Organization: Pearson Education
Product Name: Elevate Science Course 3
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-bf73cedf-0847-39d6-b148-6f7b92117c87
Timestamp:  Tuesday, January 22, 2019 10:25 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:

All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) - MS-PS2-A-3
Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) - MS-LS3-A-2
Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) - MS-LS3-A-1
For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). (MS-PS2-1) - MS-PS2-A-1
The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) - MS-PS2-A-2
Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions - MS-SEP-1.g
Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6) - MS-LS4-C-1
The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) - MS-ETS1-A-1
Use mathematical representations to describe and/or support scientific conclusions and design solutions. - MS-SEP-5.b
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. - PS-MS-PS2-1
Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. - PS-MS-PS2-2
Ask questions to identify and clarify evidence of an argument. - MS-SEP-1.b
When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) - MS-PS3-C-1
Stability might be disturbed either by sudden events or gradual changes that accumulate over time. - 6-8-CCC-7.c
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. - PS-MS-LS3-2
Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. - 6-8-CCC-7.a
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. - PS-MS-LS3-1
Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. - 6-8-CCC-3.c
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. - 6-8-CCC-3.a
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. - PS-MS-PS2-4
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) - MS-ESS3-D-1
Science knowledge is based upon logical and conceptual connections between evidence and explanations. - MGS-NoS-2.a
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. (MS-LS4-5) - MS-LS4-B-1
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. - MGS-NoS-6.a
All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. - STSE-MS-2.a
The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. - STSE-MS-2.b
Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) - MS-PS2-B-2
Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. - MGS-SEP-7.c
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria - MGS-SEP-7.e
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) - MS-ETS1-B-3
Analyze and interpret data to provide evidence for phenomena. - MS-SEP-4.d
There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) - MS-ETS1-B-2
A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) - MS-ETS1-B-1
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. - PS-MS-ESS3-5
Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. - MS-SEP-4.a
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. - PS-MS-PS1-2
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. - PS-MS-PS1-3
Develop models to describe the atomic composition of simple molecules and extended structures. - PS-MS-PS1-1
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. - PS-MS-LS4-5
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. - PS-MS-LS4-6
Models of all kinds are important for testing solutions. (MSETS1- 4) - MS-ETS1-B-4
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. - PS-MS-LS4-4
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. - PS-MS-LS4-1
Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. - 6-8-CCC-6.b
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. - PS-MS-LS4-2
Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function. - 6-8-CCC-6.a
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. - PS-MS-PS1-6
Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. - 6-8-CCC-2.c
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. - PS-MS-PS1-5
Cause and effect relationships may be used to predict phenomena in natural systems. - 6-8-CCC-2.b
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. - PS-MS-ETS1-1
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. - PS-MS-ETS1-2
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) - MS-ESS1-A-1
Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) - MS-ESS1-A-2
Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. - STSE-MS-1.a
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. - PS-MS-ETS1-3
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. - PS-MS-ETS1-4
Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) - MS-ESS2-C-5
Macroscopic patterns are related to the nature of microscopic and atomic-level structure. - 6-8-CCC-1.a
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) - MS-PS1-A-1
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. - MGS-SEP-8.c
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) - MS-ETS1-C-2
Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) - MS-LS4-A-3
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) - MS-ETS1-C-1
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. - PS-MS-ESS2-6
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. - MS-SEP-3.a
Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. - MS-SEP-3.b
A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) - MS-PS3-A-4
The transfer of energy can be tracked as energy flows through a designed or natural system. - 6-8-CCC-5.d
Matter is conserved because atoms are conserved in physical and chemical processes. - 6-8-CCC-5.a
Graphs and charts can be used to identify patterns in data. - 6-8-CCC-1.d
Patterns can be used to identify cause and effect relationships. - 6-8-CCC-1.c
Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) - MS-ESS2-D-1
This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) - MS-ESS1-B-2
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) - MS-ESS1-B-1
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) - MS-ESS1-B-3
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) - MS-PS1-B-1
Laws are regularities or mathematical descriptions of natural phenomena. - MGS-NoS-4.c
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) - MS-PS1-B-2
Some chemical reactions release energy, others store energy. (MS-PS1-6) - MS-PS1-B-3
Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. - MGS-NoS-8.c
The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) - MS-ESS2-D-3
In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) - MS-LS3-B-2
Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. - MS-SEP-6.f
In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) - MS-LS3-B-1
Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. - MS-SEP-6.g
Develop a model to describe unobservable mechanisms. - MS-SEP-2.f
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. - PS-MS-ESS1-4
Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. - MS-SEP-2.g
Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) - MS-LS4-B-2
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. - MS-SEP-6.c
Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. - MS-SEP-6.d
Develop and/or use a model to describe phenomena. - MS-SEP-2.e
Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. - MS-SEP-6.a
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. - PS-MS-ESS1-1
Analyze and interpret data to determine scale properties of objects in the solar system. - PS-MS-ESS1-3
Models can be used to represent systems and their interactions. - 6-8-CCC-4.b
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. - PS-MS-PS3-2
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) - MS-LS1-B-1
The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) - MS-ESS1-C-1
The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) - MS-LS4-A-2
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) - MS-PS1-A-2
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) - MS-PS1-A-5


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Title: Elevate Science Course 3


         Using Your Realize Reader Menu

         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Using Your Realize Reader Menu

            Elevate Science Course 3 Student Digital Book

         Topic 1: Atoms and the Periodic Table

            Topic Launch: Atoms and the Periodic Table

               eText: Atoms and the Periodic Table

               Editable Readiness Test: Atoms and the Periodic Table

               Readiness Test: Atoms and the Periodic Table

               Remediation Summary: Atoms and the Periodic Table

               uConnect Lab: Modeling Matter
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

               Quest Kickoff: Dessert Disaster

               Quest Checklist: Dessert Disaster

               Quest Rubric: Dessert Disaster

            Lesson 1: Atomic Theory

               Connect

                  Inquiry Warm-Up Lab: What's in the Box?

               Investigate

                  eText: Atomic Theory
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

                  Interactivity: Build an Atom
                    Curriculum Standards: Macroscopic patterns are related to the nature of microscopic and atomic-level structure. 

                  Video: Isotopes of Hydrogen

                  uInvestigate Lab: How Far Away Is the Electron?
                    Curriculum Standards: Models can be used to represent systems and their interactions. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  eText: Case Study: Unlocking the Power of the Atom
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

               Synthesize

                  Interactivity: Models of Atoms

                  Enrichment: Introduction to Atoms
                    Curriculum Standards: Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

               Demonstrate

                  eText: Lesson 1 Check

                  Quiz Review: Atomic Theory

                  Quiz: Atomic Theory

            Lesson 2: The Periodic Table

               Connect

                  Inquiry Warm-Up Lab: Which Is Easier?

               Investigate

                  eText: The Periodic Table
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Organization of the Periodic Table

                  Interactivity: Interactive Periodic Table
                    Curriculum Standards: Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Worksheet: Interactive Periodic Table
                    Curriculum Standards: Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Video: Major Patterns in the Periodic Table

                  uInvestigate Lab: Classifying Elements

                  Career Video: Artist

               Synthesize

                  Interactivity: Groups of Elements

                  Quest Check-In eText: Examining Physical Properties of the Powders

                  Quest Check-In Interactivity: Examining Physical Properties of the Powders

                  Enrichment: Mystery of the Unknown Element

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: The Periodic Table

                  Editable Quiz: The Periodic Table

                  Quiz: The Periodic Table

            Lesson 3: Bonding and the Periodic Table

               Connect

                  Inquiry Warm-Up Lab: What Are the Trends in the Periodic Table?

               Investigate

                  eText: Bonding and the Periodic Table
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Valence Electrons

                  Video: Modeling an Atom

                  uInvestigate Lab: Element Chemistry

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

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

               Synthesize

                  Interactivity: Transferring Energy Through Bonding

                  Quest Check-In eText: The Iodine Test for Starch

                  Quest Check-In Interactivity: The Iodine Test for Starch

                  Enrichment: All That Glitters Is Not Gold

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Bonding and the Periodic Table
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Editable Quiz: Bonding and the Periodic Table
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz: Bonding and the Periodic Table
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

            Lesson 4: Types of Bonds

               Connect

                  Inquiry Warm-Up Lab: How Do Ions Form?

               Investigate

                  eText: Types of Bonds
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Build an Ionic Compound

                  Interactivity: Ionic or Covalent Bonding

                  Worksheet: Ionic or Covalent Bonding

                  Video: What Makes Water Unique

                  uInvestigate Lab: Properties of Molecular Compounds

                  Virtual Lab: Protect the Helpers!
                    Curriculum Standards: Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

               Synthesize

                  Interactivity: Chemical Bonding

                  Quest Check-In eText: The Vinegar Test

                  Quest Check-In Interactivity: The Vinegar Test

                  Enrichment: Covalent Bonds

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz Review: Types of Bonds
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

                  Quiz: Types of Bonds
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 

            Lesson 5: Acids and Bases

               Investigate

                  eText: Acids and Bases
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Properties and Uses of Acids and Bases

                  Interactivity: Acids and Bases in Careers

                  Video: Baking Soda and Vinegar React

               Synthesize

                  Interactivity: Acid Rain

                  Quest Check-In eText: Solving the Mystery

                  Quest Check-In Lab: Solving the Mystery

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

                  Quiz Review: Acids and Bases
                    Curriculum Standards: Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

                  Editable Quiz: Acids and Bases
                    Curriculum Standards: Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

                  Quiz: Acids and Bases
                    Curriculum Standards: Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

            Topic Close: Atoms and the Periodic Table

               eText: Review and Assess: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               eText: Evidence Based Assessment: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               uDemonstrate Lab: Shedding Light on Ions
                 Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

               uDemonstrate Lab Do It Yourself: Shedding Light on Ions
                 Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

               Quest Findings eText: Reflect on the Culinary Mystery: Dessert Disaster

               Quest Findings: Reflect on the Culinary Mystery: Dessert Disaster

               Main Ideas: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               Editable Test: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               Test: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

         Topic 2: Chemical Reactions

            Topic Launch: Chemical Reactions

               eText: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The transfer of energy can be tracked as energy flows through a designed or natural system. 

               Editable Readiness Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Readiness Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Quest Kickoff: Hot and Cool Chemistry
                 Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

               Quest Checklist: Hot and Cool Chemistry
                 Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

               Quest Rubric: Hot and Cool Chemistry
                 Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) 

            Lesson 1: Mixtures and Solutions

               Connect

                  Poll: Mixing Substances

               Investigate

                  eText: Mixtures and Solutions
                    Curriculum Standards: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  Interactivity: Separating a Mixture
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Video: Mixtures and Solutions

                  uInvestigate Lab: Particles in Liquids

                  eText: uEngineer It!: Defining the Problem: Making Water Safe to Drink

                  uEngineer It! Interactivity: Water Contaminants and Removal Methods

            Lesson 2: Chemical Change

               Connect

                  Inquiry Warm-Up Lab: Presto Change-O!
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

               Investigate

                  eText: Chemical Change
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  Interactivity: Evidence Of Chemical Reactions

                  Video: Chemical Change
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. 

                  uInvestigate Lab: Changes in a Burning Candle
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  Career Video: Forensic Scientist

                  Virtual Lab: Chemistry of Glow Sticks
                    Curriculum Standards: Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Analyze and interpret data to provide evidence for phenomena. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

               Synthesize

                  Interactivity: Analyze Exothermic and Endothermic Graphs

                  Quest Check-In eText: Design Your Pack
                    Curriculum Standards: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

                  Quest Check-In Interactivity: Design Your Pack
                    Curriculum Standards: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

                  Enrichment: Changes in Matter
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Quiz Review: Chemical Change
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Quiz: Chemical Change
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

            Lesson 3: Modeling Chemical Reactions

               Connect

                  Write: When Wood Burns

               Investigate

                  eText: Modeling Chemical Reactions
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Laws are regularities or mathematical descriptions of natural phenomena. Laws are regularities or mathematical descriptions of natural phenomena. 

                  Interactivity: Conservation of Matter
                    Curriculum Standards: Laws are regularities or mathematical descriptions of natural phenomena. Laws are regularities or mathematical descriptions of natural phenomena. 

                  Interactivity: Model a Chemical Reaction
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Interactivity: Reactants and Products
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Worksheet: Reactants and Products
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Video: Modeling Chemical Reactions

               Synthesize

                  Interactivity: Model the Conservation of Mass
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Quest Check-In eText: Pack Building
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Quest Check-In Lab: Pack Building
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Editable Quiz: Modeling Chemical Reactions
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Quiz: Modeling Chemical Reactions
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

            Lesson 4: Producing Useful Materials

               Connect

                  Class Discussion: Making Synthetic Materials

               Investigate

                  eText: Producing Useful Materials
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) 

                  Interactivity: Describe the Impact of Synthetics
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. 

                  Video: Producing Useful Materials
                    Curriculum Standards: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. 

                  eText: Case Study: Is Plastic Really So Fantastic?
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  uInvestigate Lab: Making Plastic From Starch
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

               Synthesize

                  Interactivity: The Impact of Synthetics
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. 

                  Quest Check-In eText: Heat It Up or Ice It Down
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

                  Quest Check-In Lab: Heat It Up or Ice It Down
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

                  Enrichment: How Sweet It Is
                    Curriculum Standards: Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Quiz Review: Producing Useful Materials
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Editable Quiz: Producing Useful Materials
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Quiz: Producing Useful Materials
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

            Topic Close: Chemical Reactions

               eText: Review and Assess: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Laws are regularities or mathematical descriptions of natural phenomena. Laws are regularities or mathematical descriptions of natural phenomena. 

               eText: Evidence Based Assessment: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               uDemonstrate Lab: Evidence of Chemical Change
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Evidence of Chemical Change
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Your Pack
                 Curriculum Standards: Some chemical reactions release energy, others store energy. (MS-PS1-6) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

               Quest Findings: Reflect on Your Pack
                 Curriculum Standards: Some chemical reactions release energy, others store energy. (MS-PS1-6) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

               Main Ideas: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Editable Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

         Topic 3: Forces and Motion

            Topic Launch: Forces and Motion

               eText: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Editable Readiness Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Readiness Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Remediation Summary: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               uConnect Lab: Identifying Motion
                 Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

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

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

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

            Lesson 1: Describing Motion and Force

               Connect

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Investigate

                  eText: Describing Motion and Force
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. 

                  Interactivity: Relative Motion
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Interactivity: Balanced and Unbalanced Forces
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Interactivity: Levers

                  Worksheet: Levers

                  Virtual Lab: Launching a Spacecraft into Motion
                    Curriculum Standards: Stability might be disturbed either by sudden events or gradual changes that accumulate over time. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). (MS-PS2-1) Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. 

                  Video: Describing Motion and Force

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Synthesize

                  Interactivity: Explore Forces
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quest Check-In eText: Define Criteria and Constraints
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quest Check-In Interactivity: Define Criteria and Constraints
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Enrichment: Reducing Friction
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quiz Review: Describing Motion and Force
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Editable Quiz: Describing Motion and Force
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quiz: Describing Motion and Force
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

            Lesson 2: Speed, Velocity, and Acceleration

               Connect

                  Write: Forces From Motion
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) 

               Investigate

                  eText: Speed, Velocity, and Acceleration
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) 

                  Interactivity: Falling for Velocity

                  Interactivity: Motion Graphs

                  Worksheet: Motion Graphs

                  Video: Speed, Velocity, and Acceleration

                  uInvestigate Lab: Walking the Walk

                  eText: Case Study: Finding Your Way With GPS
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Synthesize

                  Interactivity: How Forces Affect Motion
                    Curriculum Standards: When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Quest Check-In eText: Mass, Speed, and Colliding Cars
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Enrichment: Describing Motion

               Demonstrate

                  eText: Lesson 2 Check

                  Editable Quiz: Speed, Velocity, and Acceleration

                  Quiz: Speed, Velocity, and Acceleration

            Lesson 3: Newton's Laws of Motion

               Connect

                  Poll: The Ball Stops Rolling
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Investigate

                  eText: Newton's Laws of Motion
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Interactivity: How Are Mass, Force, and Motion Related?
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Video: Newton's Laws of Motion
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. 

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  eText: uEngineer It!: Defining the Problem: Generating Energy from Potholes
                    Curriculum Standards: The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

                  uEngineer It! Interactivity: Fuel-Efficient Vehicles
                    Curriculum Standards: The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

                  Career Video: Mechanical Engineer

               Synthesize

                  Interactivity: Going, Going, Gone!

                  Quest Check-In eText: Apply Newton's Laws of Motion
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. 

                  Quest Check-In Interactivity: Apply Newton's Laws of Motion
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. 

                  Enrichment: Newton's Laws of Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Editable Quiz: Newton's Laws of Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quiz: Newton's Laws of Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

            Lesson 4: Friction and Gravitational Interactions

               Investigate

                  eText: Friction and Gravitational Interactions
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) 

                  Interactivity: Exploring Gravity
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. 

                  Video: Friction and Gravitational Interactions
                    Curriculum Standards: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) 

                  Editable Quiz: Friction and Gravitational Interactions

                  Quiz: Friction and Gravitational Interactions
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) 

            Topic Close: Forces and Motion

               eText: Review and Assess: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) 

               eText: Evidence Based Assessment: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               uDemonstrate Lab: Stopping on a Dime
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

               uDemonstrate Lab Do It Yourself: Stopping on a Dime
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

               Quest Findings eText: Reflect on Your Bumper Car Solution

               Quest Findings: Reflect on Your Bumper Car Solution

               Main Ideas: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Editable Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

         Topic 4: Genes and Heredity

            Topic Launch: Genes and Heredity

               eText: Genes and Heredity
                 Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

               Editable Readiness Test: Genes and Heredity
                 Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

               Readiness Test: Genes and Heredity
                 Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

               Remediation Summary: Genes and Heredity
                 Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

               uConnect Lab: Making More

               Quest Kickoff: Funky Fruit

               Quest Checklist: Funky Fruit

               Quest Rubric: Funky Fruit

            Lesson 1: Patterns of Inheritance

               Connect

                  Inquiry Warm-Up Lab: How Tall Is Tall?
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

               Investigate

                  eText: Patterns of Inheritance
                    Curriculum Standards: In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6) Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. 

                  Interactivity: Making Copies
                    Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6) 

                  Video: Patterns of Inheritance

                  uInvestigate Lab: Observing Pistils and Stamens
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  eText: Case Study: Cephalopods
                    Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. 

               Synthesize

                  Interactivity: Offspring Season
                    Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) 

                  Quest Check-In eText: An Apple Lesson
                    Curriculum Standards: Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6) 

                  Quest Check-In Interactivity: An Apple Lesson
                    Curriculum Standards: Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6) 

                  Enrichment: Probability and Genetics
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Quiz Review: Patterns of Inheritance
                    Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Editable Quiz: Patterns of Inheritance
                    Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Quiz: Patterns of Inheritance
                    Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

            Lesson 2: Chromosomes and Inheritance

               Connect

                  Write: It Runs in the Family
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

               Investigate

                  eText: Chromosomes and Inheritance
                    Curriculum Standards: In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. 

                  Interactivity: Look Inside
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  Video: Chromosomes and Inheritance

                  Virtual Lab: Whose Offspring is This?
                    Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) 

                  uInvestigate Lab: Chromosomes and Inheritance
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) 

                  Career Video: Genetic Counselor

               Synthesize

                  Interactivity: Colorful Chromosomes
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  Quest Check-In eText: About Those Chromosomes
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  Quest Check-In Interactivity: About Those Chromosomes
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  Enrichment: Genetic Diseases
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

               Demonstrate

                  Quiz Review: Chromosomes and Inheritance
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  Quiz: Chromosomes and Inheritance
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

            Lesson 3: Genetic Coding and Protein Synthesis

               Connect

                  Class Discussion: Talking Code

               Investigate

                  eText: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the  relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  Interactivity: The Role of DNA
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Video: Genetic Coding and Protein Synthesis

                  uInvestigate Lab: Modeling Protein Synthesis
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  eText: uEngineer It!: Impact on Society: Reinventing DNA as Data Storage
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  uEngineer It! Video: Reinventing DNA as Data Storage
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

               Synthesize

                  Interactivity: Making Proteins
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Enrichment: How Cells Make Proteins
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) 

                  Quiz Review: Genetic Coding and Protein Synthesis
                    Curriculum Standards: In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) 

                  Editable Quiz: Genetic Coding and Protein Synthesis
                    Curriculum Standards: In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) 

                  Quiz: Genetic Coding and Protein Synthesis
                    Curriculum Standards: In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) 

            Lesson 4: Trait Variations

               Connect

                  Write: Describe That Dog

               Investigate

                  eText: Trait Variations
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the  relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function. Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. 

                  Interactivity: Sex-Linked Traits and Disorders
                    Curriculum Standards: In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) 

                  Interactivity: Genetic Crosses

                  Worksheet: Genetic Crosses

                  Video: Trait Variations

                  uInvestigate Lab: Observing Traits
                    Curriculum Standards: In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

               Synthesize

                  Interactivity: Track Your Traits
                    Curriculum Standards: In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6) 

                  Quest Check-In eText: All in the Numbers
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  Quest Check-In Lab: All in the Numbers
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  Enrichment: Human Genetic Disorders
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Quiz Review: Trait Variations
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Quiz: Trait Variations
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

            Lesson 5: Genetic Technologies

               Connect

                  Poll: Modifying Foods
                    Curriculum Standards: In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) 

               Investigate

                  eText: Genetic Technologies
                    Curriculum Standards: In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. (MS-LS4-5) Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. 

                  Interactivity: DNA Fingerprinting

                  Worksheet: DNA Fingerprinting

                  Video: Genetic Technologies
                    Curriculum Standards: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. (MS-LS4-5) 

                  uInvestigate Lab: Extraction in Action

               Synthesize

                  Interactivity: Solving Problems with Genetics
                    Curriculum Standards: In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. (MS-LS4-5) 

               Demonstrate

                  Quiz Review: Genetic Technologies
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Quiz: Genetic Technologies
                    Curriculum Standards: Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

            Topic Close: Genes and Heredity

               eText: Review and Assess: Genes and Heredity
                 Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. 

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

               Quest Findings: Reflect on Funky Fruits

               Main Ideas: Genes and Heredity
                 Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

               Test: Genes and Heredity
                 Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

         Topic 5: Natural Selection and Change Over Time

            Topic Launch: Natural Selection and Change Over Time

               eText: Natural Selection and Change Over Time
                 Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) 

               Readiness Test: Natural Selection and Change Over Time
                 Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) 

               Remediation Summary: Natural Selection and Change Over Time
                 Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) 

               uConnect Lab: Walking Whales?
                 Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

               Quest Kickoff: A Migration Puzzle

               Quest Checklist: A Migration Puzzle

            Lesson 1: Early Study of Evolution

               Connect

                  Inquiry Warm-Up Lab: Flowery Traits, Seedy Variations
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

               Investigate

                  eText: Early Study of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. 

                  Interactivity: Mystery on the Galapagos Islands
                    Curriculum Standards: Patterns can be used to identify cause and effect relationships. Graphs and charts can be used to identify patterns in data. 

                  Interactivity: Animal Feeding Adaptations

                  Worksheet: Animal Feeding Adaptations

                  Virtual Lab: Natural Selection in Butterfly Behavior
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. 

                  Video: Early Study of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. 

                  uInvestigate Lab: How Do Species Change Over Time?
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

               Synthesize

                  Interactivity: Adaptations and Variations
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  Quest Check-In eText: Meet the Blackcaps
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  Quest Check-In Interactivity: Meet the Blackcaps
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  Enrichment: Variation Within Species

               Demonstrate

                  eText: Lesson 1 Check

                  Quiz Review: Early Study of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

                  Editable Quiz: Early Study of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

                  Quiz: Early Study of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

            Lesson 2: Natural Selection

               Connect

                  Poll: Squirrel Color and Survival

               Synthesize

                  Interactivity: Lessons From the Potato Famine

                  Enrichment: Caterpillar Camouflage

            Lesson 3: The Process of Evolution

               Connect

                  Write: Frog Jump

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Quiz Review: The Process of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Editable Quiz: The Process of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

                  Quiz: The Process of Evolution
                    Curriculum Standards: Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) 

            Lesson 4: Evidence in the Fossil Record

               Investigate

                  Interactivity: Along the Canyon Wall
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

                  Interactivity: Legs, Arms, Wings, and Flippers
                    Curriculum Standards: Patterns can be used to identify cause and effect relationships. Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. 

                  Video: Evidence in the Fossil Record
                    Curriculum Standards: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Analyze and interpret data to provide evidence for phenomena. The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

                  uInvestigate Lab: Finding Proof
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. 

                  eText: Case Study: Could Dinosaurs Roar?
                    Curriculum Standards: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Analyze and interpret data to provide evidence for phenomena. The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Synthesize

                  Interactivity: Fossils Around the World
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) Patterns can be used to identify cause and effect relationships. 

                  Enrichment: The Horse Fossil Record
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. Use mathematical representations to describe and/or support scientific conclusions and design solutions. 

               Demonstrate

                  Editable Quiz: Evidence in the Fossil Record
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

                  Quiz: Evidence in the Fossil Record
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

            Lesson 5: Other Evidence of Evolution

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

                  Quiz Review: Other Evidence of Evolution
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

                  Editable Quiz: Other Evidence of Evolution
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

                  Quiz: Other Evidence of Evolution
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) 

         Topic 6: History of Earth

            Topic Launch: History of Earth

               eText: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Editable Readiness Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Readiness Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Remediation Summary: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               uConnect Lab: Dividing History
                 Curriculum Standards: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Quest Kickoff: The Big Fossil Hunt
                 Curriculum Standards: The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Quest Checklist: The Big Fossil Hunt
                 Curriculum Standards: The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Quest Rubric: The Big Fossil Hunt
                 Curriculum Standards: The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

            Lesson 1: Determining Ages of Rocks

               Investigate

                  Interactivity: Oldest to Youngest

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

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

                  uInvestigate Lab: The Story in Rocks

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

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

               Synthesize

                  Interactivity: Know Your Index Fossils

                  Quest Check-In eText: Determining Ages of Rocks
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) 

                  Quest Check-In Interactivity: Clues in the Rock Layers
                    Curriculum Standards: Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) 

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

                  Enrichment: Rocks of the Grand Canyon
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

            Lesson 2: Geologic Time Scale

               Connect

                  Class Discussion: Clues to the Past

               Investigate

                  Interactivity: On the Clock

                  Interactivity: A Very Grand Canyon

                  uInvestigate Lab: Going Back in Time
                    Curriculum Standards: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

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

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

                  uEngineer It! Interactivity: How Old Are These Rocks?
                    Curriculum Standards: The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Synthesize

                  Interactivity: Going Away

                  Quest Check-In Lab: A Matter of Time

                  Enrichment: How Old Are Grand Canyon Rocks?

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

                  Quiz: Geologic Time Scale
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

            Lesson 3: Major Events in Earth's History

               Investigate

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

                  Interactivity: Observation and Deduction

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) 

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

                  Career Video: Paleontologist

                  Virtual Lab: The Story in the Strata
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Synthesize

                  Interactivity: Big Changes

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

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

                  Enrichment: Earth's Early Atmosphere
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) 

            Topic Close: History of Earth

               eText: Review and Assess: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               eText: Evidence Based Assessment: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               uDemonstrate Lab: Core Sampling Through Time
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

               uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

               Quest Findings: Reflect on the Big Fossil Hunt
                 Curriculum Standards: The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Main Ideas: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Editable Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Test: History of Earth
                 Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

         Topic 7: Energy in the Atmosphere and Ocean

            Topic Launch: Energy in the Atmosphere and Ocean

               eText: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               Editable Readiness Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               Readiness Test: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               Remediation Summary: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6) 

               uConnect Lab: Does a Plastic Bag Trap Heat?

               Quest Kickoff: Crossing the Atlantic
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

            Lesson 1: Energy in Earth's Atmosphere

               Investigate

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

                  Interactivity: Fluids on the Move

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

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

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. 

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

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

            Lesson 2: Patterns of Circulation in the Atmosphere

               Investigate

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

                  Interactivity: Where the Wind Blows

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

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

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

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

               Synthesize

                  Interactivity: Winds Across the Globe

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

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

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

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Models can be used to represent systems and their interactions. 

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

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

            Lesson 3: Patterns of Circulation in the Ocean

               Connect

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

               Investigate

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

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

                  Interactivity: Ocean Habitats

                  Worksheet: Ocean Habitats

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

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

                  Career Video: Oceanographer

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

               Synthesize

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

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

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

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

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quiz Review:Patterns of Circulation in the Ocean
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Editable Quiz: Patterns of Circulation in the Ocean
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

                  Quiz: Patterns of Circulation in the Ocean
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

            Topic Close: Energy in the Atmosphere and Ocean

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

               eText: Evidence Based Assessment: Energy in the Atmosphere and Ocean
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab: Not All Heating Is Equal
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Not All Heating Is Equal
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Crossing the Atlantic

               Quest Findings: Reflect on Crossing the Atlantic

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

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

         Topic 8: Climate

            Topic Launch: Climate

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

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

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

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

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

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

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

            Lesson 1: Climate Factors

               Investigate

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

                  Interactivity: Two Sides of the Mountain

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

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

                  Career Video: Science Writer

               Synthesize

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

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

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

               Demonstrate

                  eText: Lesson 1 Check

                  Quiz Review: Climate Factors

                  Quiz: Climate Factors

            Lesson 2: Climate Change

               Connect

                  Write: Regional Climate Change

               Investigate

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

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

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

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

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

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

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

                  eText: Case Study: The Carbon Cycle

               Synthesize

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

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

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

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

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) 

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

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

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

            Lesson 3: Effects of a Changing Climate

               Connect

                  Poll: How You Affect Climate

               Investigate

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

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

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

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

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

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

               Synthesize

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

                  Quest Check-In eText: Make a Difference

                  Quest Check-In Interactivity: Make a Difference

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

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz: Effects of a Changing Climate

            Topic Close: Climate

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

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

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

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

               Quest Findings eText: Reflect on Shrinking Your Carbon Footprint

               Quest Findings: Reflect on Shrinking Your Carbon Footprint

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

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

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

         Topic 9: Earth-Sun-Moon System

            Topic Launch: Earth-Sun-Moon System

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

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

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

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

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

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

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

            Lesson 1: Movement in Space

               Connect

                  Poll: Observation of the Night Sky

               Investigate

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

                  Interactivity: Evidence in Observations

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

                  uInvestigate Lab: Watching the Skies
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

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

               Synthesize

                  Interactivity: Interpreting the Night Sky

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

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

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

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

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

            Lesson 3: Phases and Eclipses

               Connect

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

               Investigate

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

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

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

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

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

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

                  uInvestigate Lab: How Does the Moon Move?
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. 

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

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

                  Career Video: Planetarium Technician

               Synthesize

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

                  Quest Check-In eText: The Moon's Revolution and Tides
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  Quest Check-In Lab: The Moon's Revolution and Tides
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

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

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

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

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

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

            Topic Close: Earth-Sun-Moon System

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

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

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

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

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

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

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

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

         Topic 10: Solar System and the Universe

            Topic Launch: Solar System and the Universe

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

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

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

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

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

               Quest Kickoff: Searching for a Star

               Quest Rubric: Searching for a Star

            Lesson 3: Stars

               Connect

                  Poll: Estimate the Number of Stars

               Investigate

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

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

                  Video: Birth of a Star

               Synthesize

                  Interactivity: Lives of Stars

               Demonstrate

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

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

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

            Lesson 4: Galaxies

               Connect

                  Write: Hollywood Goes to Space

               Investigate

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

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

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

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

               Synthesize

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

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

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

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) 

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

            Topic Close: Solar System and the Universe

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

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

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

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

               Quest Findings eText: Reflect on Searching for a Star

               Quest Findings: Reflect on Searching for a Star

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

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

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

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

         Program Resources

            Course Glossary

            Multilingual Glossary

               Simplified Chinese

               Traditional Chinese

               Haitian Creole

               Hmong

               Korean

               Russian

               Spanish

            Labs

               Topic 1: Atoms and the Periodic Table

                  uConnect Lab: Modeling Matter
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

                  Inquiry Warm-Up Lab: What's in the Box?

                  uInvestigate Lab: How Far Away Is the Electron?
                    Curriculum Standards: Models can be used to represent systems and their interactions. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Inquiry Warm-Up Lab: Which Is Easier?

                  uInvestigate Lab: Classifying Elements

                  Inquiry Warm-Up Lab: What Are the Trends in the Periodic Table?

                  uInvestigate Lab: Element Chemistry

                  Inquiry Warm-Up Lab: How Do Ions Form?

                  uInvestigate Lab: Properties of Molecular Compounds

                  Quest Check-In Lab: Solving the Mystery

                  uDemonstrate Lab: Shedding Light on Ions
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

                  uDemonstrate Lab Do It Yourself: Shedding Light on Ions
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

               Topic 2: Chemical Reactions

                  uInvestigate Lab: Particles in Liquids

                  Quest Check-In Lab: Energy Salts
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Inquiry Warm-Up Lab: Presto Change-O!
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  uInvestigate Lab: Changes in a Burning Candle
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  Quest Check-In Lab: Pack Building
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  uInvestigate Lab: Making Plastic From Starch
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  Quest Check-In Lab: Heat It Up or Ice It Down
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process?that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

                  uDemonstrate Lab: Evidence of Chemical Change
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Evidence of Chemical Change
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               Topic 3: Forces and Motion

                  uConnect Lab: Identifying Motion
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Walking the Walk

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quest Check-In Lab: Bumping Cars, Bumper Solutions
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  uDemonstrate Lab: Stopping on a Dime
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

                  uDemonstrate Lab Do It Yourself: Stopping on a Dime
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

               Topic 4: Genes and Heredity

                  uConnect Lab: Making More

                  Inquiry Warm-Up Lab: How Tall Is Tall?
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  uInvestigate Lab: Observing Pistils and Stamens
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  uInvestigate Lab: Chromosomes and Inheritance
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) 

                  uInvestigate Lab: Modeling Protein Synthesis
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  uInvestigate Lab: Observing Traits
                    Curriculum Standards: In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

                  Quest Check-In Lab: All in the Numbers
                    Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1) 

                  uInvestigate Lab: Extraction in Action

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

               Topic 5: Natural Selection and Change Over Time

                  uConnect Lab: Walking Whales?
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  Inquiry Warm-Up Lab: Flowery Traits, Seedy Variations
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  uInvestigate Lab: How Do Species Change Over Time?
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) 

                  uInvestigate Lab: Variation in a Population
                    Curriculum Standards: Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2) Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. 

                  uInvestigate Lab: Adaptations of Birds
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6) 

                  uInvestigate Lab: Finding Proof
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. 

                  uDemonstrate Lab: A Bony Puzzle
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Patterns can be used to identify cause and effect relationships. Graphs and charts can be used to identify patterns in data. 

                  uDemonstrate Lab Do It Yourself: A Bony Puzzle
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Patterns can be used to identify cause and effect relationships. Graphs and charts can be used to identify patterns in data. 

               Topic 6: History of Earth

                  uConnect Lab: Dividing History
                    Curriculum Standards: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

                  uInvestigate Lab: The Story in Rocks

                  uInvestigate Lab: Going Back in Time
                    Curriculum Standards: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 

                  Quest Check-In Lab: A Matter of Time

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) 

                  uDemonstrate Lab: Core Sampling Through Time
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

                  uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

               Topic 7: Energy in the Atmosphere and Ocean

                  uConnect Lab: Does a Plastic Bag Trap Heat?

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

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

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

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

                  uDemonstrate Lab: Not All Heating Is Equal
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Not All Heating Is Equal
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Topic 8: Climate

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

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

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

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

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

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

               Topic 9: Earth-Sun-Moon System

                  uInvestigate Lab: Watching the Skies
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  Inquiry Warm-Up Lab: Patterns: Day and Night
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) 

                  uInvestigate Lab: How Does the Moon Move?
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. 

                  Quest Check-In Lab: The Moon's Revolution and Tides
                    Curriculum Standards: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

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

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

               Topic 10: Solar System and the Universe

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

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

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

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

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

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

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

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

            STEM Invention Toolbox Activities

               littleBits Challenge Log Guided: Particle Accelerator

               littleBits Challenge Log Open: Particle Accelerator

               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: Space Communication

               littleBits Challenge Log Open: Space Communication

            Test-Taking Strategies

               Avoiding Careless Mistakes

               Interpreting Bar Graphs

               Interpreting Data Tables

               Interpreting Diagrams

               Interpreting Experiments

               Interpreting Tables

               Interpreting a Text Passage

               Make Logical Connections

               Paying Attention to the Details

               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

               Vocabulary Skill: Use Root Words

               Vocabulary Skill: Use Prefixes

               Vocabulary Skill: Use Suffixes

               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: Sequence

               Target Reading Skill: Relate Cause and Effect

               Target Reading Skill: Summarize

            Course Tests

               Pre/Post Test
                 Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) Develop and/or use a model to describe phenomena. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) Analyze and interpret data to determine scale properties of objects in the solar system. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Models can be used to represent systems and their interactions. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Editable End-of-Year Test
                 Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Models can be used to represent systems and their interactions. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               End-of-Year Test
                 Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6) This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1- 1) Models can be used to represent systems and their interactions. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

               Editable Benchmark Test A

               Benchmark Test A
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               Benchmark Test B
                 Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2) Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1) Science knowledge is based upon logical and conceptual connections between evidence and explanations. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1) 

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

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

         Spanish Resources Course 3

            Elevar las ciencias Texto en línea del estudiante Curso 3

            Quest Kickoff Video: Dessert Disaster (Spanish captioned)

            Quest Kickoff Video: Hot and Cool Chemistry (Spanish captioned)

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

            Quest Kickoff Video: Funky Fruit (Spanish Captioned)

            Quest Kickoff Video: A Migration Puzzle (Spanish Captioned)

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

            Quest Kickoff Video: Crossing the Atlantic (Spanish Captioned)

            Quest Kickoff Video: Preparing a Plan (Spanish Captioned)

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

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

         Credits, Elevate Science Course 3

         Teacher Resources Container

            Assessment Download Center
              Intended Role: Instructor

            Teacher eText: Atoms and the Periodic Table
              Intended Role: Instructor

            Quest Overview Teacher Support: Dessert Disaster
              Intended Role: Instructor

            PD Modeling Video: Atoms and the Periodic Table
              Intended Role: Instructor

            Letter Home: Atoms and the Periodic Table
              Intended Role: Instructor

            Readiness Test Answer Key: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher Support: Modeling Matter
              Intended Role: Instructor

            Teacher Support: Dessert Disaster
              Intended Role: Instructor

            Teacher eText: Atomic Theory
              Intended Role: Instructor

            Teacher Support: What's in the Box?
              Intended Role: Instructor

            Answer Key: Build an Atom
              Intended Role: Instructor

            Teacher Support: How Far Away Is the Electron?
              Intended Role: Instructor

            Answer Key: Models of Atoms
              Intended Role: Instructor

            Quiz Answer Key: Atomic Theory
              Intended Role: Instructor

            Teacher eText: The Periodic Table
              Intended Role: Instructor

            Teacher Support: Which Is Easier?
              Intended Role: Instructor

            Teacher Support: Classifying Elements
              Intended Role: Instructor

            Answer Key: Groups of Elements
              Intended Role: Instructor

            Teacher Support: Examining Physical Properties of the Powders
              Intended Role: Instructor

            Answer Key: Mystery of the Unknown Element
              Intended Role: Instructor

            Quiz Answer Key: The Periodic Table
              Intended Role: Instructor

            Teacher eText: Bonding and the Periodic Table
              Intended Role: Instructor

            Teacher Support: What Are the Trends in the Periodic Table?
              Intended Role: Instructor

            Answer Key: Valence Electrons
              Intended Role: Instructor

            Teacher Support: Element Chemistry
              Intended Role: Instructor

            Answer Key: Transferring Energy Through Bonding
              Intended Role: Instructor

            Quiz Answer Key: Bonding and the Periodic Table
              Intended Role: Instructor

            Teacher eText: Types of Bonds
              Intended Role: Instructor

            Teacher Support: How Do Ions Form?
              Intended Role: Instructor

            Answer Key: Build an Ionic Compound
              Intended Role: Instructor

            Teacher Support: Protect the Helpers!
              Intended Role: Instructor

            Answer Key: Chemical Bonding
              Intended Role: Instructor

            Teacher Support: The Vinegar Test
              Intended Role: Instructor

            Answer Key: Covalent Bonds
              Intended Role: Instructor

            Teacher eText: Acids and Bases
              Intended Role: Instructor

            Answer Key: Properties and Uses of Acids and Bases
              Intended Role: Instructor

            Teacher Support: Acids and Bases in Careers
              Intended Role: Instructor

            Teacher Support: Solving the Mystery
              Intended Role: Instructor

            Quiz Answer Key: Acids and Bases
              Intended Role: Instructor

            Teacher eText: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: DIY Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: Reflect on the Culinary Mystery: Dessert Disaster
              Intended Role: Instructor

            Test Answer Key: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher eText: Chemical Reactions
              Intended Role: Instructor

            PD Modeling Video: Chemical Reactions
              Intended Role: Instructor

            Letter Home: Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Hot and Cool Chemistry
              Intended Role: Instructor

            Teacher eText: Mixtures and Solutions
              Intended Role: Instructor

            Answer Key: Separating a Mixture
              Intended Role: Instructor

            Teacher Support: Particles in Liquids
              Intended Role: Instructor

            Teacher eText: Chemical Change
              Intended Role: Instructor

            Teacher Support: Presto Change-O!
              Intended Role: Instructor

            Answer Key: Evidence Of Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Chemistry of Glow Sticks
              Intended Role: Instructor

            Answer Key: Analyze Exothermic and Endothermic Graphs
              Intended Role: Instructor

            Teacher Support: Design Your Pack
              Intended Role: Instructor

            Answer Key: Changes in Matter
              Intended Role: Instructor

            Teacher eText: Modeling Chemical Reactions
              Intended Role: Instructor

            Answer Key: When Wood Burns
              Intended Role: Instructor

            Answer Key: Model a Chemical Reaction
              Intended Role: Instructor

            Teacher Support: Pack Building
              Intended Role: Instructor

            Quiz Answer Key: Modeling Chemical Reactions
              Intended Role: Instructor

            Teacher eText: Producing Useful Materials
              Intended Role: Instructor

            Answer Key: Describe the Impact of Synthetics
              Intended Role: Instructor

            Teacher Support: Making Plastic From Starch
              Intended Role: Instructor

            Answer Key: The Impact of Synthetics
              Intended Role: Instructor

            Teacher Support: Heat It Up or Ice It Down
              Intended Role: Instructor

            Answer Key: How Sweet It Is
              Intended Role: Instructor

            Quiz Answer Key: Producing Useful Materials
              Intended Role: Instructor

            Teacher eText: Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: DIY Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: Reflect on Your Pack
              Intended Role: Instructor

            Test Answer Key: Chemical Reactions
              Intended Role: Instructor

            Teacher eText: 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: Forces 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

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

            Answer Key: Forces From Motion
              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, Force, and Motion 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: Exploring Gravity
              Intended Role: Instructor

            Teacher Support: Sticky Sneakers
              Intended Role: Instructor

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

            Teacher eText: Forces and Motion
              Intended Role: Instructor

            Test Answer Key: Forces and Motion
              Intended Role: Instructor

            Teacher eText: Genes and Heredity
              Intended Role: Instructor

            Quest Overview Teacher Support: Funky Fruit
              Intended Role: Instructor

            PD Modeling Video: Genes and Heredity
              Intended Role: Instructor

            Letter Home: Genes and Heredity
              Intended Role: Instructor

            Readiness Test Answer Key: Genes and Heredity
              Intended Role: Instructor

            Teacher Support: Making More
              Intended Role: Instructor

            Teacher Support: Funky Fruit
              Intended Role: Instructor

            Teacher eText: Patterns of Inheritance
              Intended Role: Instructor

            Teacher Support: Observing Pistils and Stamens
              Intended Role: Instructor

            Teacher Support: An Apple Lesson
              Intended Role: Instructor

            Answer Key: Probability and Genetics
              Intended Role: Instructor

            Quiz Answer Key: Patterns of Inheritance
              Intended Role: Instructor

            Teacher eText: Chromosomes and Inheritance
              Intended Role: Instructor

            Answer Key: It Runs in the Family
              Intended Role: Instructor

            Answer Key: Look Inside
              Intended Role: Instructor

            Teacher Support: Whose Offspring is This?
              Intended Role: Instructor

            Answer Key: Colorful Chromosomes
              Intended Role: Instructor

            Teacher Support: About Those Chromosomes
              Intended Role: Instructor

            Teacher eText: Genetic Coding and Protein Synthesis
              Intended Role: Instructor

            Answer Key: The Role of DNA
              Intended Role: Instructor

            Teacher Support: Modeling Protein Synthesis
              Intended Role: Instructor

            Answer Key: Making Proteins
              Intended Role: Instructor

            Answer Key: How Cells Make Proteins
              Intended Role: Instructor

            Quiz Answer Key: Genetic Coding and Protein Synthesis
              Intended Role: Instructor

            Teacher eText: Trait Variations
              Intended Role: Instructor

            Answer Key: Sex-Linked Traits and Disorders
              Intended Role: Instructor

            Teacher Support: Genetic Crosses
              Intended Role: Instructor

            Answer Key: Track Your Traits
              Intended Role: Instructor

            Teacher Support: All in the Numbers
              Intended Role: Instructor

            Answer Key: Human Genetic Disorders
              Intended Role: Instructor

            Quiz Answer Key: Trait Variations
              Intended Role: Instructor

            Teacher eText: Genetic Technologies
              Intended Role: Instructor

            Teacher Support: Extraction in Action
              Intended Role: Instructor

            Answer Key: Solving Problems with Genetics
              Intended Role: Instructor

            Teacher eText: Genes and Heredity
              Intended Role: Instructor

            Teacher Support: Make the Right Call!
              Intended Role: Instructor

            Teacher eText: Natural Selection and Change Over Time
              Intended Role: Instructor

            Quest Overview Teacher Support: A Migration Puzzle
              Intended Role: Instructor

            PD Modeling Video: Natural Selection and Change Over Time
              Intended Role: Instructor

            Letter Home: Natural Selection and Change Over Time
              Intended Role: Instructor

            Teacher Support: A Migration Puzzle
              Intended Role: Instructor

            Teacher eText: Early Study of Evolution
              Intended Role: Instructor

            Teacher Support: Flowery Traits, Seedy Variations
              Intended Role: Instructor

            Answer Key: Mystery on the Galapagos Islands
              Intended Role: Instructor

            Teacher Support: Animal Feeding Adaptations
              Intended Role: Instructor

            Teacher Support: Natural Selection in Butterfly Behavior
              Intended Role: Instructor

            Teacher Support: How Do Species Change Over Time?
              Intended Role: Instructor

            Answer Key: Adaptations and Variations
              Intended Role: Instructor

            Teacher Support: Meet the Blackcaps
              Intended Role: Instructor

            Answer Key: Variation Within Species
              Intended Role: Instructor

            Quiz Answer Key: Early Study of Evolution
              Intended Role: Instructor

            Teacher eText: Natural Selection
              Intended Role: Instructor

            Answer Key: Lessons From the Potato Famine
              Intended Role: Instructor

            Answer Key: Caterpillar Camouflage
              Intended Role: Instructor

            Teacher eText: The Process of Evolution
              Intended Role: Instructor

            Answer Key: Frog Jump
              Intended Role: Instructor

            Quiz Answer Key: The Process of Evolution
              Intended Role: Instructor

            Answer Key: Legs, Arms, Wings, and Flippers
              Intended Role: Instructor

            Answer Key: Fossils Around the World
              Intended Role: Instructor

            Quiz Answer Key: Evidence in the Fossil Record
              Intended Role: Instructor

            Teacher eText: Other Evidence of Evolution
              Intended Role: Instructor

            Quiz Answer Key: Other Evidence of Evolution
              Intended Role: Instructor

            Teacher eText: History of Earth
              Intended Role: Instructor

            Quest Overview Teacher Support: The Big Fossil Hunt
              Intended Role: Instructor

            PD Modeling Video: History of Earth
              Intended Role: Instructor

            Letter Home: History of Earth
              Intended Role: Instructor

            Readiness Test Answer Key: History of Earth
              Intended Role: Instructor

            Teacher Support: Dividing History
              Intended Role: Instructor

            Teacher Support: The Big Fossil Hunt
              Intended Role: Instructor

            Teacher eText: Determining Ages of Rocks
              Intended Role: Instructor

            Answer Key: Oldest to Youngest
              Intended Role: Instructor

            Teacher Support: Radiometric Dating
              Intended Role: Instructor

            Answer Key: Know Your Index Fossils
              Intended Role: Instructor

            Teacher Support: Clues in the Rock Layers
              Intended Role: Instructor

            Teacher Support: Fossils Around the World
              Intended Role: Instructor

            Answer Key: Rocks of the Grand Canyon
              Intended Role: Instructor

            Teacher eText: Geologic Time Scale
              Intended Role: Instructor

            Answer Key: On the Clock
              Intended Role: Instructor

            Answer Key: A Very Grand Canyon
              Intended Role: Instructor

            Teacher Support: Going Back in Time
              Intended Role: Instructor

            Answer Key: How Old Are These Rocks?
              Intended Role: Instructor

            Answer Key: Going Away
              Intended Role: Instructor

            Teacher Support: A Matter of Time
              Intended Role: Instructor

            Answer Key: How Old Are Grand Canyon Rocks?
              Intended Role: Instructor

            Teacher eText: Major Events in Earth's History
              Intended Role: Instructor

            Answer Key: Observation and Deduction
              Intended Role: Instructor

            Teacher Support: Changes in the Water
              Intended Role: Instructor

            Teacher Support: The Story in the Strata
              Intended Role: Instructor

            Answer Key: Big Changes
              Intended Role: Instructor

            Teacher Support: Time to Choose the Dig Site
              Intended Role: Instructor

            Teacher eText: History of Earth
              Intended Role: Instructor

            Teacher Support: DIY Core Sampling Through Time
              Intended Role: Instructor

            Test Answer Key: History of Earth
              Intended Role: Instructor

            Teacher eText: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Quest Overview Teacher Support: Crossing the Atlantic
              Intended Role: Instructor

            PD Modeling Video: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

            Letter Home: Energy in the Atmosphere and Ocean
              Intended Role: Instructor

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

            Teacher Support: Does a Plastic Bag Trap Heat?
              Intended Role: Instructor

            Teacher Support: Crossing the Atlantic
              Intended Role: Instructor

            Teacher eText: Energy in Earth's Atmosphere
              Intended Role: Instructor

            Teacher Support: Heating Earth's Surface
              Intended Role: Instructor

            Quiz Answer Key: Energy in Earth's Atmosphere
              Intended Role: Instructor

            Teacher eText: Patterns of Circulation in the Atmosphere
              Intended Role: Instructor

            Teacher Support: 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

            Teacher eText: Patterns of Circulation in the Ocean
              Intended Role: Instructor

            Answer Key: What an Ocean Current Is Like
              Intended Role: Instructor

            Answer Key: Oceanic Circulation
              Intended Role: Instructor

            Teacher Support: Ocean Habitats
              Intended Role: Instructor

            Teacher Support:  Modeling Ocean Current Formation
            Teacher Support: Modeling Ocean Current Formation
              Intended Role: Instructor

            Answer Key: The Sargasso Sea
              Intended Role: Instructor

            Quiz Answer Key: Patterns of Circulation in the Ocean
              Intended Role: Instructor

            Teacher Support: Not All Heating Is Equal
              Intended Role: Instructor

            Teacher Support: Reflect on Crossing the Atlantic
              Intended Role: Instructor

            Teacher eText: Climate
              Intended Role: Instructor

            Quest Overview Teacher Support: Shrinking Your Carbon Footprint
              Intended Role: Instructor

            PD Modeling Video: Climate
              Intended Role: Instructor

            Letter Home: Climate
              Intended Role: Instructor

            Readiness Test Answer Key: Climate
              Intended Role: Instructor

            Teacher eText: Climate Factors
              Intended Role: Instructor

            Teacher Support: Classifying Climates
              Intended Role: Instructor

            Teacher Support: Footprint Steps
              Intended Role: Instructor

            Teacher eText: Climate Change
              Intended Role: Instructor

            Teacher Support: Human Impact on Climate Change
              Intended Role: Instructor

            Teacher Support: Frozen in Time
              Intended Role: Instructor

            Teacher Support: What Is the Greenhouse Effect?
              Intended Role: Instructor

            Answer Key: Climate Change Q & A
              Intended Role: Instructor

            Answer Key: Farming and Climate Change
              Intended Role: Instructor

            Quiz Answer Key: Climate Change
              Intended Role: Instructor

            Teacher eText: Effects of a Changing Climate
              Intended Role: Instructor

            Teacher Support: Make a Difference
              Intended Role: Instructor

            Answer Key: Cooling Things Off
              Intended Role: Instructor

            Quiz Answer Key: Effects of a Changing Climate
              Intended Role: Instructor

            Teacher eText: Climate
              Intended Role: Instructor

            Teacher Support: DIY An Ocean of a Problem
              Intended Role: Instructor

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

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

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

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

            Teacher eText: Movement in Space
              Intended Role: Instructor

            Teacher Support: Watching the Skies
              Intended Role: Instructor

            Answer Key: Interpreting the Night Sky
              Intended Role: Instructor

            Answer Key: Models of the Universe
              Intended Role: Instructor

            Teacher eText: Phases and Eclipses
              Intended Role: Instructor

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

            Teacher Support: Eclipses
              Intended Role: Instructor

            Teacher Support: Shadows in Space
              Intended Role: Instructor

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

            Answer Key: Moon Phases and Eclipses
              Intended Role: Instructor

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

            Quiz Answer Key: Phases and Eclipses
              Intended Role: Instructor

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

            Teacher Support: Modeling Lunar Phases
              Intended Role: Instructor

            Teacher Support: DIY Modeling Lunar Phases
              Intended Role: Instructor

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

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

            PD Modeling Video: Solar System and the Universe
              Intended Role: Instructor

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

            Teacher Support: Planetary Measures
              Intended Role: Instructor

            Quiz Answer Key: Stars
              Intended Role: Instructor

            Teacher eText: Galaxies
              Intended Role: Instructor

            Answer Key: Model a Galaxy
              Intended Role: Instructor

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

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

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

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

            Teacher Support: Engineering and Design Notebook Course 3
              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 Course 3 Master Materials List for Lab Activities
              Intended Role: Instructor

            Elevate Science Course 3 Master Materials List for Lab Activities
              Intended Role: Instructor

            Teacher Support: Modeling Matter
              Intended Role: Instructor

            Teacher Support: What's in the Box?
              Intended Role: Instructor

            Teacher Support: How Far Away Is the Electron?
              Intended Role: Instructor

            Teacher Support: Which Is Easier?
              Intended Role: Instructor

            Teacher Support: Classifying Elements
              Intended Role: Instructor

            Teacher Support: What Are the Trends in the Periodic Table?
              Intended Role: Instructor

            Teacher Support: Element Chemistry
              Intended Role: Instructor

            Teacher Support: How Do Ions Form?
              Intended Role: Instructor

            Teacher Support: Solving the Mystery
              Intended Role: Instructor

            Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: DIY Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: Particles in Liquids
              Intended Role: Instructor

            Teacher Support: Energy Salts
              Intended Role: Instructor

            Teacher Support: Presto Change-O!
              Intended Role: Instructor

            Teacher Support: Pack Building
              Intended Role: Instructor

            Teacher Support: Making Plastic From Starch
              Intended Role: Instructor

            Teacher Support: Heat It Up or Ice It Down
              Intended Role: Instructor

            Teacher Support: Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: DIY Evidence of Chemical Change
              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: Sticky Sneakers
              Intended Role: Instructor

            Teacher Support: Making More
              Intended Role: Instructor

            Teacher Support: Observing Pistils and Stamens
              Intended Role: Instructor

            Teacher Support: Modeling Protein Synthesis
              Intended Role: Instructor

            Teacher Support: All in the Numbers
              Intended Role: Instructor

            Teacher Support: Extraction in Action
              Intended Role: Instructor

            Teacher Support: Make the Right Call!
              Intended Role: Instructor

            Teacher Support: Flowery Traits, Seedy Variations
              Intended Role: Instructor

            Teacher Support: How Do Species Change Over Time?
              Intended Role: Instructor

            Teacher Support: Variation in a Population
              Intended Role: Instructor

            Teacher Support: A Bony Puzzle
              Intended Role: Instructor

            Teacher Support: DIY A Bony Puzzle
              Intended Role: Instructor

            Teacher Support: Dividing History
              Intended Role: Instructor

            Teacher Support: Going Back in Time
              Intended Role: Instructor

            Teacher Support: A Matter of Time
              Intended Role: Instructor

            Teacher Support: Changes in the Water
              Intended Role: Instructor

            Teacher Support: DIY Core Sampling Through Time
              Intended Role: Instructor

            Teacher Support: Does a Plastic Bag Trap Heat?
              Intended Role: Instructor

            Teacher Support: Heating Earth's Surface
              Intended Role: Instructor

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

            Teacher Support: United States Precipitation
              Intended Role: Instructor

            Teacher Support:  Modeling Ocean Current Formation
            Teacher Support: Modeling Ocean Current Formation
              Intended Role: Instructor

            Teacher Support: Not All Heating Is Equal
              Intended Role: Instructor

            Teacher Support: Classifying Climates
              Intended Role: Instructor

            Teacher Support: What Is the Greenhouse Effect?
              Intended Role: Instructor

            Teacher Support: DIY An Ocean of a Problem
              Intended Role: Instructor

            Teacher Support: Watching the Skies
              Intended Role: Instructor

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

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

            Teacher Support: Modeling Lunar Phases
              Intended Role: Instructor

            Teacher Support: DIY Modeling Lunar Phases
              Intended Role: Instructor

            Teacher Support: Planetary Measures
              Intended Role: Instructor

            Teacher Support: Ring Around the Sun
              Intended Role: Instructor

            Teacher Support: Pulling Planets
              Intended Role: Instructor

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

            Teacher Support: Space Exploration Vehicle
              Intended Role: Instructor

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

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

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

            littleBits Challenge Lesson Plan: Particle Accelerator
              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: Space Communication
              Intended Role: Instructor

            Note-Taking Strategies Answer Key
              Intended Role: Instructor

            Reading Strategies Handbook TOC
              Intended Role: Instructor

            Introduction: How to Read Science Content
              Intended Role: Instructor

            Teacher's Notes: 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
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            Benchmark Test A Answer Key
              Intended Role: Instructor

            Benchmark Test C Answer Key
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            Elevar las ciencias Libro del maestro con respuestas Curso 3
              Intended Role: Instructor

            Spanish Resources Guide Course 3
              Intended Role: Instructor