of Motion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Demonstrate

                  eText: Lesson 3 Check
                    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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. 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. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz Review: Newton's Laws of Motion
                    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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. 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. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Editable Quiz: Newton's Laws of Motion
                    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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. 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. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quiz: Newton's Laws of Motion
                    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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. 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. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

            Lesson 4: Friction and Gravitational Interactions

               Connect

                  Write: You Can't Always Coast on Your Bicycle
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. 

               Investigate

                  eText: Friction and Gravitational Interactions
                    Curriculum Standards: Recognize that objects fall unless supported by something. 

                  Interactivity: Exploring Gravity
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. Recognize that objects fall unless supported by something. 

                  Video: Friction and Gravitational Interactions

                  uInvestigate Lab: Observing Friction
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. 

               Synthesize

                  Interactivity: The Patterns of the Tides
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Energy change is understood in terms of forces--pushes or pulls. 

                  Quest Check-In eText: Bumping Cars, Bumper Solutions
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Quest Check-In Lab: Bumping Cars, Bumper Solutions
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Enrichment: Gravitational Force of the Sun
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

                  Quiz Review: Friction and Gravitational Interactions
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

                  Editable Quiz: Friction and Gravitational Interactions
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

                  Quiz: Friction and Gravitational Interactions
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. 

            Topic Close: Forces and Motion

               eText: Review and Assess: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               eText: Florida Benchmark Review: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               uDemonstrate Lab: Stopping on a Dime
                 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that speed describes how far an object travels in a given amount of time. Compare results of observations and experiments of self and others. 

               uDemonstrate Lab Do It Yourself: Stopping on a Dime
                 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that speed describes how far an object travels in a given amount of time. Compare results of observations and experiments of self and others. 

               Quest Findings eText: Reflect on Your Bumper Car Solution
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Quest Findings: Reflect on Your Bumper Car Solution
                 Curriculum Standards: Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

               Main Ideas: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Editable Test: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Test: Forces and Motion
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

         Topic 3: 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. 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. 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. 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

                  Write: 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. 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. 

               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. 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. 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. 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. 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. 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. 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. 

                  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. 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. 

                  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: Groundwater
                    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 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 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. Recognize models used in the context of sixth grade science access points. Associate a model with an activity 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 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 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 models used in the context of sixth grade science access points. 

         Topic 4: 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: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Quest Checklist: Crossing the Atlantic
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               Quest Rubric: Crossing the Atlantic
                 Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Recognize that speed describes how far an object travels in a given amount of time. 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. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

               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. 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. Light waves can travel through a vacuum and through matter. 

            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. 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. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 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. 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. 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. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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: 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 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 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 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. 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 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. 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). Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               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). Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 5: 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. 

               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. 

               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. 

            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.

                  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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 contributions of well-known scientists. Recognize a scientist as a person who works with science. 

                  Career Video: Meteorologist
                    Curriculum Standards: 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

                  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?
                    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. Identify models used in the context of sixth grade science access points. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               Investigate

                  eText: Climate Factors
                    Curriculum Standards: Distinguish science from other activities involving thought. 

                  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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               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. 

               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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 6: 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. 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. 

               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. 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. 

               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. 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 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. 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. 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. 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. 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. 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. 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. 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

                  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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 

                  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. Recognize that wind and water cause physical weathering and erosion. Recognize that water can move soil. 

                  eText: Career Feature: Civil Engineer

                  Career Video: Civil Engineer

               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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 

                  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. 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. 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. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

                  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. 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. 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. 

                  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. 

                  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. 

                  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. 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. 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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. 

                  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. 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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. 

                  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. 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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. 

                  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. 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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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. 

            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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               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. 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. 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: Complete Your Quest
                 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. 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. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

               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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

         Topic 7: Living Things in the Biosphere

            Topic Launch: Living Things in the Biosphere

               eText: Living Things in the Biosphere

               Editable Readiness Test: Living Things in the Biosphere
                 Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. 

               Readiness Test: Living Things in the Biosphere
                 Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. 

               Remediation Summary: Living Things in the Biosphere
                 Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' 

               uConnect Lab: Is It an Animal?
                 Curriculum Standards: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Recognize that animals, including humans, use energy from food. Identify basic needs of plants and animals. 

               Quest Kickoff: Sort Out Those Organisms
                 Curriculum Standards: All living things share certain characteristics. 

               Quest Checklist: Sort Out Those Organisms
                 Curriculum Standards: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Quest Rubric: Sort Out Those Organisms
                 Curriculum Standards: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Lesson 1: Living Things

               Connect

                  Inquiry Warm-Up Lab: All Wound Up
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Investigate

                  eText: Living Things
                    Curriculum Standards: Identify how the major structures of plants and organs of animals work as parts of larger systems, such as the heart is part of the circulatory system that pumps blood. Identify the major internal organs of animals and external structures of plants and their functions. 

                  Interactivity: What All Living Things Have in Common
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Identify basic needs of plants and animals. 

                  Video: Living Things
                    Curriculum Standards: Identify how the major structures of plants and organs of animals work as parts of larger systems, such as the heart is part of the circulatory system that pumps blood. Identify the major internal organs of animals and external structures of plants and their functions. 

                  uInvestigate Lab: Cheek Cells
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  eText: Case Study:  The Tough and Tiny Tardigrade
                  eText: Case Study: The Tough and Tiny TardigradeThis links to this topic's Case Study in the student eText.

               Synthesize

                  Interactivity: Mom's Car Must Be Alive
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In eText: Under the Microscope

                  Quest Check-In Interactivity: Under the Microscope

                  Enrichment: What Is Life?
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify information based on observations and experiments of self and others. 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. 

                  Quiz Review: Living Things
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify information based on observations and experiments of self and others. 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 Quiz: Living Things
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify information based on observations and experiments of self and others. 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. 

                  Quiz: Living Things
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify information based on observations and experiments of self and others. 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. 

            Lesson 2: Classification Systems

               Connect

                  Inquiry Warm-Up Lab: Clean Up That Junk Drawer!
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

               Investigate

                  eText: Classification Systems

                  Interactivity: Classify It
                    Curriculum Standards: Life can be organized in a functional and structural hierarchy. 

                  Virtual Lab: Madagascar Mystery
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. 

                  Video: Classification Systems

                  uInvestigate Lab: Living Mysteries
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

               Synthesize

                  Lab: A Mystery Organism No More!
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Quest Check-In eText: Classifying Seeds
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Quest Check-In Lab: Classifying Seeds
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Enrichment: Classifying Life
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. The scientific theory of evolution is supported by multiple forms of evidence. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. The scientific theory of evolution is the organizing principle of life science. Life can be organized in a functional and structural hierarchy. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: 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. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain why scientific investigations should be replicable. The scientific theory of evolution is supported by multiple forms of 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. The scientific theory of evolution is the organizing principle of life science. 

                  Quiz Review: Classification Systems
                    Curriculum Standards: 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. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain why scientific investigations should be replicable. The scientific theory of evolution is supported by multiple forms of 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. The scientific theory of evolution is the organizing principle of life science. 

                  Editable Quiz: Classification Systems
                    Curriculum Standards: 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. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain why scientific investigations should be replicable. The scientific theory of evolution is supported by multiple forms of 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. The scientific theory of evolution is the organizing principle of life science. 

                  Quiz: Classification Systems
                    Curriculum Standards: 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. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain why scientific investigations should be replicable. The scientific theory of evolution is supported by multiple forms of 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. The scientific theory of evolution is the organizing principle of life science. 

            Lesson 3: Viruses, Bacteria, Protists, and Fungi

               Connect

                  Class Discussion: The Smallest Living Things

               Investigate

                  eText: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Identify ways to prevent infection from bacteria and viruses, such as hand washing. Recognize practices that keep the body free from infection, such as hand washing. 

                  uInvestigate Lab:  Viruses by the Numbers
                  uInvestigate Lab: Viruses by the NumbersThis lab investigation allows students to find out just how small a virus is.
                    Curriculum Standards: Identify ways to prevent infection from bacteria and viruses, such as hand washing. Recognize practices that keep the body free from infection, such as hand washing. 

                  Interactivity: Life as a Single Cell
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. 

                  Interactivity: Bacteriophage Treatments

                  Worksheet: Bacteriophage Treatments

                  Interactivity: Vaccines and Populations
                    Curriculum Standards: Identify ways to prevent infection from bacteria and viruses, such as hand washing. Recognize practices that keep the body free from infection, such as hand washing. 

                  Worksheet: Vaccines and Populations

                  Video: Viruses, Bacteria, Protists, and Fungi

                  uInvestigate Lab: Life in a Drop of Pond Water
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. 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. Recognize that bacteria and viruses can infect the human body. 

                  eText: uEngineer It!: A Disease Becomes a Cure

                  uEngineer It! Interactivity: Modifying a Virus
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. 

                  Career Video: Public Health Advisor

               Synthesize

                  Interactivity: There's Something Going Around
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. 

                  Quest Check-In eText: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In Interactivity: Discovering Rainforest Organisms
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Worksheet: Discovering Rainforest Organisms

                  Quest Check-In Interactivity: Multicellular Rainforest Organisms
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Worksheet: Multicellular Rainforest Organisms

                  Enrichment: Identifying Bacteria
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. 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. Recognize that bacteria and viruses can infect the human body. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. 

                  Quiz Review: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. 

                  Editable Quiz: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. 

                  Quiz: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. 

            Topic Close: Living Things in the Biosphere

               eText: Review and Assess: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. 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. Identify information based on observations and experiments of self and others. 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 and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               eText: Florida Benchmark Review: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. 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. Identify information based on observations and experiments of self and others. 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 and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               uDemonstrate Lab: It's Alive!
                 Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Observe and recognize a predictable cause-effect relationship related to a science topic. 

               uDemonstrate Lab Do It Yourself: It's Alive!
                 Curriculum Standards: Observe and recognize a predictable cause-effect relationship related to a science topic. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Quest Findings eText: Create Your Field Guide
                 Curriculum Standards: All living things share certain characteristics. 

               Quest Findings: Create Your Field Guide
                 Curriculum Standards: All living things share certain characteristics. 

               Main Ideas: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. 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. Identify information based on observations and experiments of self and others. 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 and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable Test: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. 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. Identify information based on observations and experiments of self and others. 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 and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Test: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. 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. Identify information based on observations and experiments of self and others. 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 and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

         Topic 8: Cells and Cell Systems

            Topic Launch: Cells and Cell Systems

               eText: Cells and Cell Systems

               Editable Readiness Test: Cells and Cell Systems
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Readiness Test: Cells and Cell Systems
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Remediation Summary: Cells and Cell Systems
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               uConnect Lab: What Can You See?

               Quest Kickoff: Cells on Display
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Identify the role of models in the context of the sixth grade science benchmarks. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify models used in the context of sixth grade science access points. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Associate a model with an activity used in the context of sixth grade science access points. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Observe and recognize a predictable cause-effect relationship related to a science topic. 

               Quest Checklist: Cells on Display
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Identify the role of models in the context of the sixth grade science benchmarks. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify models used in the context of sixth grade science access points. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Associate a model with an activity used in the context of sixth grade science access points. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Observe and recognize a predictable cause-effect relationship related to a science topic. 

               Quest Rubric: Cells on Display
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Identify the role of models in the context of the sixth grade science benchmarks. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify models used in the context of sixth grade science access points. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Associate a model with an activity used in the context of sixth grade science access points. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Observe and recognize a predictable cause-effect relationship related to a science topic. 

            Lesson 1: Structure and Function of Cells

               Connect

                  Write: In Common
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Investigate

                  eText: Structure and Function of Cells

                  Interactivity: Through a Microscope
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Interactivity: Functions of All Cells
                    Curriculum Standards: Identify that cells carry out important functions within an organism, such as using energy from food. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Video: Cell Theory

                  uInvestigate Lab: Observing Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Virtual Lab: Living or Not?
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 

               Synthesize

                  Interactivity: A Strange Specimen
                    Curriculum Standards: 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. Recognize that scientists perform experiments, make observations, and gather evidence to answer scientific questions. Identify that cells carry out important functions within an organism, such as using energy from food. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Enrichment: Discovering Cells
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. All living things share certain characteristics. 

                  Quiz Review: Structure and Function of Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. All living things share certain characteristics. 

                  Editable Quiz: Structure and Function of Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. All living things share certain characteristics. 

                  Quiz: Structure and Function of Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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. All living things share certain characteristics. 

            Lesson 2: Cell Structures

               Connect

                  Inquiry Warm-Up Lab: How Large Are Cells?

               Investigate

                  eText: Cell Structures
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' 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. 

                  Interactivity: Structure Function Junction
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Recognize that plant and animal cells have different parts and each part has a function. 

                  Interactivity: Build a Cell

                  Worksheet: Build a Cell

                  Video: Cell Structures

                  uInvestigate Lab: Comparing Cells
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 

               Synthesize

                  Interactivity: Specialized Cells
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Recognize that plant and animal cells have different parts and each part has a function. 

                  Quest Check-In eText: Make a Cell Model
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 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. Associate a model with an activity used in the context of sixth grade science access points. 

                  Quest Check-In Lab: Make a Cell Model
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 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. Associate a model with an activity used in the context of sixth grade science access points. 

                  Enrichment: Looking Inside Cells
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

                  Quiz Review: Cell Structures
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

                  Editable Quiz: Cell Structures
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

                  Quiz: Cell Structures
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

            Lesson 3: Obtaining and Removing Materials

               Connect

                  Class Discussion: Going In and Out

               Investigate

                  eText: Obtaining and Removing Materials

                  Interactivity: Cell Transport
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Video: Obtaining and Removing Materials

                  uInvestigate Lab: Egg-speriment with a Cell
                    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. Associate a model with an activity used in the context of sixth grade science access points. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Synthesize

                  Interactivity: Entering and Leaving the Cell
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In eText: Put Your Cells in Motion
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In Interactivity: Put Your Cells in Motion
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Enrichment: Osmosis
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz Review: Obtaining and Removing Materials
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Editable Quiz: Obtaining and Removing Materials
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz: Obtaining and Removing Materials
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Lesson 4: Cell Division

               Connect

                  Write: Active Cell Division
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Investigate

                  eText: Cell Division

                  Interactivity: A Cell Divides
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Interactivity: How Does a Broken Bone Heal?

                  Worksheet: How Does a Broken Bone Heal?

                  Video: Cell Division

                  uInvestigate Lab: Modeling Mitosis
                    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. Associate a model with an activity used in the context of sixth grade science access points. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Synthesize

                  Interactivity: The Cell Cycle
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Enrichment: Cells and More Cells
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz Review: Cell Division
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Editable Quiz: Cell Division
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz: Cell Division
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Lesson 5: Body Organization

               Connect

                  Inquiry Warm-Up Lab: System-atically Organized
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Associate a model with an activity used in the context of sixth grade science access points. 

               Investigate

                  eText: Body Organization

                  Interactivity: Balancing Act
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Interactivity: Human Body Systems
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 

                  Video: Body Organization

                  uInvestigate Lab: Observing Cells and Tissues
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

                  eText: uEngineer It!: Artificial Skin

                  uEngineer It! Interactivity: Advances in Medical Technology
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 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. 

               Synthesize

                  Interactivity: Interacting Systems
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 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. 

                  Quest Check-In eText: The Importance of Cells
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 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. 

                  Quest Check-In Interactivity: The Importance of Cells
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. 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. 

                  Enrichment: Blood Is a Tissue
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

                  Quiz Review: Body Organization
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

                  Editable Quiz: Body Organization
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

                  Quiz: Body Organization
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

            Lesson 6: Systems Interacting

               Connect

                  Poll: Growth Spurt
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

               Investigate

                  eText: Systems Interacting

                  Interactivity: Communication and Homeostasis
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

                  Interactivity: Joints

                  Worksheet: Joints

                  Video: Systems Interacting

                  uInvestigate Lab: Parts Working Together
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

                  eText: Case Study: Agents of Infection

                  Career Video: Illustrator

               Synthesize

                  Interactivity: A Variety of Symptoms
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

                  Enrichment: Interaction Among Systems
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

               Demonstrate

                  eText: Lesson 6 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz Review: Systems Interacting
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Editable Quiz: Systems Interacting
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz: Systems Interacting
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Topic Close: Cells and Cell Systems

               eText: Review and Assess:  Cells and Cell Systems
               eText: Review and Assess: Cells and Cell SystemsThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               eText: Florida Benchmark Review: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               uDemonstrate Lab: Design and Build a Microscope
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify models used in the context of sixth grade science access points. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Associate a model with an activity used in the context of sixth grade science access points. 

               uDemonstrate Lab Do It Yourself: Design and Build a Microscope
                 Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify models used in the context of sixth grade science access points. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Associate a model with an activity used in the context of sixth grade science access points. 

               Quest Findings eText: Reflect on Your Museum Exhibit

               Quest Findings: Reflect on Your Museum Exhibit

               Main Ideas: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable Test: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Test: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

         Engineering Design Notebook Course 1
           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

            Course Glossary

            Multilingual Glossary

               Simplified Chinese

               Traditional Chinese

               Haitian Creole

               Hmong

               Korean

               Russian

               Spanish

               Vietnamese

            Labs

               Topic 1: Energy Labs

                  uConnect Lab: What Would Make a Card Jump?
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Recognize that scientific knowledge changes when new things are discovered. 

                  uInvestigate Lab: What Work Is
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Recognize that scientific knowledge changes when new things are discovered. 

                  uInvestigate Lab: Mass, Velocity, and Kinetic Energy
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). 

                  Lab: Energy, Magnetism, and Electricity
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. 

                  Quest Check-In Lab: Build a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  uInvestigate Lab: Making a Flashlight Shine
                    Curriculum Standards: Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. 

                  Quest Check-In Lab: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  uInvestigate Lab:  Law of Conservation of Energy
                  uInvestigate Lab: Law of Conservation of EnergyThis lab investigation provides an opportunity for students to observe the Law of Conservation of Energy in action by observing the height of a tennis ball's bounce.
                    Curriculum Standards: Distinguish between objects in motion (kinetic energy) and at rest. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify energy as stored (potential) or expressed in motion (kinetic). Recognize examples of stored energy, such as in a roller coaster. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 

                  Quest Check-In Lab: Redesign and Retest a Chain-Reaction Machine

                  uDemonstrate Lab: 3, 2, 1 . . . Liftoff!
                    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. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify models used in the context of sixth grade science access points. Identify energy as stored (potential) or expressed in motion (kinetic). 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. 

                  uDemonstrate Lab Do It Yourself: 3, 2, 1 . . . Liftoff!
                    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. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Identify models used in the context of sixth grade science access points. Identify energy as stored (potential) or expressed in motion (kinetic). 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. 

               Topic 2: Forces and Motion Labs

                  uConnect Lab: Identifying Motion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Walking the Walk
                    Curriculum Standards: Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize that speed describes how far an object travels in a given amount of time. Identify that speed describes the distance and time in which an object is moving, such as miles per hour. Recognize that traveling longer distances takes more time, such as going to the cafeteria takes longer than going across the classroom. 

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uInvestigate Lab: Observing Friction
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Some forces act through physical contact, while others act at a distance. Recognize that pushing or pulling makes an object move (contact force). Energy change is understood in terms of forces--pushes or pulls. 

                  Quest Check-In Lab: Bumping Cars, Bumper Solutions
                    Curriculum Standards: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Recognize the speed (fast or slow) of a moving object. Recognize that pushing or pulling makes an object move (contact force). Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. 

                  uDemonstrate Lab: Stopping on a Dime
                    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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that speed describes how far an object travels in a given amount of time. Compare results of observations and experiments of self and others. 

                  uDemonstrate Lab Do It Yourself: Stopping on a Dime
                    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. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Motion is a key characteristic of all matter that can be observed, described, and measured. Recognize a problem related to the sixth grade curriculum, observe and explore objects or activities, and recognize a solution. Recognize that speed describes how far an object travels in a given amount of time. Compare results of observations and experiments of self and others. 

               Topic 3: 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. Recognize models used in the context of sixth grade science access points. Associate a model with an activity used in the context of sixth grade science access points. 

               Topic 4: 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. 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. Light waves can travel through a vacuum and through matter. 

                  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. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 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. 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 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. Associate a model with an activity used in the context of sixth grade science access points. 

               Topic 5: 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?
                    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. Identify models used in the context of sixth grade science access points. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 

                  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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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 6: 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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 7: Living Things in the Biosphere Labs

                  uConnect Lab: Is It an Animal?
                    Curriculum Standards: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Recognize that animals, including humans, use energy from food. Identify basic needs of plants and animals. 

                  Inquiry Warm-Up Lab: All Wound Up
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  uInvestigate Lab: Cheek Cells
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Inquiry Warm-Up Lab: Clean Up That Junk Drawer!
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  uInvestigate Lab: Living Mysteries
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Lab: A Mystery Organism No More!
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Quest Check-In Lab: Classifying Seeds
                    Curriculum Standards: 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. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  uInvestigate Lab:  Viruses by the Numbers
                  uInvestigate Lab: Viruses by the NumbersThis lab investigation allows students to find out just how small a virus is.
                    Curriculum Standards: Identify ways to prevent infection from bacteria and viruses, such as hand washing. Recognize practices that keep the body free from infection, such as hand washing. 

                  uInvestigate Lab: Life in a Drop of Pond Water
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. 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. Recognize that bacteria and viruses can infect the human body. 

                  uDemonstrate Lab: It's Alive!
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Observe and recognize a predictable cause-effect relationship related to a science topic. 

                  uDemonstrate Lab Do It Yourself: It's Alive!
                    Curriculum Standards: Observe and recognize a predictable cause-effect relationship related to a science topic. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Topic 8: Cells and Cell Systems Labs

                  uConnect Lab: What Can You See?

                  uInvestigate Lab: Observing Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Inquiry Warm-Up Lab: How Large Are Cells?

                  uInvestigate Lab: Comparing Cells
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 

                  Quest Check-In Lab: Make a Cell Model
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 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. Associate a model with an activity used in the context of sixth grade science access points. 

                  uInvestigate Lab: Egg-speriment with a Cell
                    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. Associate a model with an activity used in the context of sixth grade science access points. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  uInvestigate Lab: Modeling Mitosis
                    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. Associate a model with an activity used in the context of sixth grade science access points. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Inquiry Warm-Up Lab: System-atically Organized
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. Associate a model with an activity used in the context of sixth grade science access points. 

                  uInvestigate Lab: Observing Cells and Tissues
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

                  uInvestigate Lab: Parts Working Together
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 

                  uDemonstrate Lab: Design and Build a Microscope
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify models used in the context of sixth grade science access points. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Associate a model with an activity used in the context of sixth grade science access points. 

                  uDemonstrate Lab Do It Yourself: Design and Build a Microscope
                    Curriculum Standards: Identify the role of models in the context of the sixth grade science benchmarks. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify models used in the context of sixth grade science access points. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Associate a model with an activity used in the context of sixth grade science access points. 

            STEM Invention Toolbox Activities

               littleBits Challenge Log Guided: Helping Hand

               littleBits Challenge Log Open: Helping Hand

               littleBits Challenge Log Guided: Move It!

               littleBits Challenge Log Open: Move It!

               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

            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: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 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 and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. 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. 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. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. 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 that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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). Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Identify energy as stored (potential) or expressed in motion (kinetic). 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. Motion is a key characteristic of all matter that can be observed, described, and measured. 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. Some forces act through physical contact, while others act at a distance. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that speed describes how far an object travels in a given amount of time. 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 the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. 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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Pre/Post Test
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 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 and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. 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. 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. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. 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 that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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). Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Identify energy as stored (potential) or expressed in motion (kinetic). 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. Motion is a key characteristic of all matter that can be observed, described, and measured. 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. Some forces act through physical contact, while others act at a distance. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that speed describes how far an object travels in a given amount of time. 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 the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. 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. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable End-of-Year Test
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 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. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Scientific knowledge is durable and robust, but open to change. Identify that scientific knowledge changes with new evidence or new interpretations. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. 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 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. 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. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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). Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Recognize that the human body is made up of various parts. Identify energy as stored (potential) or expressed in motion (kinetic). 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. Motion is a key characteristic of all matter that can be observed, described, and measured. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that speed describes how far an object travels in a given amount of time. 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 body parts related to basic needs, such as mouth for eating. Recognize that bacteria and viruses can infect the human body. Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. 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. Associate a model with an activity used in the context of sixth grade science access points. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               End-of-Year Test
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. 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. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. 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. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Scientific knowledge is durable and robust, but open to change. Identify that scientific knowledge changes with new evidence or new interpretations. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. 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 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. 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. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. 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). Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Recognize that the human body is made up of various parts. Identify energy as stored (potential) or expressed in motion (kinetic). 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. Motion is a key characteristic of all matter that can be observed, described, and measured. Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. 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. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. 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. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that speed describes how far an object travels in a given amount of time. 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 body parts related to basic needs, such as mouth for eating. Recognize that bacteria and viruses can infect the human body. Energy change is understood in terms of forces--pushes or pulls. It takes energy to change the motion of objects. 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. Associate a model with an activity used in the context of sixth grade science access points. The motion of objects can be changed by forces. Distinguish between objects in motion (kinetic energy) and at rest. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable Benchmark Test A
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. 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). Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Identify energy as stored (potential) or expressed in motion (kinetic). Motion is a key characteristic of all matter that can be observed, described, and measured. 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 and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that speed describes how far an object travels in a given amount of time. It takes energy to change the motion of objects. 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. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

               Benchmark Test A
                 Curriculum Standards: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Identify examples of gravitational and contact forces, such as falling objects or push and pull. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Some forces act through physical contact, while others act at a distance. Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Distinguish between pushing and pulling forces (contact) and falling (gravitational force) of an object. The motion of objects can be changed by forces. Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Demonstrate and describe how forces can change the speed and direction of objects in motion. Recognize that force can change the speed and direction of an object in motion. Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. 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). Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Identify energy as stored (potential) or expressed in motion (kinetic). Motion is a key characteristic of all matter that can be observed, described, and measured. 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 and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. Recognize that speed describes how far an object travels in a given amount of time. It takes energy to change the motion of objects. 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. Energy change is understood in terms of forces--pushes or pulls. Distinguish between objects in motion (kinetic energy) and at rest. 

               Editable Benchmark Test B
                 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. 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. 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 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. Differentiate between weather and climate. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 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. 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. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. 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: 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. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. 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. 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. 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 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. Differentiate between weather and climate. 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. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 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. 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. 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. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. 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: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. The scientific theory of evolution is supported by multiple forms of evidence. Recognize body parts related to basic needs, such as mouth for eating. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Benchmark Test C
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. The scientific theory of evolution is supported by multiple forms of evidence. Recognize body parts related to basic needs, such as mouth for eating. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Florida Science Assessment Workbook: Course 1

         Spanish Resources

            Florida Elevar las ciencias Texto en línea del estudiante Curso 1

            Quest Kickoff Video: Outrageous Energy Contraptions (Spanish Captioned)

            Quest Kickoff Video: Build a Better Bumper Car (Spanish Captioned)

            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: Sort Out Those Organisms (Spanish captioned)

            Quest Kickoff Video: Cells on Display (Spanish captioned)

         Credits, Pearson Elevate Science Florida Edition Course 1

         Teacher Resources Container

            Assessment Download Center
              Intended Role: Instructor

            Teacher eText: Energy
              Intended Role: Instructor

            Quest Overview Teacher Support: Outrageous Energy Contraptions
              Intended Role: Instructor

            PD Modeling Video: Energy
              Intended Role: Instructor

            Letter Home: Energy
              Intended Role: Instructor

            Readiness Test Answer Key: Energy
              Intended Role: Instructor

            Teacher Support: What Would Make a Card Jump?
              Intended Role: Instructor

            Teacher Support: Outrageous Energy Contraptions
              Intended Role: Instructor

            Teacher eText: Energy, Motion, Force, and Work
              Intended Role: Instructor

            Answer Key: Get Moving With Energy
              Intended Role: Instructor

            Teacher Support: Understanding Machines
              Intended Role: Instructor

            Teacher Support: What Work Is
              Intended Role: Instructor

            Answer Key: Force and Energy
              Intended Role: Instructor

            Teacher Support: Applying Energy
              Intended Role: Instructor

            Answer Key: How Much Work Is Done?
              Intended Role: Instructor

            Quiz Answer Key: Energy, Motion, Force, and Work
              Intended Role: Instructor

            Teacher eText: Kinetic Energy and Potential Energy
              Intended Role: Instructor

            Answer Key: Interpret Kinetic Energy Graphs
              Intended Role: Instructor

            Teacher Support: Skate or Fly!
              Intended Role: Instructor

            Teacher Support: Mass, Velocity, and Kinetic Energy
              Intended Role: Instructor

            Teacher Support: Energy, Magnetism, and Electricity
              Intended Role: Instructor

            Answer Key: Prosthetics in Motion
              Intended Role: Instructor

            Answer Key: Racing for Kinetic Energy
              Intended Role: Instructor

            Answer Key: Roller Coasters and Potential Energy
              Intended Role: Instructor

            Teacher Support: Build a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: Kinetic or Potential Energy?
              Intended Role: Instructor

            Quiz Answer Key: Kinetic Energy and Potential Energy
              Intended Role: Instructor

            Teacher eText: Other Forms of Energy
              Intended Role: Instructor

            Answer Key: Energy Use
              Intended Role: Instructor

            Teacher Support: Forms of Energy
              Intended Role: Instructor

            Teacher Support: Making a Flashlight Shine
              Intended Role: Instructor

            Teacher Support: Test and Evaluate a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: Transformation of Energy
              Intended Role: Instructor

            Quiz Answer Key: Other Forms of Energy
              Intended Role: Instructor

            Teacher eText: Energy Change and Conservation
              Intended Role: Instructor

            Answer Key: Everyday Energy Transformations
              Intended Role: Instructor

            Answer Key: Energy Transformations
              Intended Role: Instructor

            Teacher Support: Law of Conservation of Energy
              Intended Role: Instructor

            Answer Key: Take it to the Extreme
              Intended Role: Instructor

            Teacher Support: Redesign and Retest a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: Energy of a Comet
              Intended Role: Instructor

            Quiz Answer Key: Energy Change and Conservation
              Intended Role: Instructor

            Teacher eText: Energy
              Intended Role: Instructor

            Teacher Support: 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: DIY 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: Reflect on Your Chain-Reaction Machine
              Intended Role: Instructor

            Test Answer Key: Energy
              Intended Role: Instructor

            Teacher eText: Forces and Motion
              Intended Role: Instructor

            Quest Overview Teacher Support: Build a Better Bumper Car
              Intended Role: Instructor

            PD Modeling Video: Forces and Motion
              Intended Role: Instructor

            Letter Home: Forces and Motion
              Intended Role: Instructor

            Readiness Test Answer Key: Force and Motion
              Intended Role: Instructor

            Teacher Support: Identifying Motion
              Intended Role: Instructor

            Teacher Support: Build a Better Bumper Car
              Intended Role: Instructor

            Teacher eText: Describing Motion and Force
              Intended Role: Instructor

            Teacher Support: Is the Force With You?
              Intended Role: Instructor

            Answer Key: Relative Motion
              Intended Role: Instructor

            Answer Key: Balanced and Unbalanced Forces
              Intended Role: Instructor

            Teacher Support: Levers
              Intended Role: Instructor

            Teacher Support: Launching a Spacecraft into Motion
              Intended Role: Instructor

            Teacher Support: Motion Commotion
              Intended Role: Instructor

            Answer Key: Explore Forces
              Intended Role: Instructor

            Teacher Support: Define Criteria and Constraints
              Intended Role: Instructor

            Answer Key: Reducing Friction
              Intended Role: Instructor

            Quiz Answer Key: Describing Motion and Force
              Intended Role: Instructor

            Teacher eText: Speed, Velocity, and Acceleration
              Intended Role: Instructor

            Answer Key: Forces from Motion
              Intended Role: Instructor

            Answer Key: Falling for Velocity
              Intended Role: Instructor

            Teacher Support: Motion Graphs
              Intended Role: Instructor

            Teacher Support: Walking the Walk
              Intended Role: Instructor

            Answer Key: How Forces Affect Motion
              Intended Role: Instructor

            Teacher Support: Mass, Speed, and Colliding Cars
              Intended Role: Instructor

            Answer Key: Describing Motion
              Intended Role: Instructor

            Quiz Answer Key: Speed, Velocity, and Acceleration
              Intended Role: Instructor

            Teacher eText: Newton's Laws of Motion
              Intended Role: Instructor

            Answer Key: How are Mass, Motion, and Force Related?
              Intended Role: Instructor

            Teacher Support: Newton Scooters
              Intended Role: Instructor

            Answer Key: Fuel Efficient Vehicles
              Intended Role: Instructor

            Answer Key: Going, Going, Gone!
              Intended Role: Instructor

            Teacher Support: Apply Newton's Laws of Motion
              Intended Role: Instructor

            Answer Key: Newton's Laws of Motion
              Intended Role: Instructor

            Quiz Answer Key: Newton's Laws of Motion
              Intended Role: Instructor

            Teacher eText: Friction and Gravitational Interactions
              Intended Role: Instructor

            Answer Key: You Can't Always Coast On Your Bicycle
              Intended Role: Instructor

            Answer Key: Exploring Gravity
              Intended Role: Instructor

            Teacher Support: Observing Friction
              Intended Role: Instructor

            Teacher Support: Sticky Sneakers
              Intended Role: Instructor

            Answer Key: The Patterns of the Tides
              Intended Role: Instructor

            Teacher Support: Bumping Cars, Bumper Solutions
              Intended Role: Instructor

            Answer Key: Gravitational Force of the Sun
              Intended Role: Instructor

            Quiz Answer Key: Friction and Gravitational Interactions
              Intended Role: Instructor

            Teacher eText: Forces and Motion
              Intended Role: Instructor

            Teacher Support: Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: DIY Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: Reflect on Your Bumper Car Solution
              Intended Role: Instructor

            Test Answer Key: Forces and Motion
              Intended Role: Instructor

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

            Quest Overview Teacher Support: Forest Fires
              Intended Role: Instructor

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

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

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

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

            Teacher Support: Forest Fires
              Intended Role: Instructor

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

            Teacher Support: Interaction Actions
              Intended Role: Instructor

            Answer Key: Describing Systems
              Intended Role: Instructor

            Teacher Support: Where Heat Flows
              Intended Role: Instructor

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

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

            Answer Key: Earth's Hydrosphere
              Intended Role: Instructor

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

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

            Answer Key: Maps and Methods
              Intended Role: Instructor

            Teacher Support: Surface Features
              Intended Role: Instructor

            Answer Key: Constructive and Destructive Forces
              Intended Role: Instructor

            Teacher Support: Disrupting the Geosphere
              Intended Role: Instructor

            Answer Key: Topographic Maps
              Intended Role: Instructor

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

            Teacher eText: The Hydrosphere
              Intended Role: Instructor

            Answer Key: The Hydrosphere and You
              Intended Role: Instructor

            Teacher Support: Siting a Fish Farm
              Intended Role: Instructor

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

            Teacher Support: Water on Earth
              Intended Role: Instructor

            Answer Key: Floridan Aquifer System
              Intended Role: Instructor

            Teacher Support: Impact on the Hydrosphere
              Intended Role: Instructor

            Answer Key: Groundwater
              Intended Role: Instructor

            Quiz Answer Key: The Hydrosphere
              Intended Role: Instructor

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

            Teacher Support: Modeling a Watershed
              Intended Role: Instructor

            Teacher Support: DIY Modeling a Watershed
              Intended Role: Instructor

            Teacher Support: Reflect on Forest Fires
              Intended Role: Instructor

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

            Teacher eText: 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
              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: 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 Islands
              Intended Role: Instructor

            Teacher eText: Weathering and Soil
              Intended Role: Instructor

            Teacher Support: Breaking Up Is Hard to Do
              Intended Role: Instructor

            Answer Key: Colors of the Sand
              Intended Role: Instructor

            Teacher Support: Dating Using Weathering Rates
              Intended Role: Instructor

            Teacher Support: Freezing and Thawing
              Intended Role: Instructor

            Answer Key: Landslide Prevention
              Intended Role: Instructor

            Answer Key: Classify the Force of Weathering
              Intended Role: Instructor

            Teacher Support: Breaking It Down
              Intended Role: Instructor

            Answer Key: Soil Formation
              Intended Role: Instructor

            Quiz Answer Key: Weathering and Soil
              Intended Role: Instructor

            Teacher eText: Erosion and Deposition
              Intended Role: Instructor

            Answer Key: Predicting Disasters
              Intended Role: Instructor

            Teacher Support: Material Slope Angle
              Intended Role: Instructor

            Teacher Support: Save the Town
              Intended Role: Instructor

            Teacher Support: Small, Medium, and Large
              Intended Role: Instructor

            Teacher Support: Ingenious Island Part I
              Intended Role: Instructor

            Answer Key: Changing Landscapes
              Intended Role: Instructor

            Answer Key: Slow and Steady Creep
              Intended Role: Instructor

            Quiz Answer Key: Erosion and Deposition
              Intended Role: Instructor

            Teacher eText: Water Erosion
              Intended Role: Instructor

            Answer Key: Karst Topography
              Intended Role: Instructor

            Answer Key: Carving a Canyon
              Intended Role: Instructor

            Teacher Support: Raindrops Falling
              Intended Role: Instructor

            Answer Key: Mammoth Caves
              Intended Role: Instructor

            Teacher Support: Ingenious Island Part II
              Intended Role: Instructor

            Answer Key: River Erosion
              Intended Role: Instructor

            Quiz Answer Key: Water Erosion
              Intended Role: Instructor

            Teacher eText: Glacial and Wave Erosion
              Intended Role: Instructor

            Teacher Support: Glacier in a Cup
              Intended Role: Instructor

            Answer Key: Effects of Glaciers
              Intended Role: Instructor

            Answer Key: Glacial Ice
              Intended Role: Instructor

            Teacher Support: Changing Coastlines
              Intended Role: Instructor

            Answer Key: Coastline Management
              Intended Role: Instructor

            Teacher Support: Breaking Waves
              Intended Role: Instructor

            Answer Key: Wave Erosion
              Intended Role: Instructor

            Quiz Answer Key: Glacial and Wave Erosion
              Intended Role: Instructor

            Teacher eText: Earth's Surface Systems
              Intended Role: Instructor

            Teacher Support: Materials on a Slope
              Intended Role: Instructor

            Teacher Support: DIY Materials on a Slope
              Intended Role: Instructor

            Teacher Support: Complete Your Quest
              Intended Role: Instructor

            Test Answer Key: Earth's Surface Systems
              Intended Role: Instructor

            Teacher eText: Living Things in the Biosphere
              Intended Role: Instructor

            Quest Overview Teacher Support: Sort Out Those Organisms
              Intended Role: Instructor

            PD Modeling Video: Living Things in the Biosphere
              Intended Role: Instructor

            Letter Home: Living Things in the Biosphere
              Intended Role: Instructor

            Readiness Test Answer Key: Living Things in the Biosphere
              Intended Role: Instructor

            Teacher Support: Is It an Animal?
              Intended Role: Instructor

            Teacher Support: Sort Out Those Organisms
              Intended Role: Instructor

            Teacher eText: Living Things
              Intended Role: Instructor

            Teacher Support: All Wound Up
              Intended Role: Instructor

            Answer Key: What All Living Things Have in Common
              Intended Role: Instructor

            Teacher Support: Cheek Cells
              Intended Role: Instructor

            Answer Key: Mom's Car Must Be Alive
              Intended Role: Instructor

            Teacher Support: Under the Microscope
              Intended Role: Instructor

            Answer Key: What Is Life?
              Intended Role: Instructor

            Quiz Answer Key: Living Things
              Intended Role: Instructor

            Teacher eText: Classification Systems
              Intended Role: Instructor

            Teacher Support: Clean Up That Junk Drawer!
              Intended Role: Instructor

            Answer Key: Classify It
              Intended Role: Instructor

            Teacher Support: Madagascar Mystery
              Intended Role: Instructor

            Teacher Support: Living Mysteries
              Intended Role: Instructor

            Teacher Support: A Mystery Organism No More!
              Intended Role: Instructor

            Teacher Support: Classifying Seeds
              Intended Role: Instructor

            Answer Key: Classifying Life
              Intended Role: Instructor

            Quiz Answer Key: Classification Systems
              Intended Role: Instructor

            Teacher eText: Viruses, Bacteria, Protists, and Fungi
              Intended Role: Instructor

            Teacher Support: Viruses by the Numbers
              Intended Role: Instructor

            Answer Key: Life as a Single Cell
              Intended Role: Instructor

            Teacher Support: Bacteriophage Treatments
              Intended Role: Instructor

            Teacher Support: Vaccines and Populations
              Intended Role: Instructor

            Teacher Support: Life in a Drop of Pond Water
              Intended Role: Instructor

            Answer Key: Modifying a Virus
              Intended Role: Instructor

            Answer Key: There's Something Going Around
              Intended Role: Instructor

            Teacher Support: Discovering Rainforest Organisms
              Intended Role: Instructor

            Teacher Support: Multicellular Rainforest Organisms
              Intended Role: Instructor

            Answer Key: Identifying Bacteria
              Intended Role: Instructor

            Quiz Answer Key: Viruses, Bacteria, Protists, and Fungi
              Intended Role: Instructor

            Teacher eText: Living Things in the Biosphere
              Intended Role: Instructor

            Teacher Support: It's Alive!
              Intended Role: Instructor

            Teacher Support: DIY  It's Alive!
            Teacher Support: DIY It's Alive!
              Intended Role: Instructor

            Teacher Support: Create Your Field Guide
              Intended Role: Instructor

            Test Answer Key: Living Things in the Biosphere
              Intended Role: Instructor

            Teacher eText: Cells and Cell Systems
              Intended Role: Instructor

            Quest Overview Teacher Support: Cells on Display
              Intended Role: Instructor

            PD Modeling Video: Cells and Cell Systems
              Intended Role: Instructor

            Letter Home: Cells and Cell Systems
              Intended Role: Instructor

            Readiness Test Answer Key: Cells and Cell Systems
              Intended Role: Instructor

            Teacher Support: What Can You See?
              Intended Role: Instructor

            Teacher Support: Cells on Display
              Intended Role: Instructor

            Teacher eText: Structure and Function of Cells
              Intended Role: Instructor

            Answer Key: In Common
              Intended Role: Instructor

            Answer Key: Through a Microscope
              Intended Role: Instructor

            Answer Key: Functions of All Cells
              Intended Role: Instructor

            Teacher Support: Observing Cells
              Intended Role: Instructor

            Teacher Support: Living or Not?
              Intended Role: Instructor

            Answer Key: A Strange Specimen
              Intended Role: Instructor

            Answer Key: Discovering Cells
              Intended Role: Instructor

            Quiz Answer Key: Structure and Function of Cells
              Intended Role: Instructor

            Teacher eText: Cell Structures
              Intended Role: Instructor

            Teacher Support: How Large Are Cells?
              Intended Role: Instructor

            Answer Key: Structure Function Junction
              Intended Role: Instructor

            Teacher Support: Build a Cell
              Intended Role: Instructor

            Teacher Support: Comparing Cells
              Intended Role: Instructor

            Answer Key: Specialized Cells
              Intended Role: Instructor

            Teacher Support: Make a Cell Model
              Intended Role: Instructor

            Answer Key: Looking Inside Cells
              Intended Role: Instructor

            Quiz Answer Key: Cell Structures
              Intended Role: Instructor

            Teacher eText: Obtaining and Removing Materials
              Intended Role: Instructor

            Answer Key: Cell Transport
              Intended Role: Instructor

            Teacher Support: Egg-speriment with a Cell
              Intended Role: Instructor

            Answer Key: Entering and Leaving the Cell
              Intended Role: Instructor

            Teacher Support: Put Your Cells in Motion
              Intended Role: Instructor

            Answer Key: Osmosis
              Intended Role: Instructor

            Quiz Answer Key: Obtaining and Removing Materials
              Intended Role: Instructor

            Teacher eText: Cell Division
              Intended Role: Instructor

            Answer Key: Active Cell Division
              Intended Role: Instructor

            Answer Key: A Cell Divides
              Intended Role: Instructor

            Teacher Support: How Does a Broken Bone Heal?
              Intended Role: Instructor

            Teacher Support: Modeling Mitosis
              Intended Role: Instructor

            Answer Key: The Cell Cycle
              Intended Role: Instructor

            Answer Key: Cells and More Cells
              Intended Role: Instructor

            Quiz Answer Key: Cell Division
              Intended Role: Instructor

            Teacher eText: Body Organization
              Intended Role: Instructor

            Teacher Support: System-atically Organized
              Intended Role: Instructor

            Answer Key: Balancing Act
              Intended Role: Instructor

            Answer Key: Human Body Systems
              Intended Role: Instructor

            Teacher Support: Observing Cells and Tissues
              Intended Role: Instructor

            Answer Key: Advances in Medical Technology
              Intended Role: Instructor

            Answer Key: Interacting Systems
              Intended Role: Instructor

            Teacher Support: The Importance of Cells
              Intended Role: Instructor

            Answer Key: Blood Is a Tissue
              Intended Role: Instructor

            Quiz Answer Key: Body Organization
              Intended Role: Instructor

            Teacher eText: Systems Interacting
              Intended Role: Instructor

            Answer Key: Communication and Homeostasis
              Intended Role: Instructor

            Teacher Support: Joints
              Intended Role: Instructor

            Teacher Support: Parts Working Together
              Intended Role: Instructor

            Answer Key: A Variety of Symptoms
              Intended Role: Instructor

            Answer Key: Interaction Among Systems
              Intended Role: Instructor

            Quiz Answer Key: Systems Interacting
              Intended Role: Instructor

            Teacher eText: Cells and Cell Systems
              Intended Role: Instructor

            Teacher Support: Design and Build a Microscope
              Intended Role: Instructor

            Teacher Support: DIY Design and Build a Microscope
              Intended Role: Instructor

            Teacher Support: Reflect on Your Museum Exhibit
              Intended Role: Instructor

            Test Answer Key: Cells and Cell Systems
              Intended Role: Instructor

            Teacher Support: Engineering and Design Notebook Course 1
              Intended Role: Instructor

            Course Letter Home
              Intended Role: Instructor

            uDemonstrate Lab Rubric
              Intended Role: Instructor

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

            Elevate Science Florida Edition Course 1 Master Materials List for Lab Activities
              Intended Role: Instructor

            Elevate Science Florida Edition Course 1 Master Materials List for Lab Activities
              Intended Role: Instructor

            Teacher Support: What Would Make a Card Jump?
              Intended Role: Instructor

            Teacher Support: What Work Is
              Intended Role: Instructor

            Teacher Support: Mass, Velocity, and Kinetic Energy
              Intended Role: Instructor

            Teacher Support: Energy, Magnetism, and Electricity
              Intended Role: Instructor

            Teacher Support: Build a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: Making a Flashlight Shine
              Intended Role: Instructor

            Teacher Support: Test and Evaluate a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: Law of Conservation of Energy
              Intended Role: Instructor

            Teacher Support: Redesign and Retest a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: DIY 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: Identifying Motion
              Intended Role: Instructor

            Teacher Support: Is the Force With You?
              Intended Role: Instructor

            Teacher Support: Motion Commotion
              Intended Role: Instructor

            Teacher Support: Walking the Walk
              Intended Role: Instructor

            Teacher Support: Mass, Speed, and Colliding Cars
              Intended Role: Instructor

            Teacher Support: Newton Scooters
              Intended Role: Instructor

            Teacher Support: Observing Friction
              Intended Role: Instructor

            Teacher Support: Sticky Sneakers
              Intended Role: Instructor

            Teacher Support: Bumping Cars, Bumper Solutions
              Intended Role: Instructor

            Teacher Support: Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: DIY Stopping on a Dime
              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
              Intended Role: Instructor

            Teacher Support: Choose Your Speed
              Intended Role: Instructor

            Teacher Support: Turn, Turn, Turn
              Intended Role: Instructor

            Teacher Support: United States Precipitation
              Intended Role: Instructor

            Teacher Support: Modeling Ocean Current Formation
              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: Is It an Animal?
              Intended Role: Instructor

            Teacher Support: All Wound Up
              Intended Role: Instructor

            Teacher Support: Cheek Cells
              Intended Role: Instructor

            Teacher Support: Clean Up That Junk Drawer!
              Intended Role: Instructor

            Teacher Support: Living Mysteries
              Intended Role: Instructor

            Teacher Support: A Mystery Organism No More!
              Intended Role: Instructor

            Teacher Support: Classifying Seeds
              Intended Role: Instructor

            Teacher Support: Viruses by the Numbers
              Intended Role: Instructor

            Teacher Support: Life in a Drop of Pond Water
              Intended Role: Instructor

            Teacher Support: It's Alive!
              Intended Role: Instructor

            Teacher Support: DIY  It's Alive!
            Teacher Support: DIY It's Alive!
              Intended Role: Instructor

            Teacher Support: What Can You See?
              Intended Role: Instructor

            Teacher Support: Observing Cells
              Intended Role: Instructor

            Teacher Support: How Large Are Cells?
              Intended Role: Instructor

            Teacher Support: Comparing Cells
              Intended Role: Instructor

            Teacher Support: Make a Cell Model
              Intended Role: Instructor

            Teacher Support: Egg-speriment with a Cell
              Intended Role: Instructor

            Teacher Support: Modeling Mitosis
              Intended Role: Instructor

            Teacher Support: System-atically Organized
              Intended Role: Instructor

            Teacher Support: Observing Cells and Tissues
              Intended Role: Instructor

            Teacher Support: Parts Working Together
              Intended Role: Instructor

            Teacher Support: Design and Build a Microscope
              Intended Role: Instructor

            Teacher Support: DIY Design and Build a Microscope
              Intended Role: Instructor

            littleBits STEM Invention Toolbox Teacher's Guide
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Helping Hand
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Move It!
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Windmill Drawbot
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Water Cycle Wheel
              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: Course 1
              Intended Role: Instructor

            Florida Elevar las ciencias Libro del maestro con respuestas Curso 1
              Intended Role: Instructor

            Spanish Resources Guide
              Intended Role: Instructor

            Elevate Science Florida Edition Course 1 Teacher eText
              Intended Role: Instructor

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            Elevate Science Florida Edition Course 1 Student eText